SIOP Model Components and Features

A complete set of vocabulary flashcards covering the 8 components, the mnemonic device, and the 30 specific features of sheltered instruction.

"Little Bears Can Swim In Ponds Looking Relaxed"

A mnemonic device representing the 8 instructional components: Lesson Preparation, Building Background, Comprehensible Input, Strategies, Interaction, Practice and Application, Lesson Delivery, and Review and Assessment.

Lesson Preparation

The first instructional component consisting of 6 features: content objectives, language objectives, appropriate content concepts, supplementary materials, adapted content, and meaningful integrated activities.

Building Background

The second instructional component consisting of 3 features: linking concepts to students' background experiences, connecting past learning with new concepts, and emphasizing key vocabulary.

Comprehensible Input

The third instructional component consisting of 3 features: appropriate teacher speech for proficiency levels, clear explanation of academic tasks, and using a variety of techniques to make content clear.

Strategies

The fourth instructional component consisting of 3 features: opportunities to use learning strategies, consistent scaffolding techniques, and questions or tasks promoting higher-order thinking skills.

Interaction

The fifth instructional component consisting of 4 features: interaction and discussion, supportive grouping configurations, sufficient wait time, and opportunities for first language (L1) clarification.

Practice and Application

The sixth instructional component consisting of 3 features: hands-on materials or manipulatives, application of content and language knowledge, and integration of all language skills.

Lesson Delivery

The seventh instructional component consisting of 4 features: supporting content objectives, supporting language objectives, maintaining 90–100% student engagement, and appropriate lesson pacing.

Review and Assessment

The eighth instructional component consisting of 4 features: comprehensive review of key vocabulary, review of key content concepts, regular feedback, and assessment of all lesson objectives.

Content Objectives

Clearly defined instructional targets that outline the specific academic subject concepts students are expected to learn.

Language Objectives

Clearly defined instructional targets that articulate the specific academic language skills (reading, writing, listening, speaking) students are to practice and acquire.

Supplementary Materials

Additional resources used during instruction to make lesson concepts clear and meaningful to learners.

Content Adaptation

Modifying academic subject material to align with students' varying language proficiency levels while keeping concepts age- and grade-appropriate.

Scaffolding Techniques

Instructional support methods consistently employed by the teacher to assist students in understanding complex concepts and building independence.

Higher-Order Thinking Skills

Advanced cognitive processes fostered through a variety of challenging questions and purposeful academic tasks.

Grouping Configurations

Strategic arrangements of students (e.g., pairs, small groups, whole class) that actively support both language and content objectives.

Wait Time

A sufficient pause allowed by the teacher following a prompt or question to give students adequate time to process and formulate responses.

First Language (L1) Clarification

Opportunities provided for learners to clarify challenging academic concepts in their primary language when needed.

Manipulatives

Hands-on physical materials provided to students to facilitate concrete practice and application of concepts.

Student Engagement Percentage

The instructional standard requiring students to be actively engaged for approximately 90–100% of the lesson.

Lesson Pacing

The delivery rate and flow of instruction, calibrated to match students' learning capabilities and needs.

Regular Feedback

Ongoing and timely responses provided to students concerning their academic work and spoken/written responses.