Language Skills Within The Siop Model

1616 WordsOct 26, 20147 Pages
Language Skills Within the SIOP Model With the increasing number of English language learners (ELLs) in the United States, English learners (ELs) make up a decent percentage of the students in our classroom. It is projected that by 2015, 30 percent of the school-aged population in the United States will be ELLs. Which is an increase of 169 percent over the last two decades (Francis, M. Rivera, Lesaux, Kieffer, & H. Rivera, 2006). Educators, now, more than ever, need to be teaching to the needs of our English language learners. Through the use of the SIOP (Sheltered Instruction Observation Protocol) model and incorporating each component of that model into our lessons, we will help students become more comprehensible in the subject matter,…show more content…
Also, it is not how you put words together, but about the meaning it’s conveying. Deconstructing complex text, and digging deeper into the text, is academic language. Meaning, this is new learning for all students, not just ELs. With ELs, we still have to give them the complex text that is appropriate for their grade level, but we need to provide them with support that will help them be successful, then slowly pull them off that support, (Uro, 2011). According to Bunch, Kibler, and Pimentel (2012) ELLs face additional challenges beyond the challenges all students face with digging deeper into complex text. One challenge they face is trying to process intricate and complicated text, while attempting to comprehend the content they are reading. To help ELs meet these challenges, a variety of resources are used including: knowledge of second language, literacy skills in their first language, reading comprehension strategies, and background knowledge. They type of text students are expected to read with the Common Core standards looks different from what most educators are used to. Educators are now being asked to incorporate more informational text into their lessons. As we, educators, are planning our lessons, we will need to make informational text as much of a priority, if not more, as literary text. Along with incorporating informational text into our lessons, we also need to think about
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