SIOP Component #1: Lesson Preparation
Everything begins with lesson preparation, and this SIOP component is no different. The six features found under this component do more than set the students and teacher up for success. They set the tone for the entire Sheltered Instruction Observation Protocol (SIOP) framework. Take a look at these features to notice just how they set the tone for a successfully lesson and the SIOP Framework.
Features of Lesson Preparation
SIOP is all about connecting students with content and language.
The biggest thing that separates the SIOP framework from others is its conscious attention to language and the role language plays in understanding and interacting with the content of the classroom. SIOP begins by asking the teacher to address two objectives: the content objectives and language objectives. Since everything flows from the lesson's objectives, it makes sense to begin there. It also makes sense to qualify not just what content the students will encounter and internalize but also the language they will need to confidently and competently express themselves and their learning.
Consciously identifying language and content objectives sets the tone for SIOP
It is so important to consider, as educators, the language that is needed to access and express the content of the classroom. For many students, language may be the barrier between understanding and not understanding. Teachers can create a bridge that allows students, especially English learners, to access content more easily by considering the specific language students will need.
There are several things that fall under the category of language.
SIOP encourages teachers to use a variety of ways, not just one
It's abundantly clear that there are far many more resources to make content and language clear and accessible than are found in the text we use with our students. Many teachers have become adept at finding videos and other visual media online that pertain to the topic they are teaching. Other teachers understand the value of identifying manipulatives and other ways to get the students physically involved in their own learning.
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