1. William Barringer
Jennifer Gonzalez
Dalton Lipes
Patrick Norris

2. What is Sheltered Instruction
Observation Protocol (SIOP)?
O An instructional
model that provides
teachers with tools
and methods to help
English Language
Learners (ELLs)
learn content area
material even
though they have
not mastered
English.

3. 8 Components of an SIOP
Lesson
1. Lesson preparation
2. Building background
3. Comprehensible
input
4. Strategies
5. Interaction
6. Practice and
application
7. Lesson delivery
8. Review and
assessment
(Pearson, 2014)

4. Why Differentiate Instruction?
Every child is different.
When teachers know
these differences they can
tailor lesson plans to meet
students’ needs. This
contrasts from traditional
teaching which focused on
a fictional “typical” child
and excluded everyone
else.(DelliCarpini, 2006)

5. Differentiating &ELL Students
Every student benefits from
differentiating instruction,
particularly ELLs. ELLs have
various needs like their
counterparts in addition to
different cultural & academic
backgrounds as well as
linguistic abilities. (Dahlman, 2008).

6. Building Background
Children learn better when new
information is put into context and
built on pre-established knowledge.
This is challenging when teaching
ELL students because they might
not have references we take for
granted, like fireworks on the 4th of
July. This is why it is important for
teachers to build ELL’s background
knowledge using text based
materials so students can relate
new material to accurate base level
information.
(National Association of Secondary School
Principals, 2010)

7. Comprehensible Input (CI)
ELL students struggle in content areas
because they need to understand and
respond in the very language they are trying
to learn, English. The CI component of SIOP
lessons addresses this by presenting
information in a manner students can
understand according to their proficiency
level. Examples include using visuals,
paced speech, and scaffolding.
(Association for Supervision and
Curriculum Development, 2007).

8. Language Proficiency
Levels
Learning a language happens in stages, for
native and non-native speakers alike. Just
imagine speaking with a toddler and then a
teenager, the differences between the two would
be blaringly obvious. The same is true for ELL
students. Wida has defined six proficiency levels
to characterize student language proficiency.
(WIDA, 2012)

9. Characteristics of the Proficiency
Levels
OLevel 1-Beginning
OLevel 2-Emerging
OLevel 3-Developing
OLevel 4-Expanding
O Level 5-Bridging
OLevel 6- Reaching
(WIDA, 2012)

10. Four Language Domains
In addition to the six proficiency levels, teachers
need to address the four domains of language in
their instruction. These four domains include:
Reading Writing Listening Speaking

11. Sample SIOP Lesson Plan
The differentiated lesson plan we will
discuss focuses on the writing language
domain. It is part of an overall
Reconstruction Era & KKK social
studies unit.
Objective: Students will reflect on what they have learned
about the Reconstruction Era to write a formal letter
voicing the concerns of the era to the President.
Procedure:
1. Students will review a sample business letter
and discuss it in a think-pair-share format.
Students will then discuss as a class when
they would use this letter.

12. SIOP Lesson Plan, Continued
1. Students will watch the video Violence
and Intimidation followed by a class
discussion on the video.
1. Students will pair off and pretend they live in the
Reconstruction Era. They will use what they
have learned to draft a formal letter voicing their
concerns of violence and the KKK to President
Andrew.
(Tuscon Unified School District, n.d)

13. Sample Classroom
The sample classroom is typical in
many school districts:
 Teacher only knows English
 There is at least one student in
each language proficiency level.
 Some students were born in the
United States but live in non-
English speaking households.
 Some students immigrated from
another country and do not know
any English.

14. Level 1: Beginning
Students have limited to no understanding of
English and will usually communicate non-verbally.
They respond well to visual aids and need a lot of
support in class.
 Building background:
 When in think-pair-share groups the teacher will
help students think of formal situations that might
require a business letter like interviews or
complaints.
 Teacher will review the letter’s format and
emphasize that supporting details need to go into
the body of the letter.

15. Level 1: Beginning …
Comprehensible Input
 Four-Corner vocabulary charts- will help students with
vocabulary words that can be used in the letter
 Multi-media Pictorial Word Bank- for emotion words
like intimidate and scare. Students will use a computer
to drag words over the corresponding picture so they
can visualize it better.
 Fill in the blank letter template to begin scaffolding the
letter writing process for students.
• Intimidate
• Frighten or overawe (someone), especially in order to make them do what one wants.
• Scare
• cause great fear or nervousness in; frighten

16. Level 2: Emerging
Students understand short sentences and communicate
with simple sentences.
Building Background
 As students review the business letter the teacher
will encourage them to state any facts, ideas,
thoughts, or opinions on other formal letters they
have read.
 The teacher can use material and information
learned from previous assignments and how letters
are formatted to assist students in increasing their
knowledge of the English language.

