1. Sheltered Instruction Observation Protocol: Day 2 SIOP®
Helping English Learners Reach Academic Success
Karina E. Chapa, M.Ed.
Language Proficiency, Biliteracy and Cultural Diversity Director
Region One ESC

2. Professional Learning Essential Agreements
Be respectful to others
Be an active participant
Take care of your needs
Use electronic devices as learning tools
Professional Learning Essential Agreements

3. Content Objectives Today I will:
Analyze and understand the last seven components of the SIOP® Model.
Review the eight components of the SIOP® Model.

4. Language Objectives Today I will:
Discuss effective strategies to promote both content and academic language development.
Discuss the relevance of review and assessment as a final component of the SIOP® Model.

5. Let’s
kahoot.it

6. Component 2: Building Background

7. Features Concepts linked to students backgrounds.
Concepts linked to past learning.
Key vocabulary emphasized.

8. If you are one of those who thought you’d see an automatic in the 911 “when pigs fly”, may we suggest duck?

9. Activating prior knowledgevs
Building background

10. Building Background
A reader’s “schema” –knowledge of the world- provides a basis for understanding, learning, and remembering facts and ideas found in texts.
Schemata are the reader’s concepts, beliefs, expectations, processes –virtually everything from past experiences- that are used of making sense of things and actions.

11. “You have to read the world before you can read the word”
Paul Freire
This Photo by Unknown Author is licensed under CC BY-NC-SA

12. Diverse Backgrounds
Students from culturally diverse background may struggle to comprehend texts and concepts due to a mismatch in schemata.
Most reading material, such as content area texts, relies on an assumption of common prior knowledge and experience.

13. Feature 7: Concepts Linked to Students’ Background
Tying new information to students’own background experiences, both personal (cultural) and academic, makes the information take on new meaning.
Have you ever…?
How do people usually feel about…?

14. Feature 8: Links Made Between Past Learning and New Concepts
It is important for teachers to make explicit connections between new learning and the material, vocabulary, and concepts previously covered in class.
New information must be integrated with what the learner already knows.
Who remembers…? How does that relate to…?

15. Previous Learning
By preserving and referring to anchor charts, word banks, outlines, charts, maps, and graphic organizers, teachers have tools for reminding students of previous learning.
A review of prior lessons indicates the key information they should remember.

16. Previous Learning
In your content area/grade level teams, create an anchor chart that your can use with your students to review what you are teaching this week.
Be creative!
This Photo by Unknown Author is licensed under CC BY-ND

17. Feature 9: Key Vocabulary Emphasized
Effective vocabulary instruction provides ELLs and other students with opportunities to learn new words through active involvement with texts and with each other.

18. Less vocabulary development
A Vicious Cycle
Low comprehension
Less reading
More struggle
Less vocabulary development
The gap between good and poor readers grows wider and can lead to drop out.

19. Expert Gallery Walk Digital Jumpstarts 9. Four Corners
The Insert Method Concept Map
Pretest with a Partner 11. Cloze Sentence
Word Clouds Word Generation
Word Sorts Word Study Books
Contextualizing Vocabulary Games
Self-Collection Self-Assessment
Word Walls
Making Content Comprehensible, p

20. The SIOP® Model: Sheltered Instruction for Academic Achievement
Video
Component 2: Building Background

21. Keep it Together!
SIOP
Lesson Preparation
Building Background

22. Component 3: Comprehensible Input

23. Features Speech appropriate for students’ proficiency level.
Clear explanation of academic tasks.
Uses a variety of techniques to make content concepts comprehensible.

24. In what classroom would you rather be?
Latvian Lesson
This Photo by Unknown Author is licensed under CC BY-NC-ND

25. Feature 10: Teacher Speech and Behavior
Use expression and body language
Speak slowly and clearly
Use more pauses between phrases
Use shorter sentences with simpler syntax
Stress high frequency vocabulary and review
Watch for comprehension and repeat to clarify meaning
Be friendly and enthusiastic, maintaining a warm, supportive affect
- Self-Assessment: Handouts, page 16 -

26. Instructional Strategies
Use visuals.
Use graphic organizers.
Communicate about the subject area in oral, written, physical or pictorial form.
Tap the students for information about the subject.
Provide hands-on and performance-based activities.
Incorporate cooperative learning activities.
- Self-Assessment: Handouts, page 16 -

27. Look at TELPAS Results and connect them to the ELPS!
Language Stages
It is very important that teachers determine the English language acquisition levels of their students. Once this is ascertained, teachers can make content comprehensible based on the language needs of each student.
Look at TELPAS Results and connect them to the ELPS!

