TSR Sheltered Instruction Observation Protocol

Sheltered Instruction Sheltered Instruction Observation Protocol Observation Protocol

(SIOP)(SIOP)Specially Designed Academic Specially Designed Academic

Instruction in EnglishInstruction in English

What Students Need to Learn: What Students Need to Learn: Language and ContentLanguage and Content

ELD StandardsELD Standards(What to Teach)(What to Teach)

HowHow to Teach to Teach SIOPSIOP

Content StdsContent Stds(What to Teach)(What to Teach)

ListeningSpeakingReadingWriting

Preparation Building BackgroundStrategiesInteractionPractice/Application

Lesson DeliveryReview/ Assessment

StandardBenchmarkPerformance TaskScoring Guide

SIOP ElementsSIOP Elements

• PreparationPreparation• InstructionInstruction

– Building BackgroundBuilding Background -Interaction -Interaction– Comprehensible Input -PracticeComprehensible Input -Practice– StrategiesStrategies -Delivery -Delivery

• Review/AssessmentReview/Assessment

Indicators of Lesson Indicators of Lesson PreparationPreparation

• Content objectivesContent objectives• Language objectives Language objectives

– ELD & Academic LanguageELD & Academic Language

• Content ConceptsContent Concepts• Supplementary materialsSupplementary materials• Adaptation of contentAdaptation of content• Meaningful activitiesMeaningful activities

Content ObjectivesContent Objectives

• Must be stated simplyMust be stated simply– Orally and in writingOrally and in writing

• Tied to specific grade-level Tied to specific grade-level content standardcontent standard

English Language ObjectiveEnglish Language Objective• Tied to ELD StandardsTied to ELD Standards• Interacting, Learning About English, Interacting, Learning About English,

and Foundational Literacyand Foundational Literacy• Plan for multi-level responsesPlan for multi-level responses

– Nonverbal responses; in pairs, groups Nonverbal responses; in pairs, groups – Accept approximations, but challengeAccept approximations, but challenge

Content ConceptsContent Concepts

• Do not diminish contentDo not diminish content– Consider Language and Literacy Consider Language and Literacy

abilities in L1 and L2abilities in L1 and L2– Cultural appropriateness and difficulty Cultural appropriateness and difficulty

of materialof material– Provide background knowledge and Provide background knowledge and

experience; task analysis and mini-experience; task analysis and mini-lessonslessons

Supplementary MaterialsSupplementary Materials

• Support the core curriculum and Support the core curriculum and contextualize learningcontextualize learning

– ManipulativesManipulatives - Multimedia- Multimedia– DemonstrationsDemonstrations - Related Literature- Related Literature– Adapted TextAdapted Text - Realia- Realia– PicturesPictures - Visuals- Visuals– Graphic OrganizersGraphic Organizers

Adaptation of ContentAdaptation of Content

• Ways to make the text and other Ways to make the text and other resource materials accessible for all resource materials accessible for all students, adapting them so that the students, adapting them so that the content concepts are left intactcontent concepts are left intact..

• E.g., Graphic organizers, Outlines, Leveled E.g., Graphic organizers, Outlines, Leveled Study Guides, Highlighted Text, Taped Text, Study Guides, Highlighted Text, Taped Text, Adapted Text, Jigsaw Text Reading, Marginal Adapted Text, Jigsaw Text Reading, Marginal Notes.Notes.

Meaningful ActivitiesMeaningful Activities

• SameSame Content Standards as EO and Content Standards as EO and FEP students.FEP students.

• Connections between what students Connections between what students knowknow and what they are and what they are learninglearning..

• Make learning situated in concrete Make learning situated in concrete experiences.experiences.

InstructionInstruction

• Building BackgroundBuilding Background• Comprehensible InputComprehensible Input• StrategiesStrategies• InteractionInteraction• Practice/ApplicationPractice/Application• Lesson DeliveryLesson Delivery

Building BackgroundBuilding Background

• Schemata are used in making sense of Schemata are used in making sense of things and actions. Readers use things and actions. Readers use schemata to make sense of text.schemata to make sense of text.

• Link concepts to studentsLink concepts to students ’’ backgrounds.backgrounds.

• Link past learning to new concepts.Link past learning to new concepts.

