SIOP- Faculty Institute 091 The SIOP MODEL “Sheltered Instruction Observation Protocol” TTWELL Grant: Summer Institute Aug.13-14, 2009 Elke Schneider,

SIOP- Faculty Institute 09 1

The SIOP MODEL“Sheltered Instruction Observation Protocol”

TTWELL Grant: Summer Institute

Aug.13-14, 2009

Elke Schneider, Ph.D.


OUTLINE

What is SIOP? What are its components? What struggle teachers with most? What are essential Lesson Plan

components? What are Observation Protocol

components?


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)


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.


What is SIOP?

COMPONENTS: Lesson planning and delivery guidelines Teacher observation

GOAL: assist teachers in improving their adaptations for ELLs in L2 taught classes.


What is SIOP?

Sheltered instruction is one of the instructional models that uses English

only. An instructional form to extend time ELLs have

for language support services while providing content area information required for graduation.

“inclusion” for ELLs Wide-spread and exists in many variations


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


SIOP: LP & delivery features

Standards & theme Measurable content objectives Measurable language objectives Explicit listing of key vocabulary Content adaptations Scaffolding of lesson sequence for

individual ELL needs


SIOP: LP & delivery features

Explicit listing of key vocabulary (words, phrases, sentence structures) 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 (multilingual) Word walls with content vocabulary and images


SIOP: LP & delivery features: Key Vocabulary cont’d Concept definition maps Generate words that carry a particular pattern

(groups, i.e. prefix-root-suffix, spelling or pronunciation pattern)

Generate common phrases and sentence structures

Self-assessment of word knowledge Vocabulary games (see website:

www.linguisystems.com) Word study books


SIOP: LP & delivery features: Content adaptations Graphic organizers Outlines (culture-sensitive for linearly and circularly

processing students) Leveled study guides Leveled readers (high interest- low reading level) Highlighted texts Taped texts Adapted texts Jigsaw text reading Marginal notes Texts in ELLs’ mother tongue


SIOP: LP & delivery features: ELL-

specifics for lesson components

Motivation, pre-knowledge activation (tapping into L1 knowledge)

Hands-on modeling of new content while repeating key terminology and phrases

Scaffolding of practice phases End of lesson summary by students: hands-on,

with realia, visuals Post lesson assessment with ELL adaptations ELL adaptations for homework


SIOP: LP & delivery features: ELL-specific scaffolding

Scaffolding practice from intense to minimal guidance

• Paraphrase• Model, encourage think-alouds-

metacognitive processing• Reinforce contextual definitions• Provide correct pronunciation by repeating

student responses• Slow down speech, increase pauses,

speak in phrases


SIOP: Observation Protocol

The original protocol contains 30 observation features. CONSIDER THESE FOR LESSON PREPARATION AND DELIVERY:

• 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



• Explicit links between ELL’s prior knowledge and new information

• Explicit clarification of content information through repetition, gestures, visuals, concrete learning, films

• Explicit establishment of learning strategies and test taking strategies (cognitive, metacognitive)

• Promotion of HOTS



• Multiple opportunities to solidify content and language moving from the oral to the written media (discussions, interactions -> read, write)

• Scaffolded instruction of content and ELL-sensitive assessment

• Teacher behavior (sufficient wait time, simple language with clear diction and repetition, pace of delivery, pausing)


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


SIOP: Observation Protocol in detail B) BUILDING BACKGROUND

Concepts explicitly linked Explicit links between new and previous

knowledge Key vocabulary

C) COMPREHENSIBLE INPUT Speech Clear explanations A variety of techniques


SIOP: Observation Protocol in detail D) STRATEGIES

Practice of learning strategies for students Scaffolding techniques Promotion of HOT

E) INTERACTION Interaction and discussion Grouping configurations Wait time for student responses Clarifying key concepts in L1


SIOP: Observation Protocol in detail 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)


SIOP: Observation Protocol in detail

G) LESSON DELIVERY Content objectives delivered Language objectives delivered Students engaged 9-100% of time Pacing lesson delivery


SIOP: Observation Protocol in detail

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


Selected references

Echevarria, J. & Graves, A. (2003). Sheltered instruction:Teaching 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

Echevarria, J., Short, D., Vogt, M. (2008). Implementing the SIOP model through effective professional development and coaching. Boston: Allyn & Bacon.


Selected references

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.

Documents

SIOP- Faculty Institute 091 The SIOP MODEL “Sheltered Instruction Observation Protocol” TTWELL Grant: Summer Institute Aug.13-14, 2009 Elke Schneider,