The SIOP Framework Research Papers (original) (raw)

2024, Science Education

Using findings from a four-year research and development effort, we propose an updated model of sheltered instruction for science classrooms that leverages the opportunities provided by the Next Generation Science Standards (NGSS) to better support multilingual learners in middle and high school science. Using data from teacher implementation logs and interviews, we examine

2023, Journal of Immersion and Content-Based Language Education

Meeting the educational needs of second language learners is a responsibility borne by teachers around the world, both those who teach immigrants and refugees attending schools in wealthy countries and those who work with students in poorer ones, where learning an international language can be the key to economic opportunity. There is surprisingly little classroom-based research to investigate the learning of academic content by adolescent English language learners (ELLs) in the United States whose schooling has been limited or interrupted. Liu's study, drawn from her 2014 dissertation, provides a rich description of teacher-student interaction in a math class that includes students with limited English proficiency and little prior education. By looking closely at the language interactions of four "focal students, " Liu provides a valuable window onto the difficulty of providing appropriate content-based instruction for these learners. Liu's analysis of the language produced by second language learners in a grade 9 math class suggests that content teachers' focus on the subject matter they are teaching can limit their ability to pay attention to how students' language development is progressing. In content-based language teaching, whether for foreign language instruction or for second language learners, it is increasingly clear that teachers need to have specific goals and guidelines for the development of language itself (Echevarría, Vogt, & Short, 2012; Lyster, 2007). When teachers focus exclusively-or almost exclusively-on meaning, students may have some success in learning the subject matter content while failing to acquire specific language features that carry that content. There is little doubt that the content knowledge should take priority. However, if students cannot articulate their knowledge using the language features and register that are appropriate for the discipline, their academic progress will be limited (Schleppegrell & O'Halloran, 2011). The teacher in Liu's study had SIOP training, something that many teachers of English language learners in mainstream classes do not have. For this reason, she was aware that students benefit from knowing what both the content and language goals are for a lesson. However, as Liu observed, the "language" goals were

2023, The American Biology Teacher

An in-depth curricular unit exploring the effects of human land use on local water resources was created as part of a Teacher Professional Learning Program at the University of Connecticut’s Natural Resources Conservation Academy. This unit was designed to connect high school students to water resources in their community, both in the field and through the use of interactive mapping technology. These methods engage students in science and technology using multiple disciplines and can help them better understand how their local water resource is affected by the surrounding landscape. In this unit, students explore the dynamics of local water resources and the anthropogenic issues that affect them through field and open-access online inquiry-based activities. The varied lessons within this unit were purposefully created to align with the Next Generation Science Standards and to fit within either an earth science or a biology course. They use existing online geospatial tools and can be...

2022, Science and Children

2022, The American Biology Teacher

2022

____ Write content objectives clearly for students. ____ Write language objectives clearly for students. ____ Choose content concepts appropriate for age and educational background level of students. ____ Identify supplementary materials to use (graphs, models, visuals). ____ Adapt content (e.g., text, assignment) to all levels of student proficiency. ____ Plan meaningful activities that integrate lesson concepts (e.g., surveys, letter writing, simulations) with language practice opportunities for the four skills.

2021

It is not unusual for an instructional model or approach to be misinterpreted in practice. Madeline Hunter bemoaned the way her Mastery Teaching approach was reduced to a seven step lesson plan. Although the Sheltered Instruction Observation Protocol (SIOP) Model of sheltered instruction for English language learners (ELLs) was developed fairly recently (Echevarria, Vogt & Short, 2000), it has already been reported implemented in unintended ways. The SIOP Model is an instructional framework that incorporates best practices for teaching academic English and provides teachers with a coherent, usable approach for improving the achievement of their students. In this article, the author responds to the description by Settlage, Kerry, and Rustad (this issue) of their experience using the SIOP model with preservice students to teach elementary science content to ELLs.

2018

Sheltered Instruction Observation Protocol is a instructional protocol intended to deliver quality English language instruction to second language learners in the K-12 environment. It is becoming prevalent in many schools around the U.S. However, there are concerns by teaching professionals, language instruction supervisors, and administrators that the protocol is not always being implemented in such a way that either the designers intended, or in a way that is optimally advantageous to learners.This article evaluates the place of SIOP in K-12 English as a Second Language instruction and, from a language acquisition perspective, reinforces critical implementation considerations.