Transcript The SIOP MODEL “Sheltered Instruction Observation Protocol”

The SIOP MODEL
“Sheltered Instruction
Observation Protocol”
TTWELL Grant: Summer Institute
Aug.13-14, 2009
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 Observation Protocol
components?
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Basis of SIOP
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“ …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.
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What is SIOP?
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?
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Sheltered instruction is
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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
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What is SIOP?
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Sheltered instruction includes strategies such
as
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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: 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
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SIOP: LP & delivery features
Explicit listing of key vocabulary (words,
phrases, sentence structures)
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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
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SIOP: LP & delivery features:
Key Vocabulary cont’d
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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
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SIOP: LP & delivery features:
Content adaptations
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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
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SIOP: LP & delivery features: ELLspecifics for lesson components
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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
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SIOP: LP & delivery features:
ELL-specific scaffolding
Scaffolding practice from intense to minimal
guidance
• Paraphrase
• Model, encourage think-aloudsmetacognitive processing
• Reinforce contextual definitions
• Provide correct pronunciation by repeating
student responses
• Slow down speech, increase pauses,
speak in phrases
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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
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SIOP: Observation Protocol
• 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
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SIOP: Observation Protocol
• 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)
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SIOP: Observation Protocol in
detail
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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
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SIOP: Observation Protocol in
detail
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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
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SIOP: Observation Protocol in
detail
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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
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SIOP: Observation Protocol in
detail
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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
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G) LESSON DELIVERY
 Content objectives delivered
 Language objectives delivered
 Students engaged 9-100% of time
 Pacing lesson delivery
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SIOP: Observation Protocol in
detail
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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
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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.
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Selected references
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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.
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