ESL223N SIOP Teaching Model Worksheet

SIOP Teaching Model

Teachers who use the SIOP Model effectively plan, write, and teach their lessons while connecting them to the standards and accommodating for different ELP levels.

After reading the “SIOP Teaching Case Study,” record each of the SIOP components and at least two features from each component on the “SIOP Teaching Model” worksheet.

The features for each component include: ESL223N SIOP Teaching Model Worksheet

  • Lesson Preparation: Content and language objectives, content concepts appropriate for age, supplementary materials used, adaptation of content for all student proficiency levels, meaningful activities that integrate lesson concepts with language practice.
  • Building Background: Concepts linked to students’ background experiences, links explicitly made between past learning and new concepts, key vocabulary emphasized.
  • Comprehensible Input: Speech appropriate for students’ proficiency levels, clear explanation of academic tasks, and variety of techniques to make content concepts clear
  • Strategies: Ample opportunities for students to use learning strategies, scaffolding techniques consistently used, a variety of questions or tasks the promote higher‐order thinking.
  • Interaction: Frequent opportunities for interaction and discussion, grouping configurations support language and content objectives, sufficient wait time for student responses, ample opportunity for students to clarify key concepts


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SIOP Component Five: Interactions (4 features):

  • Frequent Opportunities for Interaction and Discussion
  • Grouping Configurations Support Language and Content Objectives of the Lesson
  • Sufficient Wait Time for Student Responses Consistently Provided
  • Ample Opportunity for Students to Clarify Key Concepts in L1

Instructional Purposes for SIOP Component Five: Interaction & Features

  • Expert teachers analyze and create grouping structures that promote maximum student learning.
  • Expert teachers select at least two different grouping structures per academic lesson.
  • Expert teachers utilize grouping structures that reduce teacher-talk time and increase student responses.

Grouping Configuration Options

  • Whole Class

Used when the entire class input is required

  • Partners

Used to provide opportunities for student practice prior to the completion of independent tasks

  • Flexible Small Groups

Used to provide/encourage student cooperation

Teaching Strategies to Use for SIOP Component Five Interaction & Features:

  • Cooperative Group Strategy – Information Gap

Students form small cooperative groups consisting of 4 to 5 students. The teacher prepares separate worksheets for each student consisting of only one or two answers to the teacher-selected questions. Students in the cooperative groups must interact, using their speaking skills, to discover all of the answers to the questions. This is similar to putting a puzzle together piece-by-piece. Each student possesses a part of the puzzle.

The objective of jigsaw reading is to chunk longer readings into smaller manageable parts. The teacher assigns a page or portion of the reading to each cooperative group. Each cooperative group is then considered an expert on that specific page. Each group then shares their portion of the reading with the entire class.

  • Cooperative Group Strategy – Numbered Heads

This cooperative group strategy is very similar to jigsaw. The only difference is that each group is not considered an expert group. Here each group completes one part of the task or problem.

  • Cooperative Group Strategy – Four Corners

The teacher, on poster paper, writes one question on each of the four posters, based on one topic. The poster paper is then displayed, one in each of the four corners of the class. The class is then divided into four different groups. Each group moves in a clock-wise pattern writing answers to the proposed questions in each corner of the classroom.

  • Cooperative Group Strategy – Three Step Interview

Students work in partners. Each partner answers a teacher-created question based on a specific topic. At the end of three minutes, each pair of partners joins another pair and shares their answers. This practices oral language development.

  • Cooperative Group Strategy – Writing Headlines

This activity increases the ability of students to summarize. Here, students form groups of four or five. Students then create a headline for a set of pictures, short story, event or video.

The teacher creates duplicate sets of problems or questions. Students form groups of 4 or 5. Each student group has a partner group. When each group completes the set of problems or questions, they pass it to their partner group to be checked.

Teaching Material to Use with SIOP Component Five: Interaction & Features

  • SIOP Wait Time Buttons

The teacher creates three different circular buttons and distributes one packet to each student. Throughout the lesson, the teacher asks the students if they are ready to proceed to the next problem, step or sequence. Students place their hand on top of the button that answers the teacher questions. The buttons read: I’m ready, I’m almost ready, and I’m not ready.

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