SIOP COMPONENTS 
WHAT IS ABOUT?
Is a validated instructional model that has proven effective in addressing the academic needs of English learners throughout the United States. (OSCAR)
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STRATEGIES: include methods, techniques and mental process (DAVID MONTOYA)
building background( discussing, give vocabulary,introduce the topic,like putting a song). (DAVID MONTOYA)
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INTERACTION: students talk and discuss about the information provided.
TEACHERS PHRASES:( tell me more about that,give me an explanation,explain to me.) (OSCAR)
Practice and application
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Lesson Planning (OSCAR)
IMPORTANT CONCLUSIONS
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Lesson delivery
How the learning stated learning objective is supported during the lesson
To what extent students are engaged in the lesson (it doesn't mean students must be all the lesson writing or moving, it means that students are following the lesson) and do the expected activities
Make sure the appropiate pace of students in the lesson
Provide hands-on activities
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Comprehensible input
More Methods for Comprehensible input
- use a document camera for learner's to see better the instructions
- Record classes
The lessons are understandable with the next tecniques
- Providing Manipulatives for students to contextualize new ideas
- Modelling step by-step processes
- Gestures
The Teacher provides clear objectives and spectations in step by -step manner
It is when the teacher modifies and adjust his rate of speech and enunciation to learners English proficiency.
The 8 components are represented like identities
SIOP transcends content area and grade level
It focuses on learner's English inmmersion for supporting their English academical achievements
BIBLIOGRAPHY LINK
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Building Background simply means preparing students for what they are about to learn. In a way, this component is all about starting where the students are, not where they aren't. SIOP examines this through the lens of both content and language
This component of SIOP encourages teachers to consciously try and connect students to both the content and language of the lesson. Teachers build background by helping students connect the know to the unknown and the old to the new. The three features (below) remind educators of three important factors: First, helping students focus on the familiar first is a good place to start. Next, students come with valuable knowledge and skills that need to be used. Finally, vocabulary must be a conscious, sustained effort. Once again, SIOP helps teachers consciously attend to language
throughout a lesson and decrease support as students acquire experience. The
strategies include techniques,methods and mental process that enhance comprehension for learning and retaining information.learning strategies include metacognitive,cognitive and social/affective strategies.students should be provided ample opportunities to use learning strategies,which have been taught through explicit instruction.teachers should consistently use scaffolding throughout a lesson and decrease support as student acquire experience.the goal is for student to become more independent in self-monitoring their own learning strategies.common strategies include thinking aloud,preview and prediction,prompting,elaboration and questioning that promotes higher order thinking skills
Lessons shuold include multiple opportunities to use hands- on materials or manipulatives to learn and practice the content and should include activities for students to apply content and language knowledge in their learning.
Theachers should:
Keep practice time short
Divide the content into meaningful short chunk
:Keep practice periods frequent and close together when exploring new content
Give studens immediate feedback
Review material periodically from previous learned content
Integration of language Skills
Connections between concepts are best made when all language processes are incorporated and integrated during practice and application.
Oral language development and language skills such as reading, writing, speaking, and listening need to be developed in conjunction with one another. They are all interrelated and integrated naturally.
Practice in any one area promotes development in the other areas as well.
COGNITIVE PROCESS: to know something (DAVID ROMERO) **METACOGNITIVE: what you do with the knowledge that you have (DAVID ROMERO) **
New content and abstract concepts nedd to be presented in personally relevant ways that spark a student's prior knowledge and experiences.
Keep personal learning journals
Making and/or playing a game for reviewing content
Writing test questions or creating math problems for another studens to solve
Teaching a concept to another student
Encouragin studens to discuss, interact, and work together makes abstract concepts more concrete.
Making and using graphic organizers
Partnering students for a project
Solving problems in cooperative gruops
Engaging in discussions circles