Sheltered%20Instruction%20Observation%20Protocol%20Model%20SIOP

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Sheltered Instruction Observation Protocol
ModelSIOP

• Lucia Buttaro, Ph.D.

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Why should all teachers learn SIOP?

• Statistics
• Projections suggest that language minority
  students ( those who speak a language other than
  English at home and who have varying levels of
  proficiency in English) will comprise over 40 of
  elementary and secondary students by 2030
  (Thomas and Collier, 2001).
• Of the 41 percent of teachers who taught English
  language learners, less than 13 percent had
  received eight or more hours of training in the
  last three years in how to teach ELL students
  (National Center for Education Statistics,
  2002a).
• If not now, then when? If not us, then who?

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What is SIOP?

• It is purposefully teaching of the language
  necessary for English Language Learners to
  understand the academic content of the material.

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OBJECTIVES

• Overview of the SIOP Model
• Unpacking 4 Components
• Preparation
• Building Background
• Review/Assessment
• Strategies

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Components of the SIOP Model(Echevarria, Vogt,
Short, 2008)

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

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Lesson Preparation Component

• Lesson Preparation involves
• Content objectives clearly defined, displayed and
  reviewed
• Language objectives clearly defined, displayed
  and reviewed
• Content concepts appropriate for age and
  educational background level of students
• Supplementary materials used to a high degree,
  making the lesson clear and meaningful (i.e.
  computer programs, graphs, models, visuals)
• Adaptation of (i.e. text assignment) to all
  levels of student proficiency
• Meaningful activities that integrate lesson
  concepts (i.e. interviews, letter writing,
  simulations, models) with language practice
  opportunities for reading, writing, listening
  and/or speaking.

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Objectives
Content Objectives Objectives that identify what students should know and should be based on Common Core Standards. Language Objectives Objectives that support students language development and skills in listening, speaking, reading, writing.
A content objective explicitly states what information the students will be required to master at the end of the lesson A language objective states how students will be able to express what they have learned in their native and/or second language
Example Students will learn about the causes of the American Revolution and the conflicts between the American patriots and the British. Example Students will be able to provide 4 causes of the American Revolution either orally or in writing write a persuasive essay on the subject discuss colonists feelings about British rule
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Making Content Comprehensible

• Lesson Preparation you must ensure rigor and
  relevance
• http//vidego.multicastmedia.com/player.php?pwzsf
  4417

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Ways to Adapt Content

• I pledge allegiance to the frog of the United
  States of America and to the wee public for
  witches hands one Asian, under God, in the
  vestibule with little tea and just rice for
  all. 
• ? Bette Bao Lord, In the Year of the Boar and
  Jackie Robinson
• Students will look to adapt anything new to them
  to what they already know so try to build on any
  background they have!
• Other ways to adapt content for ELLs
• Write shorter sentences
• Simplify vocabulary and grammar
• Add easier language for clarification
• Repeat words
• Use structure clues for context ( first, then,
  next)
• VISUAL AIDS! GRAPHIC ORGANIZERS! REALIA!!

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ADAPTATION OF CONTENT

• Make texts accessible to all students without
  watering down
• Differentiate (same content objective BUT
  different input/output/process)
• Scaffold
• Adjust content to various learning styles and
  intelligences

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Examples of adaptation of content

• Thinking Maps/graphic organizers schematic
  visuals that help students grasp the wholeness
  and parts of a concept.
• Outlines - help students take note in an
  organized manner
• Highlighted text highlight key concepts,
  important vocabulary and summary statement can
  help reduce stress

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Supplementary Materials

• They make the lesson clear and meaningful
• Make content concepts concrete, tangible,
  visible, understandable
• Support learning styles
• Support multiple intelligences
• Make it REAL!

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Examples of supplementary materials

• Hands on manipulatives and realia
• Pictures, photos, visuals
• Multimedia film clips, songs, chants, posters,
  computer games. These help solidify concepts into
  students deep memory.
• Demonstrations model step-by-step completion of
  tasks or model language to use with presentations
• Related materials leveled books of both fiction
  and non-fiction that supplement the theme

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Other Components of Lesson Preparation

• Meaningful Activities integrate lesson concepts
  (e.g. interviews, letter writing, simulations,
  models) with language practice opportunities for
  reading, writing, listening, and/or speaking.
• Supplementary materials used to a high degree,
  making the lesson clear and meaningful (e.g.
  computer programs, graphs, models, and visuals).
• Content concepts appropriate for age and
  educational background level of students.

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Assessment

• Assessment is gathering and synthesizing of
  information concerning student learning
• Evaluation is making judgments about students
  learning
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  984j

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Authentic Assessment

• application to real life- real life contexts
• Multi dimensional
• Portfolios
• Students writings
• Taped pieces
• Interviews
• Videotapes
• performances
• discussions

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Strategies

• Provide ample opportunity for students to use
  learning strategies
• Scaffolding techniques should be used
  consistently to assist and support student
  understanding (e.g., think-alouds).
• Use a variety of questions or tasks that promote
  higher order thinking skills (e.g., literal,
  analytical, and interpretative questions)

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More on Strategies

• Questioning
• Wait Time (effective teachers wait 20 seconds or
  more)
• Note ELLs may need longer than that.
• Clarify key concepts in first language allow
  students to confer with each other, teacher, or
  paraprofessional in their native language about
  subject matter to support understanding.
• Review key vocabulary multiple exposures to new
  vocabulary

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Comprehensible Input

• Explanation of academic tasks
• Present instructions in a step-by-step manner
  and/or with demonstrations.
• Peer modeling
• Scaffolding
• Verbal scaffolding paraphrasing, think-alouds
• Increase independence
• Explicit teaching /modeling/practicing/applying

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Metacognitive Strategies thinking about your
thinking

• Predicting/inferring
• Self-questioning
• Monitoring/clarifying
• Evaluating
• Summarizing
• Visualizing

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SIOP Summary

• Review Key Features of SIOP
• Provide Time for Works/Quirks/Questions
• Evaluation Handout which will include
• S Something I learned
• I I will use
• O One question I have
• P Please clarify this

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English Language Learners

• If the child is not learning the way you are
  teaching, then you must teach in the way the
  child learns. Rita Dunn

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Bibliography

• Echevarria, J., Vogt, M. Short, D. (2007).
  Making Content Comprehensible for English
  language learners The SIOP Model (3rd ed.).
  Needham Heights, MA. Allyn and Bacon.
• Flynn, K. Hill, J. (2005). English Language
  Learners A Growing Population. Mid-Continent
  Research for Education and Learning Policy brief.
• National Center for Education Statistics.
  (2002a). Schools and staffing survey1999-2000.
  Retrieved November 19, 2011 from
  http//nces.ed.gov/pubs 2002/2002313.pdf).
• Thomas, W.P., Collier, V. (1997). School
  effectiveness for language minority students.
  Washington, D.C. National Center for Bilingual
  Education.
• Additional Websites
• ahonigsfeld_at_molloy.edu
• http//www.siopinstitute.net/