Title: The SIOP MODEL Sheltered Instruction Observation Protocol
1The SIOP MODELSheltered Instruction Observation
Protocol
- TTWELL Grant Summer Institute May 12-13, 2008
- Elke Schneider, Ph.D.
2OUTLINE
- What is SIOP?
- What are its components?
- What struggle teachers with most?
- What are essential Lesson Plan components?
- What are research findings on which SIOP is
based?
3Basis of SIOP
- educators have begun to realize that the
mastery of academic subjects is the mastery of
their specialized patterns of language use, and
that language is the dominant medium through
which these subjects are taught and students
mastery o them tested. (Lempke, 1988, p.1)
4What is SIOP?
- S Sheltered
- I Instructional
- O Observation
- P Protocol
- SIOP was started by Echevarria Short in the
late 1980s and has been fine-tuned since. - COMPONENTS
- Lesson planning and delivery guidelines
- Teacher observation
- GOAL assist teachers in improving their
adaptations for ELLs in L2 taught classes.
5What is SIOP?
- Sheltered instruction is
- one of the instructional models that uses English
only. - Not a set of additional or replacement
instructional techniques for the content area
classroom with native speakers. - An instructional form to extend time ELLs have
for language support services while providing
content area information required for graduation. - Wide-spread and exists in many variations
6What is SIOP?
- Sheltered instruction includes strategies such as
- Cooperative learning,
- Explicit, targeted vocabulary development
- Slower speech with clear enunciation and fewer
idiomatic expressions - Visuals, demonstrations and hands-on learning
- Text adaptations
- Homework adaptations
- Supplementary materials
7What is SIOP?
- Sheltered instruction includes strategies such as
- Cooperative learning,
- Explicit, targeted vocabulary development
- Slower speech with clear enunciation and fewer
idiomatic expressions - Visuals, demonstrations and hands-on learning
- Text adaptations
- Homework adaptations
- Supplementary materials
8SIOP Lesson Plan delivery features
- Standards Theme
- Measurable Content objectives
- Measurable language objectives
- Explicit listing of key vocabulary
- Highlight word patterns and their meanings (Ida
Ehrlich (2001). Instant Vocabulary, Penguin
Books) - Differentiate between function/processing words
and content words - Word sorts with and without pictures for content
vocabulary - Pre-select key vocabulary (5 by 5)
- Personal dictionaries (multilingual0
- Word walls with content vocabulary and images
9SIOP Lesson Plan delivery features
- Explicit listing of key vocabulary cont.
- Concept definition maps
- Generate words that carry a particular pattern
(groups) - Self-assessment of word knowledge
- Vocabulary games (see website www.linguisystems.c
om) - Word study books
- Explicit listing of supplemental materials
- Within instructional sequences content
adaptations
10SIOP Lesson Plan delivery features
- Content adaptations
- Graphic organizers
- Outlines (culture-sensitive for linearly and
circularly processing students) - Leveled study guides
- Highlighted texts
- Taped texts
- Adapted texts (Dr. Costners presentation)
- Jigsaw text reading
- Marginal notes
- Texts in ELLs L1
11SIOP Lesson Plan delivery features
- Lesson Plan Sequence with content adaptations and
ELL-specific scaffolding - Motivation, pre-knowledge activation
- Modeling of new content
- Scaffolding practice from intense to minimal
guidance - Paraphrasing
- Think-alouds
- Reinforce contextual definitions
- Provide correct pronunciation by repeating
student responses - Slow down speech, increase pauses, speak in
phrases
12SIOP Lesson Plan delivery features
- Lesson Plan Sequence cont.
- Review of content by students
- Post lesson assessment of objectives with ELL
adaptations - Extension/homework
- Reflections
13SIOP Observation Protocol
- The following are observation components.
- The original protocol contains 30 aspects.
- Planning, delivery and assessment of not only
content but also language objectives - Explicit key vocabulary instruction and
assessment - Use of hands-on manipulatives and multisensory
learning - Scaffolded instruction of content and
ELL-sensitive assessment - Explicit links between ELLs prior knowledge and
new information
14SIOP Observation Protocol
6) Explicit clarification of content information
through repetition, gestures, visuals, concrete
learning, films 7) Explicit establishment of
learning strategies and test taking strategies
(cognitive, metacognitive) 8) Promotion of
HOTS 9) Multiple opportunities to solidify
content and language moving from the oral to the
written media (discussions, interactions -gt read,
write) 10) Teacher behavior (sufficient wait
time, simple language with clear diction and
repetition, pace of delivery)
15SIOP Observation Protocol in detail
- Evaluation on the following aspects occurs on a
0-4 scale moving from highly evident to not
evident - A) PREPARATION
- Content objectives
- Language objectives
- Content concepts
- Supplementary materials
- Adaptation of content
- Meaningful activities
- B) BUILDING BACKGROUND
- Concepts explicitly linked
- Explicit links between new and previous knowledge
- Key vocabulary
16SIOP Observation Protocol in detail
- C) COMPREHENSIBLE INPUT
- Speech
- Clear explanations
- A variety of techniques
- D) STRATEGIES
- Practice of learning strategies for students
- Scaffolding techniques
- Promotion of HOT
17SIOP Observation Protocol in detail
- E) INTERACTION
- Interaction and discussion
- Grouping configurations
- Wait time for student responses
- Clarifying key concepts in L1
- F) PRACTICE
- Hands-on materials
- Activities that integrate language and content
knowledge - Activities that integrate all 6 ELA components
(read, write, listen, speak, view, represent)
18SIOP Observation Protocol in detail
- G) LESSON DELIVERY
- Content objectives delivered
- Language objectives delivered
- Students engaged 9-100 of time
- Pacing lesson delivery
- H) REVIEW-ASSESSMENT
- Comprehensive review of key vocabulary
- Comprehensive review of content concepts
- Feedback on student output regarding language,
content and work - Assessment of student comprehension and learning
19Selected references
- Echevarria, J. Graves, A. (2003). Sheltered
instructionTeaching English language learners
with diverse abilities. Boston Allyn Bacon. - Echevarria, J. Short, D. (2003). The effects of
sheltered instruction on the achievement of
limited English proficient students. Retrieved on
4-20-08 from http//www.cal.org/crede/si.htm
20Selected references
- Echevarria, J., Short, D., Vogt, M. (2008).
Implementing the SIOP model through effective
professional development and coaching. Boston
Allyn Bacon. - Echevarria, J., Vogt, M., Short, D. (2004).
Making content comprehensible for English
language learners The SIOP model. Boston Allyn
Bacon. - Short, D., Echevarria, J. (2004). Teacher
skills to support English langauge learners.
Educatoin Leadership, 62 (4), 8-13. - Short, D., Hurdic, J. Echevarria, J. (2002).
Using the SIOP model Professional development
manual for sheltered instruction. Washington, DC
Center for Applied Linguistics.