What is SIOP l Sheltered Instruction Observation Protocol

What is SIOP? l Sheltered Instruction Observation Protocol l Purposeful teaching of the language necessary for English Learners to understand content.

SIOP: Sheltered Instruction Observation Protocol SIOP consists of eight components and thirty indicators.

The Eight Components of SIOP 1. 2. 3. 4. 5. 6. 7. 8. Lesson Preparation Building Background Comprehensible Input Strategies Interaction Practice / Application Lesson Delivery Indicators of Review / Assessment

LESSON PREPARATION Ensuring rigor and relevance

Lesson Preparation Objectives Content Objectives Language Objectives Content Concepts Supplementary Materials Adaptation of content Meaningful Activities

Why Language Objectives? l Academic achievement requires academic language proficiency. l Academic language proficiency involves the vocabulary, language patterns, and register specific to individual content areas. l Academic language proficiency is developed through sustained content-based language instruction.

How can I lessen the gap? How can I differentiate? §Use supplementary materials §Adapt content

Supplementary Materials l Support core curriculum make content concepts “concrete”: tangible, visible, understandable l Contextualize learning make it real l Support learning styles l Support multiple intelligences

Examples of supplementary materials: l hands-on manipulatives l l l l realia (real objects) pictures visuals multimedia demonstrations related literature adapted text

Adaptation of Content to all levels of student proficiency by: l differentiating same content objective, different input/output/process l scaffolding l adjusting content to various learning styles and intelligences

Meaningful Activities l Provide opportunities to experience what students are learning about l Allows students to be more successful by relating classroom experiences to their own lives

BUILDING BACKGROUND

Objectives l Content l l l Recognize the importance of connecting students’ personal experiences to lesson concepts. Identify strategies for linking past learning with new information. Language l Examine text to determine key vocabulary for students to learn. l Incorporate a variety of vocabulary development activities into lessons.

Building Background l 1) Link concepts to students’ background experiences. l 2) Bridge past learning to new concepts. l 3) Key vocabulary emphasized.

1) Link Concepts to Students’ Background Experiences l Discuss students’ previous personal and academic experiences to help bridge meaning. l Question students’ backgrounds to preview an upcoming topic. l Following discussion, relate students’ input and directly apply it to the new concept.

Ways to Link Students’ Background l Realia (REAL OBJECTS), Photos, and Illustrations: Teachers and/or students bring in “real items” to bring the new concept to life. l Anecdotal Accounts: Teachers and students share personal experiences through oral, written or drawn explanations. Teacher may prompt through questioning.

2) Bridge Past Learning to New Concepts l Integrate new information with what the learner already knows. l Build a bridge from previous learning to new concepts for students to cross over. l Not all students have the ability to make connections on their own and benefit from teacher’s explicitly modeling connections.

3) Key Vocabulary l The most effective way to teach vocabulary is when it is presented in the context of new concepts, not in isolation. l Students should be actively involved in their own vocabulary development and make it personal. l Students should be immersed in a vocabulary- rich environment.

Ways to Teach Key Vocabulary Self-Selection: Encourage students to select vocabulary words that THEY feel are essential for their understanding. l Word Wall: Display vocabulary words related to the new concept being taught. l Four Corners Vocabulary: Gives the students the opportunity to identify, illustrate, define and contextualize a vocabulary word. l

COMPREHENSIBLE INPUT What is Comprehensible Input?

Objectives Content Participants will: Explore techniques for presenting content information in ways that students can comprehend. Language Participants will: Give examples of appropriate speech and demonstrate techniques to increase comprehension. Review various ways to give directions and model academic tasks. Identify the language needed for students to perform academic tasks and use techniques to introduce that language to students.

3 Features of Comprehensible Input l Clear explanation of academic tasks. l Speech appropriate for students’ proficiency level. l Variety of techniques used to make content concepts clear.

