It is not unusual for an instructional model or approach to be misinterpreted in practice. Madeline Hunter bemoaned the way her Mastery Teaching approach was reduced to a seven step lesson plan. Although the Sheltered Instruction Observation Protocol (SIOP) Model of sheltered instruction for English language learners (ELLs) was developed fairly recently (Echevarria, Vogt & Short, 2000), it has already been reported implemented in unintended ways. The SIOP Model is an instructional framework that incorporates best practices for teaching academic English and provides teachers with a coherent, usable approach for improving the achievement of their students. In this article, the author responds to the description by Settlage, Kerry, and Rustad (this issue) of their experience using the SIOP model with preservice students to teach elementary science content to ELLs.