“I already do that.” It’s a familiar response when teachers are introduced to the SIOP Model, and often it’s true (sort of). Many teachers set goals, introduce vocabulary, use visuals, and ask students to participate in discussions. The question is whether those practices give multilingual learners the language and supports they need to participate fully in lessons. SIOP’s features provide guidance for teachers so that, when the features are included in lesson planning and delivery, every lesson is made more comprehensible and advances students’ language development.
Think about a lesson you taught or observed recently. Did every student have access to its content? Was language intentionally integrated into content teaching? These four planning moves can help.
1. Plan for language alongside content
A hallmark of SIOP is having both content objectives and language objectives in every lesson. Content objectives are straightforward and are sometimes provided in the text. They tell students what they will learn about the topic. Language objectives identify the language students need to learn and use to work with that content. Language objectives spell out for students (and teachers) specific vocabulary, language forms and/or language skills needed in the lesson. For example, “Today we’ll discuss ecosystems” leaves the language demands unstated. “Today you’ll compare two ecosystems using words such as similar, different, because, and adapt” gives students a clearer path into the task. During lesson planning, ask: What will students need to say, read, or write to show their understanding? Be intentional about advancing their language proficiency incrementally every day.
2. Teach important words deeply
A list of definitions can introduce vocabulary, but students need more than a first encounter to make new words their own. Choose a few words that are important to the lesson and show what they mean in the context students are studying. If the word is analyze, for example, model how you examine the parts of a graph, notice a pattern, and explain what the pattern might mean. Then invite partners to analyze a second graph using a prompt such as, “What pattern do you notice, and what evidence supports your analysis?”
Return to the word across the lesson. Students might encounter analysis in a reading, use analyze in discussion and write a sentence explaining their own analysis. Pointing out related forms—analyze, analysis, and analytical—helps them recognize the word family in different texts and tasks. For some students, connecting analyze to a home-language cognate such as Spanish analizar offers another way into its meaning. These repeated, purposeful encounters help students move from recognizing a word to using it to express their own ideas.
3. Make understanding possible
Lessons often assume experiences or knowledge that some students have not yet encountered. Before beginning a lesson, find out what students already know and connect it to their lived experiences and previous learning in school. A student may be unfamiliar with the word migration, for example, but understand what it means for a family to move from one place to another. That connection gives the teacher a starting point for introducing the academic concept and its vocabulary.
Then build the knowledge students need. Before reading a story set on a farm, a teacher might show photographs of the setting, introduce a few essential words, and invite students to describe what they notice. A real object, a brief demonstration, video clip, or a clear example can make an unfamiliar idea easier to grasp. Students can also discuss the idea with a partner before explaining it to a group. Planning these supports ahead of time helps students spend their energy learning the content instead of guessing what the lesson means.
4. Give talk a purpose and a structure
“Turn and talk” and other discussion routines create time for conversation, but students also need to know what to discuss and how to contribute. Ask a question that calls for an explanation rather than a one-word answer. After reading a story, for example, partners might be asked to discuss, “Why did the character change her mind? What in the text makes you think so?” Give students a sentence frame to ensure they practice a language skill such as, “At first, I thought ___, but now I think ___ because ___.” Or, to practice using academic language that has been taught: “At first, Rosemary intended to ______, but after ______, she decided to ______ because _____. In the text, ______ supports this interpretation.” This frame gives students practice using intended, decided, supports, and interpretation in context.
After introducing the discussion question and sentence frame, give students a moment to gather their thoughts and revisit the text before they speak. Let them know how much time is allotted for the interaction and set a timer.
Another type of structure helps both partners participate. One student might explain an idea while the other asks, “What is your evidence?” Then they switch roles. Invite students to build on or respectfully question a partner’s idea, rather than simply take turns giving separate answers.
As students talk, listen for who has a chance to speak, how they explain their thinking, and whether they are beginning to use the lesson’s academic language. Their conversation gives you an idea of what they understand and what language support they need next. You might hear a student explain the idea clearly using everyday words but struggle with a term such as evidence or inference. That tells you where to model the academic language the student needs without overlooking the understanding of the content she has shown.
Intentional teaching begins with one lesson and one thoughtful adjustment. Choose a practice you already use, then ask how you could plan it so more students can understand, participate, and demonstrate what they know.