STRATEGIES The SIOP Model

Goals l Students will reach independence in the understanding and application of key concept(s) l Teachers will assist all students in becoming strategic thinkers who possess a variety of approaches for solving problems, comprehending complex texts, and remembering information.

Metacognitive Strategies “thinking about thinking” l Predicting/Inferring l Self-questioning l Monitoring/Clarifying l Evaluating l Summarizing l Visualizing

Cognitive Strategies “active learning” l l l l l Previewing/Rereading Establishing a purpose for reading Making connections Reading aloud Highlighting Taking notes Mapping information Finding key vocabulary Mnemonics

Social/Affective Strategies “interactive learning” l Interaction/questioning l Cooperative learning l Group discussion/self talk l i. e. . Think/Pair/Share

INTERACTION

The Interaction Component includes Four Items: Interaction 2. Grouping Configurations 3. Wait Time for Student Responses 4. Clarify Key Concepts in L 1 1.

Language Objectives l Use interaction to promote language development l Reduce teacher talk, and increase EL talk l Examine the role of native language

Roles in the Group 1. 2. 3. 4. 5. Group recorder Materials Collector Reporter Final Copy Scribe Illustrator Time keeper 7. Cheerleader 8. Facilitator / Monitor 9. Messenger 6.

Do You Give Students Wait Time? l Do you complete their sentences? l Do you call on a different student before the first student has a chance to respond? l Do you answer the question before the students?

Why Wait? l ELs need time to translate, often in their head. l Wait time varies by culture. l ELs need additional time to formulate the phrasing of their thoughts, because they are processing ideas in a new language.

Wait Time Strategies l Allow students to write down their answers while waiting for other students to respond. l Build in wait time, “On the count of 3 we will all respond. ” l Use “ 50 -50, ” giving students a choice between two possible answers l Use “phone a friend, ” allowing students to ask for help.

Use of Native Language in the Classroom l Establish rules or expectations for native language (L 1) use. l Clarification of key concepts in students’ L 1 supports academic learning

PRACTICE AND APPLICATION

Content and Language Objectives l Identify and create a variety of ways for students to enhance their learning through hands-on practice and application connected to their experiences (Content) l Design activities that require integrated use of different language skills to practice new content knowledge (Language)

Key Definitions: l “Practice” refers to the opportunities provided to English language learners to become familiar, analyze and/or experiment with content and language topics. l “Application” refers to the ways in which learners apply what they have learned in different contexts or situations.

LESSON DELIVERY THE SIOP MODEL

LESSON DELIVERY FEATURES l Content Objectives should be clearly supported by the lesson delivery l Language Objectives should be clearly supported by the lesson delivery l Students should be engaged approximately 90 -100% of the time during the lesson l Pacing of the lesson should be appropriate to the students’ ability level

REVIEW OF LESSON FEATURE QUESTIONS 1. Is it necessary to tell objectives to the students ? 2. Is it a good idea to review the objectives at the end of each lesson ? 3. How do the objectives affect the pacing of a lesson ?

REVIEW & ASSESSMENT

Effective Teaching Cycle: l Develop lesson (SIOP and Standards) l Teach lesson l Assess student comprehension and work l Review Key Concepts and Vocabulary l Make adjustments and improve student comprehension l Reteach content

Review Activities: l l l l Thumbs Up-Thumbs Down Number Wheels Find Someone Who Simultaneous Roundtable Share Bear Find the Fib Response Boards l l l Word Story Books Numbered Heads Together Sign in Please Outcome Sentences Restate Student's Response Kinesthetic Discussion Question: What other Review Activities do you use in class?

SIOP: Sheltered Instruction Observation Protocol SIOP consists of eight components and thirty indicators.

The Eight Components of SIOP 1. 2. 3. 4. 5. 6. 7. 8. Lesson Preparation Building Background Comprehensible Input Strategies Interaction Practice / Application Lesson Delivery Indicators of Review / Assessment