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Sheltered Instructional Observation ProtocolS.I.O.P. – 8 Components, 30 Features
Lesson PreparationBuilding Background
Comprehensible Input
Strategies
Interaction
Practice/Application
Lesson Delivery
Review/Assessment
Stephen Krashen’s 5-pronged theory of Language Aquisition
1. Language acquisition is a subconscious and intuitive process much like how children pick up their first language.
2. The monitor: If students learn language through rules rather than naturally fluency will be delayed.
3. The natural order of acquisition: ELs will first acquire that which has the most meaning, form comes later.
4. Providing comprehensible input – to acquire language.
5. The affective filter: a cognitive shut-down if anxious.
Three Features of Comprehensible Input
Feature 10: Appropriate Speech
Feature 11: Clear Explanation of Academic
Tasks
Feature 12: A Variety of Techniques Used
#10 – Speech Appropriate for Students’ Proficiency Levels
#10 – Speech Appropriate for Students’ Proficiency Levels
Students will respond according to their proficiency level. Example: Students who are asked to describe the setting in a story will have various responses:• Level 1: (No response, not sure what setting is yet or in silent period)
• Level 2: “Cold day.”
• Level 3: “The day is cold and there is snow.”
• Level 4: “The day is very cold and heavy snow is falling.”
• Level 5: “It is a cold, winter day and it is snowing more heavily then usual.”
• Level 6: “The unusually heavy snow on the day the story takes place causes a number of problems for the characters.”
#10 – Speech Appropriate for Students’ Proficiency Levels
#10 – Speech Appropriate for Students’ Proficiency Levels
#10 – Speech Appropriate for Students’ Proficiency Levels
Please stand, walk and find someone from a different grade level to talk with:
• Discuss modifications to teacher speech that can increase student comprehension.
• Discuss any modifications to your speech you have made for Els or individuals with hearing loss.
#11 – Clear Explanation of Academic Tasks
#11 – Clear Explanation of Academic Tasks
#11 – Clear Explanation of Academic Tasks
Talk with a partner and ask him/her to provide feedback on how clear the directions would be for an English Learner.
Take a minute, think of a two or three step academic task you have asked a student to do. Write down the steps on a piece of blank paper.
#12 – A Variety of Techniques Used to Make Content Concepts Clear
Use TPR! Gestures, body language, pictures & realia• TPR – Total Physical Response was first used by James Asher
in the 1960s.
• Marzano’s Dual Coding Theory says that when both linguistic and nonlinguistic input is used it strengthens the memory trace and increases the likelihood that the memory will stored for future recall.
#12 – A Variety of Techniques Used to Make Content Concepts Clear
Learn the gesture for #12 & then talk with a partner:– Have you used TPR in the classroom to teach vocabulary? How?– What are some subjects or vocabulary words you could use TPR with?
#12 – A Variety of Techniques Used to Make Content Concepts Clear
Bring in realia or use supplemental materials. • Example: talking about types or rocks – bring in samples
What have you done?
Watch video clips PRIOR to starting a unit.• Why would it be important to watch the video before the unit instead of after?
#12 – A Variety of Techniques Used to Make Content Concepts Clear
Provide a model of a process, task, or assignment.Preview material for optimal learning.
• When students’ attention is focused on the specific information they will be responsible for learning in the lesson, students are able to prepare themselves for the information that is coming, making itmore comprehensible for them.
Allow Alternative forms of expressing their understanding of information: ie. Pictures, maps, etc.
Use multimedia and other technologies in lessons.
#12 – A Variety of Techniques Used to Make Content Concepts Clear
Provide repeated exposures to words, concepts, and skills. Els are learning through a new language, and in order for the input to be comprehensible, they need repetition.
Use sentence strips: write events & sequence stipsScaffold language by chunking information into smaller bits, asking questions about it and talking about it.
#12 – A Variety of Techniques Used to Make Content Concepts Clear
Use graphic organizers effectively: – Show key vocabulary and concepts graphically– Most effective when they match the objectives & task
Record texts for comprehension– A recorded version of the text not only allows for multiple opportunities to hear the text,
but the reader who records the text can modify it to proficiency levels. The same passage may be read more slowly with clear enunciation for beginning speakers.
Three Features of Comprehensible Input
Feature 10: Appropriate Speech
Feature 11: Clear Explanation of Academic
Tasks
Feature 12: A Variety of Techniques Used