Building BackgroundBuilding Background

• Building vocabularyBuilding vocabulary– Developing content languageDeveloping content language

• Contextualizing words; Vocabulary self-Contextualizing words; Vocabulary self-selection; Personal dictionaries; Word wall; selection; Personal dictionaries; Word wall; Concept definition map; Cloze sentences; Word Concept definition map; Cloze sentences; Word sorts; Word generation; Word study bookssorts; Word generation; Word study books

– Developing school languageDeveloping school language

Comprehensible InputComprehensible Input

• Adjust speechAdjust speech– Rate and enunciation (how)Rate and enunciation (how)– Complexity of speech (what)Complexity of speech (what)

• Explanation of academic tasksExplanation of academic tasks– Clear steps, benchmarksClear steps, benchmarks

• Use a variety of techniquesUse a variety of techniques– Modeling, visuals, hands-on, &c.Modeling, visuals, hands-on, &c.

StrategiesStrategies

• Metacognitive strategiesMetacognitive strategies– Matching thinking strategies to a particular Matching thinking strategies to a particular

learning situation;learning situation;– Clarifying purposes for learning;Clarifying purposes for learning;– Monitoring oneMonitoring one’’s own comprehension s own comprehension

through self-questioning;through self-questioning;– Taking corrective action if understanding Taking corrective action if understanding

fails.fails.

StrategiesStrategies

• Cognitive strategiesCognitive strategies– Manipulation of material to be learned, Manipulation of material to be learned,

e.g., taking notes during a lecture;e.g., taking notes during a lecture;• Social/Affective strategiesSocial/Affective strategies

– Cooperative learning, group discussion, Cooperative learning, group discussion, partner workpartner work

StrategiesStrategies

• ScaffoldingScaffolding– ParaphrasingParaphrasing– Using Using ““think-aloudsthink-alouds””– Reinforcing contextual definitionsReinforcing contextual definitions

Increasing Independence

Teach Model Practice Apply Whole Small Partners Independent Group Group Work

StrategiesStrategies

• QuestioningQuestioning– EvaluationEvaluation– SynthesisSynthesis– AnalysisAnalysis– ApplicationApplication– ComprehensionComprehension– KnowledgeKnowledge

InteractionInteraction

• Balance linguistic turn-taking between Balance linguistic turn-taking between teacher and students.teacher and students.

• Variety of grouping configurations.Variety of grouping configurations.• Allow students to fully express their Allow students to fully express their

thoughts. Wait.thoughts. Wait.• Clarify key concepts in L1.Clarify key concepts in L1.

Practice/ApplicationPractice/Application

• Multiple opportunities to practice in Multiple opportunities to practice in relevant and meaningful ways.relevant and meaningful ways.– How much material should be practiced at How much material should be practiced at

one time?one time?– How long in time should a practice be?How long in time should a practice be?– How often should students practice?How often should students practice?– How will students know how well they have How will students know how well they have

done?done?

Practice/ApplicationPractice/Application

• Discussing and Discussing and ““doingdoing”” make abstract make abstract concepts concrete.concepts concrete.– Clustering, using graphic organizers, Clustering, using graphic organizers,

solving problems in cooperative learning solving problems in cooperative learning groups, writing a journal, engaging in groups, writing a journal, engaging in discussion circles, or a variety of other discussion circles, or a variety of other meaningful activities.meaningful activities.

Practice/ApplicationPractice/Application

• Conscious Integration of Language Conscious Integration of Language Skills.Skills.– Reading what we write, talking about what Reading what we write, talking about what

wewe’’ve read, listening to others talk about ve read, listening to others talk about what theywhat they’’ve read and written.ve read and written.

Lesson DeliveryLesson Delivery

• State content and language objectives State content and language objectives simply, orally and in writing.simply, orally and in writing.

• Academic engagement time:Academic engagement time:– ““Time on TaskTime on Task””

Review/AssessmentReview/Assessment

• Review of key vocabularyReview of key vocabulary• Review of key content conceptsReview of key content concepts• Feedback to students on outputFeedback to students on output• Assessment of student comprehension Assessment of student comprehension

and learning of all lesson objectives and learning of all lesson objectives throughout lessonthroughout lesson

Review/AssessmentReview/Assessment

Teach and

Model

Assess Student Comprehension

Review Key Concepts and Vocabulary

Reteach, Making

Modification

SIOP ElementsSIOP Elements

• PreparationPreparation• InstructionInstruction

– Building BackgroundBuilding Background -Interaction -Interaction– Comprehensible Input -PracticeComprehensible Input -Practice– StrategiesStrategies -Delivery -Delivery

• Review/AssessmentReview/Assessment