28. TELPAS Levels

29. TELPAS Levels
10%
30%
10%
50%

30. Lower levels of English
Warning!
Lower levels of English =
Lower levels of cognitive ability
Frequently, these students are able to use higher level thinking skills in their primary language, but have a more difficult time understanding the academic content and expressing their knowledge in English.

31. The Power of Cognates
La chimica è la scienza che studia la composizione della material ed il suo comportamento in base a tale composizione.

32. The Power of Cognates
La chimica è la scienza che studia la composizione della materia ed il suo comportamento in base a tale composizione.

33. The Power of Cognates
La chimica è la scienza che studia la composizione della materia ed il suo comportamento in base a tale composizione.

34. 1-2-4-All Individually make a list of 5 academic words.
Turn to your partner and combine your two lists.
Find another pair and exchange your lists.
Write the Spanish cognates next to each English word.
Calculate what percentage of the words are cognates.

35. Feature 11: Clear Explanation of Academic Tasks
Model and provide visuals
Present directions in steps
Be clear and precise
Use action verbs (i.e. Open your books, Read the paragraph…)
Summarize
Circulate around the room
- Handout, page 17 -

36. Feature 12: Techniques to Make Concepts Clear
Idea #1
Idea #2
Variety of Techniques
Idea #4
Idea #3
Idea #5
- Brainstorm through Quick Round Table, then add more with Handout, page 17 -

37. The SIOP® Model: Sheltered Instruction for Academic Achievement
Video
Component 3: Comprehensible Input
- Evaluate lesson on Handout, Page 18 -

38. Keep it Together! SIOP Lesson Preparation Building Background
Comprehensible Input

39. Component 4: Strategies

40. Keep it Together! SIOP Lesson Preparation Building Background
Comprehensible Input
Strategies

41. Make an Appointment

42. Features Provides ample opportunity to use strategies
Consistent use of scaffolding techniques throughout lesson, assisting and supporting student understanding.
Uses a variety of questions types, including those that promote higher-order thinking skills.

43. Feature 13: Strategies
A primary goal of instruction is to assist all students in becoming strategic thinkers, those who possess a variety of approaches for solving problems, comprehending complex texts, and remembering information.

44. An Important Distinction
Instructional Strategies: Activities, techniques, approaches, and methods that teachers use to promote student learning and achievement.
Learning Strategies: Conscious, flexible plans learners use to make sense of what they’re reading and learning; these reside in the learner’s head (SQP2RS, Mnemonics, GIST, etc.)

45. Making Content Comprehensible, pages 118-120
Quick Jigsaw
Learning Strategies
Cognitive
Metacognitive
Linguistic
Making Content Comprehensible, pages
First Turn/Last Turn -

46. Read, Cover, Remember and Sketch!
With a partner, read-cover-remember-retell each paragraph of the story.
After each paragraph, write 3 words that help you remember what was read.
Also sketch the main idea of each paragraph on the space provided.
Then, by just looking at the sketches, retell the story to your partner.
- Handouts, page 1 -

47. SQP2RS Survey Question Predict Read Respond Summarize
- Handouts, pages 2-3 -

48. Feature 14: Scaffolding Techniques
Student Centered
Peer Assisted
Teacher Assisted
Teacher Centered
Mini-lecture
Explicit instruction
Practice
Teaching modeling
Discussion
Peer modeling
Reciprocal teaching
Cooperative learning
Apply strategies during independent reading

49. Types of Scaffolding Techniques
Verbal scaffolding Paraphrasing, “think-alouds”, reinforcing contextual definitions.
Procedural scaffolding One-on-one teaching, coaching, modeling, small group instruction, partnering, cooperative grouping activities rehearsed and practiced.
Instructional scaffolding Graphic organizers, questioning techniques.

50. Sentence Stems Gallery Walk
Read the sample sentence stems on page 4 of your handouts.
Stand in front of your Lesson Poster and add some sentence stems your students could use on that lesson.
As you move through the lessons (Gallery Walk), add at least one more sentence stem students could use in that lesson.
Bring your poster with all your ideas to your table.
Sit with your content/grade level team.

51. Feature 15: HOT Questions
80,000
________ questions are asked by teachers every year.
____ of those are at the Literal or Knowledge level.
________ academic questions are asked by students every year.
80%
< 100
Encouraging students to respond with higher levels of thinking requires teachers to consciously plan and incorporate questions at a variety of levels.

52. Questioning Techniques
Question-Answer Relationship (QAR)
If students identify a question as literal, then they know the answer is stated in the text; if it is inferential, then they have to read “between the lines”.
Questioning the Author (QtA)
Values the depth and quality of students’ interactions with texts, and their responses to authors’ intended meanings.

