Siop Model

The SIOP Model:
Interaction,
Practice &
Application
Erika Maxson & Brian O’Connor
Objectives:
Students will be able to recall helpful tips for getting students to interact
more in lessons
Students will be able to identify incorrect use of the Practice/Application

SIOP Model component and provide suggestions for improvement.
Components of the SIOP Model
1. Lesson Preparation
2. Building Background
3. Comprehensible Input
4. Strategies
5. Interaction a. Background
b. Opportunities
1. Practice/Application c. Grouping
2. Lesson Delivery d. Wait Time
3. Review/Assessment e. Language 1
Interaction Have any of you ever
gone to a restaurant by
yourself?
How did you feel?

Use it or Lose it!
•Need to create opportunities to use academic language as well as social
language
•Actually speaking the new language is very helpful in developing skills
•Who does most of the speaking in most classrooms?
•Teachers
•NEED MORE STUDENT INTERACTION
Benefits
•Brain Stimulation- engaged student is a happy student
•Increased Motivation- “I want to do more!”
•Reduced Risk- non-direct questions allow broad response
•More Processing Time- “I need time to think”
•Increased Attention- Pairs and teams can heighten attention
•The more students interact, the better they learn

Textbook page 116-119-
example of classes with/without interaction
Without SIOP Interaction With SIOP Interaction

•Teacher did not encourage •Balance of student-teacher talk
elaborate answers
•Encourage extended answers and
•Corrected wrong answers by restated the answer for the class
answering the question himself
Oral Language Development
•Have the students speak more– BALANCE
•Encourage students to elaborate (not simple yes/no answers)
•Positive correlation between oral proficiency and reading and writing proficiency.
•I think we can all agree that knowing how to read and write is important
But how do we elicit longer answers?
“Tell me more about that?” “Why is that important?”

“What do you mean by…” “What does that remind you of?”
“What else…” •Two birds with one stone–
“How do you know?” Have another student expand on
an answer
Group work is about balance
•Break up passive learning with •Allows students to process
active learning information and learn from each other
•Whole Class
•Gives teacher opportunity for smaller
•Small Group
teacher:student ratio
•Partners
•Individuals
Don’t just hang with your groupies!
•Do not only separate class into high/medium/low achievers
•Heterogeneous groups that mix skill levels, language proficiency, gender, and
race will offer more opportunities to learn from each other's perspectives.
•The specific situation will dictate what type of grouping is the best.
How long do we have to wait?
•Silence is your friend!!

•Length of wait time varies by culture (seconds or even minutes)
•Your students may still be trying to process your expertly crafted, beautifully
recited, thought provoking, amazing question
•Especially your ELL students
•Don’t rob them of the chance to answer it because of silence
•Of course the teacher knows the answer- don’t be a smarty pants!
L1- First Language
•Give your EL’s time and opportunity to clarify concepts in their first language
•Reading skills from first language transfer to the second language
•May need to explain concepts or assignments in L1 even if lesson is in English

•It is an important level of support for those that need the support
•Advanced EL’s may not need the help
•let them spread their wings and soar!
At the end of the day
Do whatever you can to help your student!
Components of the SIOP Model
1. Lesson Preparation
2. Building Background
3. Comprehensible Input
4. Strategies
5. Interaction
6. Practice/Application
a. Hands-On Materials and/or Manipulatives to Practice with New
Knowledge
b. Activities to Apply Content and Language Knowledge
c. Activities Integrate All Language Skills
7. Lesson Delivery
8. Review/Assessment
Practice &
● Especially important for academic language
development of an ELL
● Should include practice of reading, writing,
Application
listening and speaking
● Ideal component for differentiating
instruction
This component involves:
● A variety of activities
● Introducing the material in new ways
● Allowing time for students to practice with
the new material to show progress
● Careful teacher oversight
Practicing New Content Knowledge
“...students have a greater chance of mastering content concepts and skills when they are given
multiple opportunities to practice in relevant, meaningful ways.” (p. 139)
Important Teacher Considerations:
- How much material should be presented at one time?
- How long in time should a practice period be?
- How often should students practice?
- How will students know how well they’ve done?

Knowing When & How to Correct ELLs
● Individualized
○ Depends on level of language development.
● If the error impedes communication, simply restate the sentence correctly for a gentle
correction.
● With persisting errors that seem unrelated to the native language, plan a mini-lesson to address
the issue.
● Other errors should be recognized by the teacher but left uncorrected as they learn.
Hands-On Materials and/or Manipulatives
● Manipulating materials promotes learning by:

○ connecting abstract concepts to concrete experiences and
○ reducing the language load.
○ Ex. forming a human timeline using index cards rather than simply filling in a worksheet.
● Hands-on activities make more sense and are more memorable.

○ Having students create the hands-on materials themselves involves practice.
○ Ex. creating a BINGO card before using it.
■ Watching a video of how to ride a bike isn’t as effective of a learning strategy as
actually riding it is.
➔ 99 Ideas and Activities for Teaching English Learners with the SIOP Model (Vogt &
Echevarria, 2008)
Activities for Applying Content & Language
Knowledge
● Discussing and doing make abstract concepts concrete, especially when practiced in the
classroom.
Example Activities:
● Clustering
● Graphic Organizers
● Cooperative Learning Groups
● Discussion Circles
● “Reporting Out” information to partners (listening and speaking)
● Modified Cloze activities
Activities Integrate All Language Skills
“Reading, writing, listening, and speaking are complex, cognitive language processes that are
interrelated and integrated.” (p. 142)
● Order of first language development vs. second language development.
● Components of language development are mutually supportive.

○ Regardless of the order/relationships, practice in any one component will promote
development of the others.
● It is important for teachers to use a variety of types of activities to involve learning styles of all
students and further language and content development.
Practice Activity:
Using the provided lesson, work in
groups of 3 to rate Teaching Scenario 1
based on their use of the
Practice/Application features discussed.
Provide at least one recommendation
for improvement. (pg. 146)
Group discussion to follow. (5-10 min)

Learning
Styles
1. Pragmatic- Both chapters provide a breakdown that is followed in the
lesson.
2. Applied- Applying the concepts learned in Practice/Application component

to assess a real lesson.
https://twitter.com/siopmodel
Echevarria, J., Vogt, M., & Short, D. J. (2008). Making content comprehensible for English learners:
The SIOP Model. Boston, MA: Pearson Education, Inc.
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The SIOP Model:

Students will be able to identify incorrect use of the Practice/Application

How did you feel?

•The more students interact, the better they learn

Without SIOP Interaction With SIOP Interaction

“Tell me more about that?” “Why is that important?”

•Do not only separate class into high/medium/low achievers

•Silence is your friend!!

•May need to explain concepts or assignments in L1 even if lesson is in English

This component involves:

Important Teacher Considerations:

- How much material should be presented at one time?

- How long in time should a practice period be?

- How often should students practice?

- How will students know how well they’ve done?

● Manipulating materials promotes learning by:

● Hands-on activities make more sense and are more memorable.

● Order of first language development vs. second language development.

● Components of language development are mutually supportive.

Group discussion to follow. (5-10 min)

2. Applied- Applying the concepts learned in Practice/Application component

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