The SIOP MODEL “Sheltered Instruction Observation Protocol”

1. The SIOP MODEL“Sheltered Instruction Observation Protocol” TTWELL Grant: Summer Institute May 12-13, 2008 Elke Schneider, Ph.D.

2. 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?

3. 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)

4. 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.

5. 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

6. 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

7. 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

8. 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

9. 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.com) • Word study books • Explicit listing of supplemental materials • Within instructional sequences: content adaptations

10. 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. Costner’s presentation) • Jigsaw text reading • Marginal notes • Texts in ELLs’ L1

11. 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

12. 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

13. 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 ELL’s prior knowledge and new information

14. 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 -> read, write) 10) Teacher behavior (sufficient wait time, simple language with clear diction and repetition, pace of delivery)

15. 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

16. 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

17. 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)

18. 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

19. 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

20. 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.