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Sheltered Instru
SIOP

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What is Shelter
Dr. Stephen Krashen is credited by many as coining the term
sheltered instruction in the 1980s. Krashen is a noted linguist who
formulated the input hypothesis of language acquisition. This
theory focuses on the primary importance of comprehensible input-listening to spoken language and reading written language--that
enables the learner to acquire language.
He describes sheltered instruction as subject-matter teaching that
uses modified academic texts to provide comprehensible input to
the intermediate learner. The focus is on meaning.

What is SIOP?

Pearson defines SIOP as a framework for organizing instruction that

helps prepare all students--especially English Learners--to become college
and career ready. (Source: http://siop.pearson.com/about-siop/ February 20, 2014)
Developed by Dr. Jana Echevarria, Dr. Mary Ellen Vogt, and Dr. Deborah
Short. Center for Research on Education, Diversity & Excellence
(CREDE), a national research center funded by the US DOE from 19962003. One of the goals was to develop an explicit model of sheltered
instruction. Identified instructional features of high-quality sheltered
lessons. Observation Protocol is used to evaluate teacher change as well
as the effects of sheltered instruction on LEP students reading
achievement and English language development. (Source: http://cal.org February
20, 2014)

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SIOP Observ
Stephen Krashen indicates that SIOP is a rubric, a
checklist to see if teachers are following certain
procedures while teaching intermediate second
language acquirers and is the foundation of a method for
conducting content-based second language teaching.
This shouldnt be confused with SI.
(Source: http://sdkrashen.com February 20, 2014)

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8 Framewor
Within each of these components there are 30
features which teachers are able to design and deliver
lessons that address the academic and linguistic needs
of English learners throughout the US.
Source: cal.org, February 20, 2014)

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30 Features

16. Interaction (teacher & student)

17. Grouping Configuration

1.

Content Objectives

18. Wait Time

2.

Language Objectives

19. Ample time to clarify key concepts

3.

Content concepts

20. Hands-on materials or manipulatives

4.

Supplementary Materials

21. Activities to apply concepts and language knowledge

5.

Adaptation of Content

22. Activities integrating all language skills (reading writing

6.

Meaningful Activities

23. Content Objectivessupported by lesson delivery

7.
8.

24. Language Objectives clearly supported by lesson delivery.

Concepts Explicitly Linked (to students prior knowledge)
25. Students engaged 90% -100%
Links explicitly made ( old and new)

9.

Key Vocabulary ( presented in different ways)

26. Pacing students level

10. Speech

27. Review key vocabulary

11. Clear Explanation

28. Review of key content vocabulary

12. Variety of Techniques

29. Feedback

13. Learning Strategies (students and teacher)

30. Assessment = Comprehension and Learning (lesson Objectives)

14. Scaffolding (consistently )

15. Higher Order Thinking Skills

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Careful Planning

Content and Language Objectives

http://www.whiteboardblog.co.uk/2013/11/6-creative-tools-displaying-learning-objectives/

Supplementary materials

Adaptation of Concepts

IMPORTANT: Observable and

Assessable Objectives

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Onli
http://www.wl.k12.ia.us/Page/94
http://www.cal.org/siop/lesson-plans/
https://www.google.com/search?q=siop+lesson+plan+template&safe=active&client=firefox-a&hs=Xv7&rls=org.
mozilla:en-US:official&channel=sb&source=lnms&tbm=isch&sa=X&ei=gggYU7SvI-iOyAGX1YHICA&ved=0CAkQ_AUoAQ&
biw=1366&bih=639#facrc=_&imgdii=_&imgrc=-ENZ2eUBh73CJM%253A%3By3Y08oGpv3fAWM%3Bhttp%253A%252F%252Fimg.
docstoccdn.com%252Fthumb%252Forig%252F7449779.png%3Bhttp%253A%252F%252Fwww.docstoc.com%252Fdocs%252F74
49779%252FSIOP-Lesson-Plan-Template---DOC%3B1275%3B1650
http://www.docstoc.com/docs/122321535/SIOP-LESSON-PLAN-TEMPLATE---DOC

tick... tock...

ex. PROMPT vs. PROM

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2. Build
Emphasize Key Vocabulary to make content COMPREHENSIBLE
LINKING THE OLD & NEW
REPETITION REPETITION REPETITION
SUPPORTED by THE SCHEMA THEORY
1. Helps remembering facts and ideas in content
2. Most texts assume prior knowledge (mismatched schemata)
3. Strong vocabulary = Strong Academic Achievement and Reading Comprehension
4. Limited Vocabulary = limited success in all subject areas

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Repe

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Continu

Interesting...
AVERAGE STUDENT - 3,000 WPY
For those who learn at least 1,0000 WPY, an additional 300 words = 30 %
gain for that year

P. 99 example of lesson plan

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Compre

Interesting and relevant

Natural Language Patterns

Sufficient quantity of input

Clear step by step explanations

Appropriate monitoring of errors Patient

Interesting...
EL

lower cognitive ability.

