If this is the first time you’ve read one of my Exploring SIOP posts I suggest you read Exploring SIOP: Component 1 – Part 1 before you read part 2. The first post gives more background on the SIOP model and what it is.
Component One: Lesson Preparation – Features 4, 5 and 6
Supplementary Materials Used to a High Degree, Making the Lesson Clear and Meaningful
Using a variety of additional materials to support the curriculum is important. Especially for students who do not have an academic background in the grade level and those who have language and learning difficulties. Try to choose materials that are culturally relevant to students and their backgrounds.
Here are a few examples of supplementary materials:
- Hands-on manipulatives – These help reduce the language load on students and still allows them to demonstrate their understanding.
- Realia/real life objects – These make it easier for students to make connections to their lives.
- Visuals – graphs, charts, websites, magazines, pictures, power points, etc.
- Demonstrations – Provide visual support and modeling.
Adaption of Content to All Levels of Student Proficiency
Many required textbooks are too difficult for students to read and simply watering them down looses a lot of the important content information. It is important to make textbooks and other resources accessible to students in a way that keeps the content information.
- Native language supports can be helpful if a student is literate in their native language. Texts written in a student’s native language can be used to supplement the text so students can clarify key concepts.
- Summarize the text and focus on the key points of information. The new version could be written as an outline, a list of bullet points, or a graphic organizer.
- Elaborate the text to add information. This may take longer, but you can embed definitions into the text or provide more background information.
Meaningful Activities that Integrate Lesson Concepts with Language Practice Opportunities for Reading, Writing, Listening, and/or Speaking
Lesson activities should incorporate language development into the content learning, not keep the language development separated.
- Content standards that apply to students with English proficiency should also apply to English learners.
- Make sure that the activities for English learners are authentic and meaningful.
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The information from this post was gathered from Chapter 1 of the 4th edition of the book Making Content Comprehensible for English Learners: The SIOP Model by Jana Echevarría, MaryEllen Vogt, and Deborah J. Short and published by Pearson. The information provided is only a very brief part of the information shared and to get all of the information you would need to read the book. If you would like to purchase a copy of this book, you can do so here.