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Further Examination of the SIOP Model Lesson preparation is exactly that, ensuring that a teacher is prepared with materials

and a solid lesson plan to implement in the classroom. Under the SIOP Model, this preparation involves defining two different types of specific and measureable learning objectives: content and language. In addition to these objectives, the teacher must also ensure that the lesson itself is meaningful not only in its content, but also in the materials used during it, i.e. visual representations. The next step in the SIOP Model is building background. It is vital that the new concepts taught are linked to students backgrounds. In addition, the teacher must also make a link between past learning and new learning. A combination of these two leads to a much stronger lesson that students will have an easier time understanding and working with. Under building background, teachers must identify key vocabulary and use it throughout the lesson to strengthen the students understanding of the ideas. The SIOP Model contains three different types of words pertaining to key vocabulary: content words (the actual key vocabulary terms), process/function words (words that deal with functional language or that are transition words), and words and word parts that teach English structure (words that assist students in learning new vocabulary). It is crucial that teachers avoid words and phrases that can confuse students. The next step in the SIOP Model is comprehensible input. Under this are three features of the model: appropriate speech, clear explanation of academic tasks, and a variety of techniques used. Appropriate speech means that the teacher asks questions and communicates overall with a student at the level most in line with their English proficiency. The lower level the student is, the slower and more enunciated the words and phrases are that the teacher should use. As their English proficiency improves, the teacher should begin to speak with students as they would to a typical classroom of full English speaking students. The clear explanation of academic tasks means that all students, not simply ELL, should be given clear instructions for all work in and out of the classroom. If they know what is expected of them, students typically perform better. Lastly, a variety of techniques used to make content concepts clear help students to better understand the lesson. Some examples of these techniques include: using gestures and body language, using visual aids, previewing material, allowing for different ways for students to express their knowledge on the content, and providing repeated exposure to words, concepts, and skills.

Comprehensible input is a vital stage of the SIOP Model because it enables students to be immersed in the lesson. Through this process, teachers look at each students linguistic needs and finds what techniques work best to assist the student in the classroom. Through a variety of techniques, students are constantly seeing, hearing, and writing English and thus have a higher chance of grasping the concepts in a lesson. Overall, by using language appropriate for students proficiency levels, explaining what is expected from them on all assignments, and using a variety of teaching strategies, teachers are able to expand the students knowledge not only on the lesson being taught, but also in the English language.