SIOP

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SIOP

• Sheltered Instruction Observation Protocol
• Researchers Echevarria, Vogt, Short

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SIOP is good teaching PLUS

• Purposeful teaching of the language necessary for
  English Learners to understand content.

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The SIOP Model

• Lesson Preparation
• Building Background
• Comprehensible Input
• Strategies
• Interaction
• Practice / Application
• Lesson Delivery
• Review / Assessment

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Lesson Preparation

• Write content and language objectives that
• will be read by students, for students
• will be easy for students to understand
• are written and given orally
• are related to the tasks necessary to master the
  content objective
• are tied to a specific grade-level content
  standard (NCSCOS/Content Area)

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Building Background

• Link to
• Student background.
• Bridge past and new concepts.
• Key vocabulary emphasized.

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Comprehensible Input

• Appropriate speech for student proficiency level
• Academic tasks clearly explained
• Techniques used to make content clear
• If someone looked in your classroom but could
  not hear you, would they know what you were
  teaching?

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Strategies

• Scaffolding
• Songs and chants
• Graphic organizers
• Tasks for higher level thinking
• Generate a list of strategies in your groups.

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Interaction

• Talking before writing
• Sufficient wait time
• Grouping configurations
• How will they interact?

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Practice / Application

• How do you integrate activities in your
  classroom?
• Provide hands-on materials and/or manipulatives
  for students to practice using new content
  knowledge.
• Provide activities for students to apply content
  and language knowledge in the classroom.
• Provide activities that integrate all language
  skills (i.e., reading, writing, listening, and
  speaking).

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Lesson Delivery
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Review / Assessment

• Its NOT Unfair! Its Essential!
• Give students objective tests (matching, multiple
  choice, T or F) instead of subjective tests
  (essays).
• Provide extra testing instructions or rephrase
  directions.
• Test key concepts or main ideas (not specific
  points).
• Make a simplified language test.
• Supply ELLs with word banks for tests.
• Reduce the number of test responses.
• Simplify test directions.
• Assess ELLs on their effort to understand content
  area material at their level of language
  ability.
• Provide highlighted tests.
• In line with WIDA Can-do Descriptors
• Can do descriptors Booklet1-2.pdf

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Warning!!!

• No Teacher should FAIL an LEP student if that
  teacher has failed to offer instructional and
  testing accommodations to the student.

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Your thoughts.