Questions

1. How would you respond to a teacher who says, Well if I follow the SIOP Model
and make sure that my English learners are able to access content using these
activities, techniques, and approaches, my on-level kids and native English speakers
will be bored.

a. My answer would be a resounding no! No, your on-level and native English speakers will most
definitely not be bored. Research has proven that the SIOP model although designed to provide
sheltered instruction for English learners when used properly it is a model of the best and most
explicit teaching that can used in the classroom. According to Making Content Comprehensible
for English Learners The SIOP Model, research confirms that when teachers consistently and
systematically implement SIOP models thirty features in lessons for English learners and English
speakers alike, the result is high quality, effective instruction, and students achievement is
improved. With the Social Cultural Theory by Lev Vygotsky I nteraction between the student
teacher and peers in crucial to language acquisition. This includes giving learners access to the
input they need to activate internal processes. Great importance is attached to the conversations
themselves with learning occurring through the social interaction.
b. Using the SIOP model is an effective model for learning for all children. The SIOP model
teaching techniques are now being used in all classrooms because of the high quality and
effective learning that takes place. Research has proven that SIOP model techniques benefit all
students.
2. A factual question to the teacher might ask based on social studies text: Who was the first
president of the United States? Given the topic of presidency, what are several questions
you could ask that promote higher order thinking? List (3.) Why is it important to use a
variety of questioning strategies with English learners?

Higher order thinking questions.

1. What are some of the qualities that would make a good president of the United States?
2. What are the qualities that many of the presidents of the United States possessed? Compare
and Contrast.
3. Why do you think it is important to have a president of the United States?




Effective SIOP teachers can promote strategy use by asking questions and providing tasks that promote
critical thinking. Lev Vygotsky factor in language development states that the ZPD or zone of proximal
development is the metaphorical place that the learner is capable of a higher level of performance
because there is support from interaction with an interlocutor. With the teacher promoting critical
thinking skills this helps promote ZPD.

Compare and Contrast

The first teacher does not meet the SIOP requirements that promote critical thinking and explicit
instruction. There is very little if any visual aids, meaningful activities, interaction with others, or
activation of background knowledge. This is not an effective way of teaching for English learners or
native English speakers.
The second teacher provides critical thoughtful practices of keeping a food diary. Providing a visual of
the food plate to each student and having each student analyze their food consumption according to the
national recommendations. There also is great student interaction giving the students opportunity to
brainstorm and communicate thoughts and ideas. They also have an opportunity to communicate and
defend their food choices to one another, in turn, learning from one another.
The second scenario is most appropriate in teaching content concepts as well as English language
learners. In the innatist approach to second language acquisition children are born with a specific
innate ability to discover the underlying rules of a language system on the basis of the samples of a
natural language they are exposed to. Because of this the more interaction and communication among the
English learners and native English speakers the more ability they are to acquire the second language.
The more opportunities in the classroom to interact with other students the faster the ELL students acquire
their second language.
4. Student engagement should be approximately 90% to 100% of the time. Way s to ensure high
levels of engagement is, 1. Hands on materials and/ or manipulatives. 2. Activities to provide
students to apply content and language knowledge 3. Activities that integrate all of the
language skills. 4. Frequent opportunities for interaction among the students and teacher. 5.
Grouping configurations that support interaction among students and teacher. If an instructor
feels that students have become off task a quick reminder of the content and language
objectives could be presented. The teacher can assure students are staying on task by moving
from group to group and listening as well as offering input into conversations and projects. If
English learners lose sustained engagement they miss out on crucial information to build their
academic vocabulary and content knowledge.


5. The Content Concept that I will be teaching is Language Arts.

Grouping Configurations-to maximize achievement, a balance of teacher presentation
and productive group work by students is necessary for engaging learners.

1. Grouping Configuration- I will move whole class to small groups.
2. Grouping Configuration- Students will work together to critique or analyze material or
create graphic organizers.
3. Grouping Configuration- A/B student partners

Groups can vary by gender, language proficiency, language background, and ability. The
grouping decisions I make should be purposeful and not arbitrary.

I would monitor students learning by formative assessment, by walking from group to group
listening and providing input.

I would want students that are working in groups to learn from each other, to brainstorm ideas
and communicate effectively.

Learning by ELLs in groups would be facilitated by culturally responsive SIOP teachers
planning activities to work with one another on academic tasks using English to
communicate. ELL students can practice speaking and making themselves understood. This
implies that ELL students in groups will ask and answer questions, negotiate meaning, clarify
ideas, giving and justifying opinions and more. What better way is there to facilitate learning
for ELLs?