SIOP- Faculty Institute 091 The SIOP MODEL “Sheltered Instruction Observation Protocol” TTWELL Grant: Summer Institute Aug.13-14, 2009 Elke Schneider, Ph.D.

SIOP- Faculty Institute 092 OUTLINE What is SIOP? What are its components? What struggle teachers with most? What are essential Lesson Plan components? What are Observation Protocol components?

SIOP- Faculty Institute 093 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)

SIOP- Faculty Institute 094 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.

SIOP- Faculty Institute 095 What is SIOP? COMPONENTS: Lesson planning and delivery guidelines Teacher observation GOAL: assist teachers in improving their adaptations for ELLs in L2 taught classes.

SIOP- Faculty Institute 096 What is SIOP? Sheltered instruction is 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

SIOP- Faculty Institute 097 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

SIOP- Faculty Institute 098 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

SIOP- Faculty Institute 099 SIOP: LP & delivery features Explicit listing of key vocabulary (words, phrases, sentence structures) 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

SIOP- Faculty Institute 0910 SIOP: LP & delivery features: Key Vocabulary cont’d 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: Word study books

SIOP- Faculty Institute 0911 SIOP: LP & delivery features: Content adaptations 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

SIOP- Faculty Institute 0912 SIOP: LP & delivery features: ELL- specifics for lesson components 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

SIOP- Faculty Institute 0913 SIOP: LP & delivery features: ELL-specific scaffolding Scaffolding practice from intense to minimal guidance Paraphrase Model, encourage think-alouds- metacognitive processing Reinforce contextual definitions Provide correct pronunciation by repeating student responses Slow down speech, increase pauses, speak in phrases

SIOP- Faculty Institute 0914 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

SIOP- Faculty Institute 0915 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

SIOP- Faculty Institute 0916 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)

SIOP- Faculty Institute 0917 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

SIOP- Faculty Institute 0918 SIOP: Observation Protocol in detail 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

SIOP- Faculty Institute 0919 SIOP: Observation Protocol in detail 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

SIOP- Faculty Institute 0920 SIOP: Observation Protocol in detail 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)

SIOP- Faculty Institute 0921 SIOP: Observation Protocol in detail G) LESSON DELIVERY Content objectives delivered Language objectives delivered Students engaged 9-100% of time Pacing lesson delivery

SIOP- Faculty Institute 0922 SIOP: Observation Protocol in detail 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

SIOP- Faculty Institute 0923 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 from Echevarria, J., Short, D., Vogt, M. (2008). Implementing the SIOP model through effective professional development and coaching. Boston: Allyn & Bacon.

SIOP- Faculty Institute 0924 Selected references 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), Short, D., Hurdic, J. & Echevarria, J. (2002). Using the SIOP model: Professional development manual for sheltered instruction. Washington, DC: Center for Applied Linguistics.