SIOP: Sheltered Instruction Observation Protocol Dr. Kelly Bikle Winter 2007

Our objectives To learn about the SIOP as an effective planning tool for educating ELLs To think about the elements of the SIOP in relation to our particular planning needs To gather an array of teaching strategies that are effective for working with ELLs To provide enough information to get you started as a teacher for ELLs, AND to encourage you to continue growing as a professional educator

What is the SIOP? A planning tool and observation protocol representing an effort to define, develop and test a model for sheltered instruction (SDAIE) –Research-based –Designed as an observation instrument –Adapted as a lesson planning tool –Teacher-researchers involved in all phases!!!!

SIOP: An Integrated Approach Instructional methods integrate language and content Focus on identifying and explicitly teaching the language necessary to access, to fully participate in and to be successful with the curriculum Language instruction occurs within content instruction--not as an “add-on”

Sheltered Instruction Observation Protocol Components Preparation Building Background Comprehensible Input Strategies Interaction Practice/Application Effective lesson delivery Lesson review/Assessment

Preparation Clearly defined content objectives Clearly defined language objectives ***** Content concepts appropriate for age and educational level of students Supplementary materials used to a high degree Adaptation of content to all levels of student proficiency Meaningful activities that integrate lesson concepts with opportunities to use language

Thinking about objectives Learning objectives (goals, outcomes) Language objectives CAELD/TESOL Standards Content Language Demands Student Needs/ Language Proficiency Possible language objectives

TESOL: National ESL Standards “ESL Standards do not and cannot stand alone. Other professional organizations and groups have developed standards that are….developmentally appropriate and useful. (But) content standards…assume student understanding of and ability to use English to engage with the content….(They) do not acknowledge the central role of language in the achievement of content. Nor do they highlight the learning styles and particular instructional and assessment needs of learners who are still developing proficiency in English.” (ESL Standards Introduction, Promising Futures)

TESOL Standards SLA principles underlying the standards: Language is functional Language varies Language learning is cultural learning Language acquisition is a long-term process Language acquisition occurs through meaningful use and interaction Language processes develop interdependently Native language proficiency contributes to second language acquisition (ESL Standards Introduction, Promising Futures)

Organization of TESOL Standards Three overarching goals in which students need to develop competence in English: social language, academic language, and sociocultural knowledge. Nine content standards indicate more specifically what students should know and be able to do as a result of instruction. Descriptors are b road categories of discrete, representative behaviors that students exhibit when they meet a standard. Sample Progress Indicators list assessable, observable activities students may perform to show progress toward meeting the designated standard. (Organization of the ESL Standards)

TESOL Goals Goal 1: To use English to communicate in social settings Goal 2: To use English to achieve academically in all content areas Goal 3: To use English in socially and culturally appropriate ways

CAELD Standards “The English-language development standard are designed to supplement the English-language arts content standards to ensure that (English Learners) develop proficiency in both the English language and the concepts and skills contained in the English-language arts content standards.” (Introduction) Standards for 3-12 designed for students literate in L1 Organized by English proficiency, by domain and by grade level

Thinking about objectives Learning objectives (goals, outcomes) Language objectives CAELD/TESOL Standards Content Language Demands Student Needs/ Language Proficiency Possible language objectives

Activity: Language Objectives What are the language demands in this lesson in each of the four domains? Reading * Writing * Speaking * Listening *

Language Objectives Ask yourself, “Based on the language demands of the particular lesson, my students needs, and the larger goals (unit plan, district goals, standards, etc.), what do I want students to be able to do at the end of the lesson?” Write objectives that have measurable outcomes, and are specific to the language you would like to see your students demonstrating in one or more of the four domains.

Language Demands An analysis for language demands tells you what students will need to do with language in order to be success with the lesson/task. What else can you use language demands for? Design mini-lessons around specific language skills (anything from pronunciation to skills to enter a conversation) Know the challenges that students face and be ready to support students in the areas that are of particular struggle (and note commonalities to use for future planning) Adjust instruction to support students in the areas you anticipate will be challenging Adjust assessments accordingly--take the language demands into account when you look at student products.

The Assignments: Part 1 Analyze a lesson of your choice for language demands Write possible language objectives Identify connections to TESOL or CAELD Standards Turn in lesson plan with some context to help us understand where it fits Write: –1-3 paragraphs about why these lg. objectives are appropriate for your particular group of students. –1 paragraph about how lg. objectives connect to standards.

things you found interesting (use phrases): 1._______ 2._______ 3._______ 2 things that are new to you: 1._______ 2._______ 1 thing you would like to know more about: 1. _______