SIOP Introduction

Mayra Escutia - sec. 002
The introduction chapter to the SIOP model begins by reminding the reader of the abundance of English Language learners (ELs) and lack of qualified ESL teachers in the United States. This is something all of us are aware of, but the information given in the article sheds light onto just how serious the issue actually is. Through a series of statistics, we see that it’s not just a small group of EL students that are struggling, but actually 31% of English language learners who fail to complete high school. Since the implementation of No Child Left Behind in 2001, these numbers have risen, in large part due to ELs not being able to pass standardized tests required for graduation. Many of us have the image of all EL students being immigrants, but according to the text, 57% of adolescent ELs were born in the United States, second or third generation children of immigrant parents. This number surprised me, but it makes sense. Many students struggle in an academic setting as a result of never having learned English as a child, and the students who grew up in the United States with a primary home language of Chinese, Spanish etc. often need just as much English education as those who grew up in other countries. This seems strange, especially when many of these students already speak English, but the article reminds us of the huge difference between the ability to hold a conversation and having true “academic literacy.” I enjoyed this part of the article, specifically the part that explains the necessity of learning not only how to speak English, but that learning how to complete academic tasks (interpreting charts, outlines etc.) in English, is essential to academic success.
One question I have: What are the five major components of reading mentioned on page 12?
The authors of this book propose the SIOP model, Sheltered Instruction Observation Protocol, as a way to combat the growing achievement disparity between native English speakers and ELs. Having teachers learn the specific components of the model and implement them as part of their lesson planning and classroom activities has shown to improve academic success in ELs and other students struggling academically. The SIOP model has 30 features, which we will learn throughout the book. The model incorporates aspects of the Comprehensible Input theory, including the use of “visual aids, modeling, demonstrations, graphic organizers, vocabulary previews, adapted texts, cooperative learning, peer tutoring and native language support.”(pg. 17) The model also allows for various forms of assessment, including pictorials, portfolios and quizzes, and the use of supplementary materials.
Another question: What exactly do they mean by ‘sheltered’?
Task: Using the information from the article, specifically pages 16-18, compare what we know about the ideal SIOP model classroom with a classroom you have spent time in. Include similarities and differences. Do you think using the SIOP model would increase academic success in that classroom? Also, if you have answers to the questions I listed, feel free to post them 