The SIOP MODEL Sheltered Instruction Observation Protocol

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The SIOP MODELSheltered Instruction Observation
Protocol

• TTWELL Grant Summer Institute May 12-13, 2008
• Elke Schneider, Ph.D.

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OUTLINE

• What is SIOP?
• What are its components?
• What struggle teachers with most?
• What are essential Lesson Plan components?
• What are research findings on which SIOP is
  based?

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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)

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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.
• COMPONENTS
• Lesson planning and delivery guidelines
• Teacher observation
• GOAL assist teachers in improving their
  adaptations for ELLs in L2 taught classes.

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What is SIOP?

• Sheltered instruction is
• one of the instructional models that uses English
  only.
• Not a set of additional or replacement
  instructional techniques for the content area
  classroom with native speakers.
• An instructional form to extend time ELLs have
  for language support services while providing
  content area information required for graduation.
• Wide-spread and exists in many variations

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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

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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

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SIOP Lesson Plan delivery features

• Standards Theme
• Measurable Content objectives
• Measurable language objectives
• Explicit listing of key vocabulary
• 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 (multilingual0
• Word walls with content vocabulary and images

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SIOP Lesson Plan delivery features

• Explicit listing of key vocabulary cont.
• Concept definition maps
• Generate words that carry a particular pattern
  (groups)
• Self-assessment of word knowledge
• Vocabulary games (see website www.linguisystems.c
  om)
• Word study books
• Explicit listing of supplemental materials
• Within instructional sequences content
  adaptations

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SIOP Lesson Plan delivery features

• Content adaptations
• Graphic organizers
• Outlines (culture-sensitive for linearly and
  circularly processing students)
• Leveled study guides
• Highlighted texts
• Taped texts
• Adapted texts (Dr. Costners presentation)
• Jigsaw text reading
• Marginal notes
• Texts in ELLs L1

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SIOP Lesson Plan delivery features

• Lesson Plan Sequence with content adaptations and
  ELL-specific scaffolding
• Motivation, pre-knowledge activation
• Modeling of new content
• Scaffolding practice from intense to minimal
  guidance
• Paraphrasing
• Think-alouds
• Reinforce contextual definitions
• Provide correct pronunciation by repeating
  student responses
• Slow down speech, increase pauses, speak in
  phrases

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SIOP Lesson Plan delivery features

• Lesson Plan Sequence cont.
• Review of content by students
• Post lesson assessment of objectives with ELL
  adaptations
• Extension/homework
• Reflections

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SIOP Observation Protocol

• The following are observation components.
• The original protocol contains 30 aspects.
• 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
• Scaffolded instruction of content and
  ELL-sensitive assessment
• Explicit links between ELLs prior knowledge and
  new information

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SIOP Observation Protocol
6) Explicit clarification of content information
through repetition, gestures, visuals, concrete
learning, films 7) Explicit establishment of
learning strategies and test taking strategies
(cognitive, metacognitive) 8) Promotion of
HOTS 9) Multiple opportunities to solidify
content and language moving from the oral to the
written media (discussions, interactions -gt read,
write) 10) Teacher behavior (sufficient wait
time, simple language with clear diction and
repetition, pace of delivery)
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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
• B) BUILDING BACKGROUND
• Concepts explicitly linked
• Explicit links between new and previous knowledge
• Key vocabulary

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SIOP Observation Protocol in detail

• C) COMPREHENSIBLE INPUT
• Speech
• Clear explanations
• A variety of techniques
• D) STRATEGIES
• Practice of learning strategies for students
• Scaffolding techniques
• Promotion of HOT

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SIOP Observation Protocol in detail

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

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SIOP Observation Protocol in detail

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

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Selected references

• Echevarria, J. Graves, A. (2003). Sheltered
  instructionTeaching 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

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Selected references

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