ELL Supports: SIOP Method

The SIOP method makes sure that the reading is accessible to all students who are learning English so they are able to comprhened text. SIOP stands for Sheltered Instruction Obeservation Protocal, and provides "scaffolds" or "shelters", that allow for all students to read the same leveled texts and be successful.

Within the SIOP method, students are provides supports prior to reading, during reading, and after reading. Below you will find strategies you can use throughout these stages to ensure that all students can access the grade level reading material you are presenting to them in class.  The examples that you see below are found in videos provided by Regis University. However, the strategies that were shown are best practices for all students, but support students who are learning a language more specifically.

Pre Reading:	-Explicitly state the objective of the day: content and language -Instructions should be clear and concise -Goal for the day: IE: Inferences from reading a passage -State the passage students will be reading from -Agenda so students know what they are going to be working on through out class -Pre-teach vocabulary: Student should be provided pictures and sentences to suport learning Examples from video: Harvest T: Who remembers what a harvest means? S: Produce                   T: Acknowledges good academic vocabulary-Produce Bouquet images and sentences provided S: Flowers Pricked T: What is a synonym for pricked S:cut, stabbed Resentment T: provided an example of boom box vs small headphones and this causing jealousy amongst siblings Cowboy Connects cowboy to the native language of the student to provide understanding                                                                                            -Book Walk/Summary of the main idea of text or chapter -Graphic Organizer/Compare & Contrast -Making predictions -Work in groups -Connect/relate to the students backgrounds -What does this topic mean to you and your culture? IE: Superstitions
During Reading:	-Ask students to clarify texts or ideas that are unfamiliar to the teacher Example: The Birthday Song in Spanish: "Do you know it?" Students sang the song for the class, clarified for each other in Spanish to ensure they were using the right language -Students and teachers read a loud the text so they can read and see the words together, be sure to clearly pronounce the words. -Remind students and demonstrate how to use reading strategies: Modeled verbally and on overhead projector, leveled questions, remind them of background knowledge         Example: What do I mean, put the harvest to bed? When you infer, you do not always have to be right: you use context clues and background knowledge to draw a conclusion  First clue the author leaves us is, her father is late and he is never late Second clue the author leaves us is that her finger being pricked is a sign for something bad to come  **Engagement with the text is increased the more they have time to interact with the text **ELL students must have wait time to interact with the text (3-5 seconds to process, the longer wait time the more they will be able to provide=output.) **Make connections to prior lesson so students can have continuity of concepts
After Reading:	-At end of the lesson it is important to  review vocabulary, reading strategies, content, learning objectives, and independent interaction with the text -Find a concept that relates to your background knowledge, a questioning piece and find a visual reference and put up on our diary board