It takes a whole village to raise a

It takes a whole village to raise a child. (African Proverb) All educational personnel assume responsibility for the education of ESOL students. (TESOL’s Vision of Effective Education for All Students)

SIOP SHELTERED INSTRUCTION OBSERVATION PROTOCOL A Power. Point presentation by Elena Chiaburu

SIOP--SHELTERED INSTRUCTION OBSERVATION PROTOCOL THREE MAIN SECTIONS: 1. PREPARATION 2. INSTRUCTION 3. REVIEW/ASSESSMENT

Content objectives: Participants will identify and/or PD Objectives of this review basic concepts of second language acquisition. Participants will gain an overview the SIOP model and recognize Contentofobjectives: the benefits of using the it insix their • Participants will analyze features of the teaching. LESSON PREPARATION component Language Objectives: • Participants will apply these findings in their own Participants will discuss factors that teaching affect second language acquisition Language and. Objectives: use the Cummins’ model of academic to listen classify • Participants willlanguage view and to a variety of media various tasks. related to theclassroom topic Participants will orally state what • Participants will answer survey questions they believe to be the two most • Participants willcomponents discuss and important ofsummarize the SIOP with their team the most applicable features model in the context of their of this component classroom and explain why.

SIOP--PREPARATION (Lesson planning process) 1. Clearly defined content objectives 2. Clearly defined language objectives 3. Content concepts appropriate for age and educational background level of students 4. Supplementary materials used to a high degree 5. Adaptation of content to all levels of student proficiency 6. Meaningful activities that integrate lesson concepts

SIOP—LESSON PREPARATION Objectives Content Objectives Are WHAT students learn Taken from your standards Refer to content your students are expected to know by the end of the unit Source: SIOP Language Objectives Are HOW students are going to learn Based on your students’ needs Taken from CCSS for ELA and literacy in History/Social Studies, Science, and Technical Subjects

SIOP—LESSON PREPARATION Preparing Language Objectives for SIOP Lessons 1. Determine key technical vocabulary, concept words, and other words needed to read or write about the topic of the lesson 2. Consider the language functions students will use in the lesson (define terms, describe or explain, classify, compare, or summarize) 3. Decide which language skills are needed to accomplish the lesson’s activities (e. g. , Do students have to read for main idea? Are they asked to listen and give an opinion? ) 4. Identify possible grammar or language structure connections (questioning patterns, use of past or future tense, use of active or passive voice) 5. Consider the tasks students need to complete 6. Explore possible language learning strategies to share in the lesson (language of prediction or hypothesis, use of cognates, note taking)

SIOP—LESSON PREPARATION Content concepts appropriate for age and educational background level of students • Include ways to activate ELLs’ prior knowledge • Perform a task analysis—what knowledge a student must possess in order to understand what is being taught • Lessen the gap between what a student knows and what s/he must learn by providing jump-start mini-lessons --review key concepts, introduce vocabulary, text “walk” through the reading material

SIOP--PREPARATION Supplementary materials Hands-on manipulatives Realia (real objects) Demonstrations Pictures Multimedia Visuals Related literature Adapted text Graphic organizers/Thinking Maps

SIOP--PREPARATION ADAPTATION OF CONTENT Ways to make the text and other resource materials accessible to students When do I use these approaches? pre-reading during reading after reading

ADAPTATION OF CONTENT GRAPHIC ORGANIZERS/THINKING MAPS Identify key concepts and relationships among them Provide students with visual clues Can be used as study guides and notetaking

ADAPTATION OF CONTENT OUTLINES Teacher Prepared Outlines I. Note taking II. Scaffolded support III. A guide to reading and understanding the text

ADAPTATION OF CONTENT LEVELED STUDY GUIDES These are study guides designed specifically for diverse students’ needs. They are written differently, depending on students’ language and literacy development. See example of leveled anticipatory guide

ADAPTATION OF CONTENT HIGHLIGHTED TEXT Highlighted text reduces the reading demands while still maintaining key concepts and information. Reserve a few content textbooks for students acquiring English and/or for those with delayed literacy development. Highlight: Main Ideas Key concepts Summary statements Important vocabulary

ADAPTATION OF CONTENT TAPED TEXT Key portions or the entire text is recorded. Tapes should be available for both home and school learning center use.

ADAPTATION OF CONTENT ADAPTED TEXT Text adaptation involves rewriting selected sections of text that contain key concepts and information.

ADAPTATION OF CONTENT JIGSAW TEXT READING One or two members from each learning group come together to form a new group of “experts. ” Each new “expert” group is assigned one section of the text to be read and then explained to their original group.

ADAPTATION OF CONTENT MARGINAL NOTES Can be printed directly in the margin of the textbook pages. Notes can be duplicated on a handout that students can put alongside a page they are What to Include? reading. • Hints for understanding the content • Key concepts • Key vocabulary and definitions

Thank you! Multumesc! Danke!