E L students high level skills just in a different language.

EL students Reports

Speech Appropriate to EL levels

* Avoid IDIOMS / used them to increase English acquisition

Strategies
Example- p. 125

Develops Strategic Thinkers, Problem Solvers

Inspire Creativity

Instructional Strategies and Learning Strategies

Cognitive (learning) and Metacognitive (learning about learning)

Good for all Students

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Learning Strate
Declarative
Procedural
Conditional
Supported by:
Blooms taxonomy/ Scaffolding/Promote Higher Level
Thinking Skills.

Interactions
5. Interactions
Opportunities for interaction between teacher and student create an
atmosphere of active learning. (IC)
Allowing for organized group configurations gives students an
opportunity to share their knowledge with their peers.
Promoting wait time for student responses encourages meta
cognition.
Giving students ample time to clarify key concepts through
verbal interaction facilitates understanding of information and
concepts.

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Practice
6. Practice and Application
The use of hands-on materials allow students to practice new content
knowledge.
Activities that provide opportunities to apply content and language
greatly increases the chance the student will master the concepts as
well as language.
For students to become proficient it is crucial that activities
integrate all language skills (reading, writing, listening, speaking).

Lesson Delivery
7. Lesson Delivery
Delivery and focus must support content objectives.
Delivery of lesson must also support language objectives.
Engagement of students must be approximately 90% to
100% of the period.
Pacing is critical.

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Review
8. Review/Assessment
Review and assessment of key vocabulary contributes to mastery of
language
Review and assessment of key content concepts communicates
content mastery levels.
Providing specific feedback validates student work.
Conduct assessments periodically and using different
methods.

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Is SI
Krashen research in 2013
Krashen, Stephen. Does SIOP Research Support SIOP Claims? International Journal of
Foreign Language Teaching. 8,1: 11-24, 2013.

Stephen Krashens review of SIOP suggests that it is a program that

combines two conflicting theories/hypothesis of language acquisition and
that the research does not support those who claim its power. Another
researcher, McQuillan suggests that SIOP throws everything at children in
terms of the suggested strategies and hopefully something will stick.

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Con
Krashen contends that SIOP embraces two contrasting methods of of
instruction:
1. Skill-Building Hypothesis--students consciously learn skills
(grammar, vocabulary, spelling) and then use these skills in writing and
speaking.
2. Comprehension Hypothesis--students acquire language and
develop literacy when we understand messages; what we hear and what
we read. We do not acquire language by producing it through speech or
writing or when we study grammar rules or vocabulary.

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Good Shelte
Bilingual Education
1. Subject matter is taught in their native language helps make the
English children hear and read more comprehensible. A good background
in math in the primary language makes the math concepts in the second
language more comprehensible (intermediate learner)
2. Literacy development in the primary language means these gains
transfer to the second language; we learn to read by reading, by making
sense of what is on the page; once we can read in one language, we can
read in general

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Inpu
Comprehensible Input--direct support for English language development
through sheltered subject matter teaching; classes in which intermediate
level ESL students learn subject matter taught in English in a comprehensible
way.

Krashen would say that items 7 and 8 of the SIOP rubric align with the
Comprehensible Input Hypothesis--provide background knowledge and
explicitly link concepts to students background knowledge and link past
learning and new concepts. He also indicates it matches items 10, 11 & 12 of
the rubric--use clear and less complex speech, provide clear explanations,
and use techniques such as modeling and using visuals to provide context.

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Example
eslpod.com
Dr. Lucy Tse and Dr. Jeff McQuillan
EL Textbook--Chapter 3
English example
Spanishparatodos.com
Lesson from Dropbox

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Step
YouTube Video on Language Acquisition
http://www.youtube.com/watch?v=NiTsduRr
eug&safe=active
First 6 minutes define Comprehensible Input
in a Low-Anxiety Environment