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The SIOP MODEL Sheltered Instruction Observation Protocol

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Title: The SIOP MODEL Sheltered Instruction Observation Protocol


1
The SIOP MODELSheltered Instruction Observation
Protocol
  • TTWELL Grant Summer Institute May 12-13, 2008
  • Elke Schneider, Ph.D.

2
OUTLINE
  • 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?

3
Basis 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)

4
What 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.

5
What 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

6
What 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

7
What 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

8
SIOP 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

9
SIOP 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

10
SIOP 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

11
SIOP 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

12
SIOP Lesson Plan delivery features
  • Lesson Plan Sequence cont.
  • Review of content by students
  • Post lesson assessment of objectives with ELL
    adaptations
  • Extension/homework
  • Reflections

13
SIOP 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

14
SIOP 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)
15
SIOP 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

16
SIOP 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

17
SIOP 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)

18
SIOP 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

19
Selected 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

20
Selected 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.
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