The first stage of a successful SIOP lesson is to define content and language objectives that students had to understand (Himmel, 2012). The observed lesson was focused on studying nature and natural phenomena; initially, the teacher listed several objectives that the class had to achieve. These objectives included learning new vocabulary and understanding new topics linked to nature (the animal kingdom, natural phenomena, etc.). The content and language objectives were instructed through visual material, which helped students better understand what they will be learning during the class (Kareva & Echevarria, 2013). Several images of different landscapes were shown to students so that they saw what they would be discussing. Visual materials enhance comprehension and help students remember phenomena better and quicker (Bautista Baron, 2012). The teacher used thinking aloud, summarizing, questioning, elaborating, and promoting strategies to facilitate learning (Echevarria, Vogt, & Short, n.d.). Key interaction processes included working in groups and clarifying key concepts to enhance collaboration between learners (Schwartz, 2017). To assess students’ learning and comprehension, the teacher used scaffolding and reviewed vocabulary by repeating language patterns to make sure that new words were understood correctly. The scaffolding of learning was conducted through paraphrasing exercises (Choy & Lee, 2012). To accommodate different ELP levels, the teacher asked students with lower English proficiency to ask their ‘colleagues’ for help; thus, the students were collaborating for improved understanding.
Bautista Baron, M. (2012). Building ESP content-based materials to promote strategic reading. Profile Issues in Teachers’ Professional Development, 15(1), 139-169.
Choy, C., & Lee, M. (2012). Effects of teaching paraphrasing skills to students learning summery writing in ESL. Journal of Teaching and Learning, 8(2), 77-89.
Echevarria, J., Vogt, M., & Short, D. (n.d.). SIOP 8 components and 30 features. Web.
Himmel, J. (n.d.). Language objectives: The key to effective content area instruction for English learners. Web.
Kareva, V., & Echevarria, J. (2013). Using the SIOP model for effective content teaching with second and foreign language learners. Journal of Education and Training Studies, 1(2), 239-248.
Schwartz, K. (2017). Why group work could be the key to English learner success. KQED News. Web.