17. Level 2: Emerging…
Comprehensible Input
 Provide students with a model of a simple letter
they can follow.
 Provide students with a word bank they can use to
complete their letter.
 Provide students with a
graphic organizer to help
them
create simple yet complete
sentences.
(Teachers Pay Teachers , 2014)

18. Level 3: Developing
Student has a limited vocabulary but understands
complex speech. Their writing becomes slightly
more complex.
Building background:
 Have students discuss the sample letters they
reviewed at the beginning of the class. Ask
students to think of a time they would write a
formal letter.

19. Level 3: Developing
….Continued Vocabulary- describe and relate key terms to the
video. Students then write synonyms for these
words and are encouraged to use them in the
letter.
 Graphic organizers- to help
students expand on simple
sentences.
(Teachers Pay Teachers , 2015)

20. Level 4: Expanding
Student communicates socially and reads fluently.
Has difficulty with abstract concepts and reading
texts out of context.
Building background:
 The teacher will review the business letter and
discuss situations requiring a business letter in
their think-pair-share.
 Teacher will also provide a background on the lack
of technology during this era which is why letters
were the most effective form of communication.

21. Level 4: Expanding….
Comprehensible Input
 Timeline activity- completed with a
partner on the Reconstruction Era
& KKK.
 Partner writing- with a student in a
higher proficiency level.
 Additional time- Students will
receive additional time to complete
their assignment.
(Kash, n.d)

22. Level 5: Bridging
Communicates fluently with minimal language
support. Students are fluent but still need
occasional support
Building Background Knowledge:
 Have students review and discuss the
example business letter in a think-pair-share

23. Level 5: Bridging ….
Comprehensible Input
 Teacher will read directions aloud and have them
written for the students.
 Provide students with a list of formal sayings such
as “eternally grateful” they might not know, but
could use in the letter.
 Will be given a letter
writing checklist.
Images obtained from Google Images

24. Level 6: Reaching
Students have mastered all previous levels.
Teachers do not need to consider differentiating due
to linguistics.
Building Background Knowledge:
 Have students think of a time they tried to
convince someone of something via text. Now
have them pretend they had no phones or other
communication and needed to write that person a
letter instead of a text/email.

25. Level 6: Reaching …
Comprehensible Input
 Write and read aloud the directions
 Use words including “persuade” and “compel”
 Give students “juicy” words to help make their
letter more compelling.
("Easy Pace Learning ", 2012)

26. Differentiating Instruction and
language proficiency levels
 Every student benefits from differentiating
instruction.
 SIOP models ensure that ELLs are
provided with background knowledge and
comprehensible input that are suited to
their language proficiency level.
 This support scaffolds material and
language skills for ELLs so they will grow
academically and become independent.

27. References
Association for Supervision and Curriculum
Development. (2007). Key Concepts of Second-Language
Acquisition. Retrieved from
http://www.ascd.org/publications/books/106048/chapters/Key
_Concepts_of_Second-Language_Acquisition.aspx
Dahlman, A. (2008). Classroom strategies and tools for
differentiating instruction in the ESL classroom. Retrieved
from
http://minnetesol.org/journal/vol25_html_pages/17_Dahlman
.htm
DelliCarpini, M. (2006). Scaffolding and differentiating
instruction in mixed ability ESL classes using a round robin
activity. Retrieved from
http://iteslj.org/Techniques/DelliCarpini-RoundRobin.html

28. References
Easy Pace Learning . (2012). Retrieved from http://
www.easypacelearning.com/all-lessons/english-lessons-
level-4/1223-descriptive-words-list-learning-english
Kash, . (n.d). Reconstruction Model Lesson
Documents. Retrieved from
http://mrkash.com/activities/reconstructiondocs.html
National Association of Secondary School
Principals. (2010). Building and activating background
knowledge. Retrieved from
http://www.nassp.org/Content.aspxtopic=Building_and_A
ctivating_Background_Knowledge

29. References
PEARSON. (2014). About The SIOP® Model. Retrieved
from http://siop.pearson.com/about-siop/index.html
Teachers Pay Teachers . (2014). Crafting
sentences . Retrieved from
https://www.teacherspayteachers.com/Product/Crafting-
Sentences-223997
Teachers Pay Teachers . (2015). Sentences- Writing a
Complete Sentence Graphic Organizer. Retrieved from
https://www.teacherspayteachers.com/Product/Sentences-
Writing-a-Complete-Sentence-Graphic-Organizer-619942

30. References
Tuscon Unified School District . (n.d). Social Studies SIOP
Lesson
Plan. Retrieved from http://ushistory.tusd.us/participants.htm
WIDA. (2012). WIDA 2012 Amplified ELD Standards. Retrieved
from
https://www.wida.us/standards/eld.aspx