Exploring SIOP {Component 1-Lesson Preparation} Part 1

Exploring SIOP {Component 1-Lesson Preparation} Part 1

One of the reasons I wanted to create this blog was to share ideas, strategies, and any other information I learned or will learn about English language learners. I haven’t come across very many ESL blogs and so I made it my mission to focus parts of my blog on them. I am a very big advocate for ESL students and hope that I will be able to provide a ‘wealth of information’ about them with other teachers!

So, in case you haven’t heard of SIOP, I wanted to give some very brief background info about it. SIOP stands for sheltered instruction observation protocol and the SIOP model is a research-based model of sheltered instruction that aims to help English language learners acquire English and gain academic achievement. There are eight components of SIOP, lesson preparation, building background, comprehensible input, strategies, interaction, practice and application, lesson delivery, and review and assessment. Underneath of those eight components there are a total of 32 different features that break the components down into smaller pieces.

If you want a more in depth background of the SIOP model and ELLs you can download the first chapter of the book Making Content Comprehensible for English Learners: The SIOP Model by Echevarría, Vogt, and Short straight from Pearson. If you click on the download link the .pdf will begin downloading automatically

Component One: Lesson Preparation

The first component is broken down into six smaller features and I will briefly discuss the first three below. To keep the length of this post to a minimum I will discuss the final three features in a separate post.

Feature 1: Content Objectives Clearly Defined, Displayed and Reviewed with Students

This one is pretty self-explanatory based on the name of the feature alone and I know that a lot of teachers do this already, so I just want to share a few tips that the authors shared.

  • Start objectives with student friendly language like: We will_____, Today I will____ or Our job is to____.
  • Limit the number of objectives to one or two per lesson.
  • Share the objectives orally and in writing.
  • Share the objectives regularly.


Feature 2: Language Objectives Clearly Defined, Displayed and Reviewed with Students

This feature is very similar to the first feature, except that the focus is on creating and sharing language objectives with students. The tips shared for the content objectives can be applied to the language objectives, but I have also listed some tips unique to language objectives below. (**If you need some help writing language objectives here is a great online resource that I came across.**)

  • Remember that acquiring a second language is a process. So, language objectives should also reflect this process.
  • Don’t ignore oral language practice. Make sure there are language objectives for all of the language domains: reading, writing, listening, and speaking.
  • Make sure you take the time to assess the language objectives to determine where students are on their way to mastery.
  • Writing an agenda on the board is not the same as writing the language (or content) objectives.
  • If only the ESL teacher works with a student during the day, less progress will be made than if every teacher the English learner sees helps the student with their language development and practice.

Here is a very short video (less than two minutes) where Dr. MaryEllen Vogt discusses the importance of language and content objectives as a part of the first component.

Feature 3: Content Concepts Appropriate for Age and Educational Background Level of Students

The major importance of this feature is to make sure that even though materials may be adapted to meet the needs of English learners, the content itself is not diminished. SIOP teachers have the goal of continuing to provide the grade-level curriculum to students but doing so in a way that makes the content comprehensible to students.

Here are some things to keep in mind:

  • In general, it is inappropriate to use curriculum materials and books from much earlier grades. Other materials should be provided and teachers should provide scaffolding if it is necessary.
  • Be mindful of concepts that students may have already learned either in or out of school, or in other words their background knowledge on a topic. (Funds of knowledge! (: )
  • Build on what students already know to help them learn a new topic.
  • Also, when planning it is important to consider the students’ first language literacy and proficiency, their schooling background, and the difficulty level of any text or other material that will be read.
Like this post? Now you can read part 2 of Exploring SIOP: Component 1 where I will discuss features 4, 5 and 6!



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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 <a href="http://www achat generique viagra.pearsonhighered.com/educator/product/Making-Content-Comprehensible-for-English-Learners-The-SIOP-Model-4E/9780132689724.page” title=”Purchase this book from Pearson” target=”_blank”>here.