The Sheltered Instruction Observation Protocol, known as SIOP, provides teachers with an effective model for planning and teaching English learners both language and academic content simultaneously. Although all eight components of the SIOP model are apparent in the attached lessons, this paper is centered on interaction. The five day Science unit focused on the concept of force, more specifically, how push and pull forces differ.   According to Echevarria, Vogt, & Short (2008), “effective SIOP lessons have a high level of student interaction and engagement with the teacher, with other students, and with text” (pg. 17). Interaction involves providing students frequent opportunities for meaningful interaction, allowing adequate wait time before generating student response, using a variety of grouping arrangements, and clarifying concepts when necessary (Echevarria et al., 2008). In order to learn a language, students must be given time and opportunity for oral practice.
 
The lessons provided multiple opportunities for meaningful interaction through speaking, reading, listening, and writing. Students were actively participating and engaged for the majority of the lesson and teacher talk was limited. Each lesson began with a discussion of key vocabulary and students were given the opportunity to discuss in the form of think-pair share, free response, T graphs, and share-outs. During the lesson focus, students were also encouraged to participate in whole group discussion. Movement was also incorporated into the lessons, which has been proven to increase student motivation and support learning.  The benefits of active engagement include: brain stimulation, increased motivation, and a reduction in anxiety (Echevarria et al., 2008). When students finished their independent practice early, they were given a task or additional enrichment activity to complete.