Title III Federal Programs Professional Development Series August 2018 SIOP Model Sheltered Instruction Observation Protocol Module1: SIOP Overview Title III Federal Programs Professional Development Series August 2018

Sheltered Instruction (SI)

Sheltered Instruction (SI) The purpose of sheltered instruction (SI) is to deliver grade level subject matter content (Language Arts, Math, Science, Social Studies, Health, PE, and Art) in a manner that is accessible to all learners. In sheltered instruction classes, delivered by a core teacher, students receive comprehensible core content instruction throughout the day The content is from grade level curricula taught using instructional strategies that scaffold the content learning by building background knowledge and through the use of visuals, gestures, manipulatives, paraphrasing, etc. Lessons have clear grade level content and language objectives.

What is SIOP? A research-based and validated instructional model that has proven effective in addressing the academic needs of English learners throughout the United States. A protocol developed by Jana Echevarria and Deborah Short in 1996 A lesson planning and delivery system for sheltered instruction An observation instrument S I O P

SIOP Overview Video SIOP Video will load automatically when in “Slide Show” mode. Click on the red play button in the middle of the video to start. If the video does not load, click on this link: https://youtu.be/ZA3_PXs4CsQ

SIOP Components Preparation Building Background Comprehensible Input Strategies Interaction Practice/Application Lesson Delivery Review/Assessment

Preparation Preparation Write Content Objectives clearly for students Write Language Objectives clearly for students Choose content concepts appropriate for age and educational background levels of students Identify supplementary materials to use (graphs, models, visuals) Adapt content (e.g., text, assignment) to all levels of student proficiency Plan meaningful activities that integrate lesson concepts (e.g., surveys, letter writing, simulations) with language practice opportunities for the four skills Preparation

Building Background Building Background Explicitly link concepts to students' backgrounds and experiences. Explicitly link past learning and new concepts. Emphasize key vocabulary (e.g., introduce, write, repeat, and highlight) for students Building Background

Comprehensible Input Comprehensible Input Use speech appropriate for students' proficiency level (e.g., slower rate, enunciation, simple sentence structure for beginners). Explain academic tasks clearly Use a variety of techniques to make content concepts clear (e.g., modeling, visuals, hands-on activities, demonstrations, gestures, body language). Show not tell Comprehensible Input

Strategies Strategies Provide ample opportunities for students to use strategies (e.g., problem solving, predicting, organizing, summarizing, categorizing, evaluating, self- monitoring). Use scaffolding techniques consistently (providing the right amount of support to move students from one level of understanding to a higher level) throughout lesson. Use a variety of question types including those that promote higher-order thinking skills throughout the lesson (e.g., literal, analytical, and interpretive questions). Strategies

Interaction Interaction Provide frequent opportunities for interactions and discussion between teacher/student and among students, and encourage elaborated responses. Use group configurations that support language and content objectives of the lesson. Provide sufficient wait time for student response consistently. Give ample opportunities for students to clarify key concepts in LI as needed with aide, peer, or LI text. Interaction

Practice/Application Provide hands-on materials and/or manipulatives for students to practice using new content knowledge. Provide activities for students to apply content and language knowledge in the classroom. Provide activities that integrate all language skills (i.e., reading, writing, listening, speaking). Practice/ Application

Lesson Delivery Lesson Delivery Support content objectives clearly. Support language objectives clearly. Engage students approximately 90-100% of the time (most students taking part/on task). Pace the lesson appropriately to the students' ability level. Lesson Delivery

Review/Assessment Review/ Assessment Give a comprehensive review of key vocabulary Give a comprehensive review of key content concepts. Provide feedback to students regularly on their output (e.g., language, content, work). Conduct assessments of student comprehension and learning throughout lesson on all lesson objectives (e.g., spot checking, group response). Review/ Assessment

Reflection How can you implement the components of SIOP into your daily instruction to support English Leaners? Which components are you already utilizing? How will SIOP benefit your teaching? What do you believe are the two most important components of SIOP? What more would you like to know about the SIOP model?

More information Find out more about the SIOP model at the following websites: http://www.cal.org/siop/about/ https://www.pearsonschool.com/index.cfm?locator=PS2rWo

References Reprinted from Echevarria,J., Vogt, M.E., & Short, D. (2000). Making content comprehensible to English language Learners: The SIOP model. Boston: Allyn & Bacon.