53. Bloom’s Taxonomy Evaluation Synthesis Analysis Application
Comprehension
Knowledge

54. Bloom’s Taxonomy Questioning
Using pages 5-6 of your handouts, start by writing a question for your lesson written at the Creation or Evaluation level.
Keep writing questions going one level lower at a time.
Create a chart paper with all these questions posted.
Post both posters side by side.
- Handouts, pages 5-6 -

55. The SIOP® Model: Sheltered Instruction for Academic Achievement
Video
Component 4: Strategies

56. Keep it Together! SIOP Lesson Preparation Building Background
Comprehensible Input
Strategies

57. Component 5: Interaction

58. Features
Frequent opportunities for interactions and/or discussion between teacher/student and among students that encourage elaborated responses about lesson concepts.
Grouping configurations support language and content objectives of the lesson.
Sufficient wait time for student response.
Ample opportunities for students to clarify key concepts in L1 as needed with aide, peer or L1 text.

59. Language development is active, not passive
Children learn their first language with the assistance of adults and others who encourage language production through paraphrasing and extending utterances, and by modeling all kinds of language use.

60. Feature 16: Frequent Opportunities for Interaction
Number heads at your table 1-9.
Each person will study one of the ideas for promoting oral language development on handouts, pages 7-9.
Each member will share with their team the idea studied.
Discuss in your group if you have ever tried one of these ideas in your classroom and how it worked.

61. Feature 17: Grouping Configurations
Teachers must purposefully plan for a variety of grouping arrangements during lessons so that students have an opportunity to use academic language with partners, small groups, and with the teacher.

62. A Structure for Successful Instruction
Teacher Responsibility
Focus Lesson
Guided Instruction
Collaborative
Independent
“I do it”
“We do it”
“You do it together”
“You do it alone”
Student Responsibility
Fisher & Frey, 2008

63. What is your final answer?
Feature 18: Wait Time
Length of time that teachers wait for students to respond before interrupting, answering a question themselves, or calling on someone else to participate.
Tip:
50/50 or Phone a Friend
What is your final answer?

64. Feature 19: Native Language Support
Research indicates that students’native language is a tremendous resource that can facilitate understanding of information and concepts.
When instruction is delivered in English, judicious use of native language is beneficial.

65. The SIOP® Model: Sheltered Instruction for Academic Achievement
Video
Component 5: Interaction

66. Meaningful Interaction
Keep it Together!
SIOP
Lesson Preparation
Building Background
Comprehensible Input
Strategies
Meaningful Interaction

67. Component 6: Practice and Application

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

69. Feature 20: Hands-On Materials
Although all students benefit from guided practice, ELLs make more rapid progress in mastering content objectives when they are provided with multiple opportunities to practice with hands-on materials and/or manipulatives.
Manipulating learning materials is important for ELLs because it helps them connect abstract concepts with concrete experiences.

70. Feature 21: Meaningful Practice
While it is important for all students to engage in meaningful practice of newly learned concepts, it is critical that English learners do so.
When ELLs practice and apply new knowledge soon after learning it, and engage collaboratively with others while using language, they are more likely to remember the concepts.
Be careful about overcorrecting students!

71. Feature 22: Use of Language
In order for ELLs to develop English proficiency, they must use the language through
Listening, Speaking, Reading and Writing.
Each SIOP® lesson should include attention to these four language processes.

72. Think-Write-Pair-Share
Go to page 11 of your handout.
Complete visual representation.
Share with your 12 o’clock.

73. The SIOP® Model: Sheltered Instruction for Academic Achievement
Video
Component 6: Practice and Application

74. Keep it Together! SIOP Lesson Preparation Building Background
Comprehensible Input
Strategies
Meaningful Interaction
Practice and Application

75. Component 7: Lesson Delivery

76. Features Content objectives clearly supported by lesson delivery.
Language objectives clearly supported by lesson delivery.
Students engaged approximately 90% to 100% of the period.
Pacing of the lesson appropriate to the students’ ability level.

77. Feature 23-24: Content and Language Objectives
Mastery of content and language objectives by all students, including ELLs, is the intended goal of a well-designed SIOP® lesson.
If both teachers and students stay focused on the objectives throughout a lesson, the objectives are more likely to be met.

78. Feature 25: Student Engagement I maintain my students engaged by…
In order for students, including ELLs, to meet content and language objectives, they must be highly engaged throughout the lesson.
I maintain my students engaged by…
- Go to your 6 o’clock and share your answer -

79. Student Engagement
When teachers spend their time and energy teaching students the content the students need to learn, students learn the material.
When students spend their time actively engaged in activities that relate strongly to the materials they will be tested on, they learn MORE of the material.

