Identification

• The sheltered instruction approach of English language instruction is based on the idea that students will learn best when they are taught English in their content areas. For instance, when content is taught in English, students will acquire necessary English skills while they are learning about the content. This is the opposite of the idea that non-native English speakers need separate English lessons. The sheltered language approach works well for students who can speak English, but have trouble with writing and reading the language.
  
  

Assessing Prior Knowledge

• A large part of the SIOP curriculum is helping students make connections to other things they have already learned. This can also help with language development. Before introducing a new unit, have SIOP students complete a KWL chart. To create the chart, divide a piece of paper into three categories. Label them, “What I know,” What I want to know” and “What I learned.” Before starting the unit, ask students to complete the first two columns. That way, you can see what English words they know to associate with the subject and also what part of the content they know. Design your lessons around what students need to learn. When the unit is over, have students complete the last column. Encourage them to use the English vocabulary words they might have learned in the unit. Most fifth-grade students will be able to write sentences, but those with emerging English skills might not be able to write much. If they cannot, ask them to draw pictures of what they know about the topic instead.
  
  

Vocabulary

• When you give students a piece of reading relating to the content, you can have them read it out loud or individually. Either way, give students sticky notes and ask them to write any questions they have about the content while they are reading. That way, they will be learning content, but can still have any questions relating to language answered.
  
  

Allowing for Differentiation

• SIOP lessons should allow for cooperative group work. Fifth-grade students will also likely enjoy the time to work with other students. When you give an assignment, give several options so that when the group is working together, they can choose which assignment they understand best. Also, in a group situation, more proficient speakers can help the students with more emerging language skills.