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    • SIOP Lesson Preparation >
      • SIOP Feature 1 Write content objectives clearly for students
      • SIOP Feature 2 Write language objectives clearly for students
      • SIOP Feature 4 Identify Supplementary Materials to Use
      • SIOP Feature 6 Plan meaningful activities that integrate lesson concepts with language practice
    • SIOP Building Background >
      • SIOP Feature 7 Explicitly link concepts to students backgrounds and experiences
      • SIOP Feature 8 Explicitly link past learning to new concepts
      • SIOP Feature 9 Emphasize key vocabulary for students
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      • SIOP Feature 10 Use Appropriate Speech for Students Proficiency Level
      • SIOP Feature 11 Explain Academic Tasks Clearly
      • SIOP Feature 12 Use a variety of techniques to make concepts clear
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      • SIOP Feature 13 Provide ample opportunities for students to use strategies
      • SIOP Feature 14 Use scaffolding techniques consistently throughout lesson
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      • SIOP Feature 16 Provide frequent opportunities for interaction and discussion
      • SIOP Feature 17 Use Group Configurations that support language and content objectives
      • SIOP Feature 18 Provide sufficient wait time
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      • SIOP Feature 20 Provide hands-on materials and/or manipulatives for students to practice using new content knowledge
      • SIOP Feature 21 Provide activities for students to apply content and language
      • SIOP Feature 22 Provide activities that integrate all language skills >
        • Four Domains of Language Speaking
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      • SIOP Feature 25 Engage Students 90-100% of the Time
      • SIOP Feature 26 Pace the Lesson Appropriately to the Students Ability Level
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      • SIOP Feature 27 ​Give a comprehensive review of key vocabulary
      • SIOP Feature 29 Provide feedback to students regularly on their output
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SIOP Feature #7: Explicitly link concepts to students' backgrounds & experiences

The first feature that falls under this component of SIOP asks the teacher to explicitly begin a lesson by linking the concepts of the lesson to the students and their lives.  Taking time at the beginning of a lesson to do this supports the learner in a variety of different ways:
  • Building Background mollifies anxiety. 
  • ​It also helps students draw connections between their lives and school content.
  • It gives the teacher a great chance to assess where the students are in relation to the lesson.
  • Building Background engages students as their curiosity builds. ​
It's interesting to note that this feature begins with the phrase:  "explicitly link".  This is a challenge to the teacher to make things as transparent as s/he can.  Some students need the transparency more than others;  all students benefit from it.  Some actions we take as teachers are more explicit than others.
  • Not Explicit:  The teacher writes the topic on the board and tells the students what they should have already learned about it in previous classes.
  • Explicit:  The teacher shows students the topic and a list of vocabulary terms associated with it.  S/he then, asks students to share one thing they know about the topic with a partner.
Download A SIOP Information Packet

Ways to Explicitly link concepts in the classroom

  1. Class Web.  Creating a web on the board with ideas the entire class has is a safe way to take the pulse (globally) of the student body.  Students write anything they know about the topic on a post-it note and stick it on the board.  As class, the teacher can review the web, add any information, and then dive into the lesson.
  2. Predicting. Anytime students predict, they ante up.  Their interest spikes as they begin to focus on whether or not their prediction was right.  With vocabulary, pictures, or
  3. Word Splash.  A word splash is a set of key vocabulary words and phrases from the lesson.  In addition to reviewing the vocabulary, students can use these terms to
  4. Carousel.  A carousel is an activity where students move from statiuon to station completing some kind of task.  As a way to build background, students form groups and carousel around the room.  At each station there is is flip sized piece of chart paper and markers.  Each paper has a different question (what is something you know about ‘x’?).  Students discuss the question, write down an answer and move to another station repeating the task.
  5. Turn and Talk.  Students can turn to a partner and discuss a question or set of questions related to the topic.  They may do this orally, or they may even jot down a few of their partner’s responses to share with the class later on.
TESOL Trainers provides SIOP professional development for K-12 teachers

TESOL Trainers provides exceptional professional development on SIOP

We are the leader in experiential SIOP professional development for K-12 teachers.  If you want your teachers to master the SIOP framework and increase their effectiveness as educators, you need to contact John Kongsvik today.
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Put yourself in contact with TESOL Trainers here.  We'll help you see how we can transform teaching and learning at your institution.
SIOP Lesson Preparation
SIOP Components and Features
SIOP Comprehensible Input
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Written by Dr. John Kongsvik - TESOL Trainers
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