80. Feature 26: Appropriate Pacing
A skillful SIOP® teacher is able to monitor and adjust pacing during a lesson.
Students’ disengagement may be due to material that is presented too quickly (or two slowly), and/or a lack of focus for the lesson.

81. The SIOP® Model: Sheltered Instruction for Academic Achievement
Video
Component 7: Lesson Delivery

82. Keep it Together! SIOP Lesson Preparation Building Background
Comprehensible Input
Strategies
Meaningful Interaction
Practice and Application
Lesson Delivery

83. Component 8: Review and Assessment

84. Features Comprehensive review of key vocabulary Key concepts reviewed
Regular feedback
Assessment of objectives throughout the lesson

85. Review and Assessment
In order for teachers to know whether students are making progress toward meeting content and language objectives, they must review and assess throughout every lesson.

86. Feature 27: Key Vocabulary
An effective way to incorporate ongoing vocabulary study and review is through the use of individual Word Study Books, which can be organized by English language structure or topic. Also, by the use of illustrations.

87. Vocabulary Development
When you can complete this sentence, please stand up and find your 9 o’clock appointment:
Academic vocabulary development is important for all students, but especially ELLs because…

88. What Does This Mean?
Carving is appropriate for most green and blue slopes and even some black slopes. However, if you try to carve through moguls, especially in packed powder or corn snow, you’re going to face-plant.

89. What Does This Mean?
Carving is appropriate for most green and blue slopes and even some black slopes. However, if you try to carve through moguls, especially in packed powder or corn snow, you’re going to face-plant.

90. These men are carving.

91. Green Slope
Blue Slope
Black Slope

92. Moguls Packed Powder

93. Corn Snow

94. Face-plant

95. Carving is appropriate for most green and blue slopes
and even some black slopes. However, if you try to carve
through moguls, especially in packed powder or corn snow
you’re going to face-plant.
apropiado
especialmente

96. Feature 29: Positive Feedback
Validate student responses with specific information, rather than just saying “very good”.
Repeat correct answers in order to model appropriate English pronunciation and inflection.
Extend student responses by providing additional information.
Convey acceptance and patience through facial expressions and body language.
Provide opportunities for students to provide feedback to each other through a variety of interactive activities.

97. What other practices are you ready to implement?
Providing Feedback
Go to page 16 of your handouts.
Mark with a * those practices that you have implemented before.
Go to your 3 o’clock and share your answers.
What other practices are you ready to implement?
- Handout, page 16 -

98. Feature 30: Assessment
When teachers use multiple indicators to assess learning, students are more likely to be able to respond in diverse ways that honor their English proficiency levels.

99. Formative and Summative Assessments
Formative Assessments take place before and during the lesson and can be very informal (KWL, quick writes, brainstorming…)
Summative Assessments generally occur at the conclusion of a lesson. This can be formal (tests) or informal (outcome sentences).

100. Checking for Understanding
Why is it important to check for understanding along the way?

101. Written Responses
Hold up paper
White boards
Personal Chalkboards
Answers on cards
Ready Responses
Hands up when ready
Thinker’s chin
Stand up when ready
Put your pen on your paper when ready
All eyes on teacher
Making Choices
Open hand/closed hand
Thumbs/Pens up/down
Number wheels
Green card/red card
Move to the corner/spot
Ranking
Rank with your fingers
Rank with your arm
Line up according to response
Knocking/clapping/ cheering

102. Ideas for Adapting Assessments
Read the activities on page 18 of your handout.
Select one that you would like to try in your classroom and think how you would implement it.
When you hear the music, walk around the room. When the music stops, pair up with someone close to you.
Share your ideas with your partner and listen to his/hers.
Repeat the process.
Three-Step Interview

103. The SIOP® Model: Sheltered Instruction for Academic Achievement
Video
Component 8: Review and Assessment

104. Keep it Together! SIOP Lesson Preparation Building Background
Comprehensible Input
Strategies
Meaningful Interaction
Practice and Application
Lesson Delivery
Review and Assessment

105. Review All 8 Components
SIOP Macarena

106. Content Objectives Today I:
Analyzed and understood the last seven components of the SIOP® Model.
Reviewed the eight components of the SIOP® Model.

107. Language Objectives Today I:
Discussed effective strategies that promote both content and academic language development.
Discussed the relevance of review and assessment as a final component of the SIOP® Model.

108. Please complete these sentence stems on post-its:
Tickets Out
Please complete these sentence stems on post-its:
I used to think…
But now I know…

109. Thank you for your participation!
Karina E. Chapa, M.Ed.
Facebook: Region One ESC Bilingual
@esc1bilingual