1. Sheltered Instruction Observation Protocol SIOP®
Helping English Language Learners Reach Academic Success WS# 88251
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: Become familiar with the SIOP® Model.
Identify and/or review basic concepts of second language acquisition.
Analyze and understand the first three components of the SIOP® Model.

4. Language Objectives Today I will:
Begin to develop a SIOP® related lexicon.
Discuss factors that affect second language acquisition.
Write content and language objectives and share them with my peers.
Discuss the relevance of building background knowledge and deliver comprehensible input to create successful academic experiences for ELLs.

5. SIOP® Resources

6. Second Language Acquisition

7. Blah School

8. Blah School Teacher Student
This Photo by Unknown Author is licensed under CC BY-NC

9. But what if the lesson was in English?

10. Rolle’s Theorem
If a function f is continuous on a closed interval [a,b] and differentiable on the open interval (a,b), and f(a) = f(b) then there is some number c in the open interval (a,b) such that f '(c) = 0.

11. Canterbury Tales
When that April with his showers soote The drought of March hath pierced to the root And bathed every vein in such liquor Of which virtue engendered is the flower; When Zephyrus eke with his sweete breath Inspired hath in every holt and heath The tender croppes, and the younge sun Hath in the Ram his halfe course y-run.

13. All content teachers ARE language teachers!
Talk as scientists!
Talk as mathematicians!
All content teachers ARE language teachers!
Talk as historians!

14. Factors Affecting Second Language Acquisition
Motivation and attitude Age
First language development Personality
Language Distance Access to the language
Cultural background Peers and role models
Quality of instruction
Take a Stand

15. Let’s
kahoot.it

16. Iceberg Theory Basic Interpersonal Communication Skills BICS 1-3 years
Cognitive Academic Language Proficiency
1-3 years
5-7 years
BICS
CALP
J. Cummins, 1981

17. Dual Iceberg Theory BICS L2 1-3 years BICS L1 1-3 years
CALP L1+L2 5-7 years
J. Cummins, 1981

18. What does his iceberg look like?
Farquar came from Iran a year ago at age 15. He worked with his father in the fields. He has only three years of formal schooling. He’s having trouble academically.
What does his iceberg look like?
BICS L1
BICS L2
CALP L1
CALP L2

19. What does his iceberg look like?
Born in Los Angeles, Pablo speaks a mixture of both Spanish and English at home and at school. He can converse quite well in both languages, but for some reason he does not make academic progress in either language.
What does his iceberg look like?
BICS L1
BICS L2
CALP L1
CALP L2

20. What does her iceberg look like?
Born and raised in Monterrey, Karina attended PK-16 in Mexico. At 22, she came to the United States. She studied English all her life in Monterrey, but only 30 minutes a day. She cannot hold a whole conversation in English, but can read and write well.
What does her iceberg look like?
BICS English
BICS Spanish
CALP Spanish + English

21. How does your iceberg look like?
How about you?
How does your iceberg look like?
BICS L2
BICS L1
CALP L1
CALP L2
Number Line by DOB

22. General Principles of Language Acquisition
Number heads together (1-8) and name your team.
Regroup by numbers to create expert groups.
Each group will read one general principle from pages 1-3 on the handouts.
Each team will develop a visual representing each section and a signal/hand gesture to go with it.
Go back to original team of 8 and teach your section to your team.
Expert Jigsaw

23. The SIOP® Model

24. Stand up when you can complete ONE of these sentence stems:
Teaching ELLs is so difficult because…
One challenge I face when teaching ELLs is...
One challenge I face when instructing ELLs is... What I have done to overcome this challenge is...
Beginner
Intermediate
Advanced

25. The goal of Sheltered Instruction is:
To make content comprehensible
while
developing academic language

26. This Photo by Unknown Author is licensed under CC BY-NC-SA
Teachers scaffold instruction to aid student comprehension of content topics and objectives by adjusting their speech and instructional tasks, and by providing appropriate background information and experiences.

27. The SIOP® Model
The model was developed during a 7-year research project ( ) for the Center for Research on Education, Diversity and Excellence (CREDE), funded by the Institute for Education Sciences, U.S. Department of Education.

28. SIOP Framework
TEKS/ELPS

29. The SIOP® Model: Sheltered Instruction for Academic Achievement
Video: Introduction to the Model

30. SIOP® Model Self-Assessment
Using the 30 features of the SIOP® Model, mark the box that most closely represents your current teaching practices:
D=Daily O=Occasionally N=Never
- Handouts Pages 4-6 -

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

32. Component 1: Preparation

33. Features Clearly defined content objectives for students.
Clearly defined language objectives for students.
Content concepts appropriate for age and educational background level of students.
Supplementary materials used to a high degree, making the lesson clear.
Adaptation of content for all levels of student proficiency.
Meaningful activities that integrate lesson concepts with language practice.

34. Content and Language Objectives
Quick Round Table
Content Objectives Language Objectives
15 seconds each person, then next person adds to the new paper.

35. Feature 1: Content Objectives
Concrete content objectives that identify what students should know and be able to do must guide teaching and learning.
For ELLs content objectives need to be stated simply, orally and in writing, and they need to be tied to specific grade-level content standards (TEKS).

36. Content Objectives - Sample
Science TEKS
Differentiate between structure and function in plant and animal cell organelles, including cell membrane, cell wall, nucleus, cytoplasm, mitochondria, chloroplast, and vacuole.
Student Friendly Format
Today I will compare and contrast cell structures and functions of plants and animals.

37. Writing Content Objectives
Get into grade levels/content areas teams.
Select a TEKS from your content/grade.
Write it in a student friendly format on blank paper.
- Handouts Pages 7-8 -

38. Feature 2: Language Objectives
As with content objectives, language objectives should be stated clearly and simply, and students should be informed of them, both orally and in writing. In Texas, language objectives must be tied to the ELPS.
Integrate the four language domains:
Listening, speaking, reading and writing!

39. Language Objective - Sample
Content Objective
Today I will compare and contrast cell structures and functions of plants and animals.
Language Objective
Today I will write an essay comparing and contrasting plant and animal cells utilizing transitional phrases.

40. Areas of Language Objectives
Academic Vocabulary
Language Skills and Functions
Language Structures or Grammar
Language Learning Strategies
Quick Jigsaw, Making Content pages 35-36

41. Writing Language Objectives
Get into grade levels/content areas teams.
Determine HOW the students will show you that they learned the concept, through L, S, R, W.
Write it in a student friendly format on blank paper.

42. Content and Language Objectives
Content Objectives come from the TEKS
What am I going to learn?
Language Objectives come from the ELPS
How will I demonstrate my learning through listening, speaking, reading and/or writing?

43. Evaluating Content and Language Objectives
Review your Content and Language Objectives with the checklist on page 43 of Making Content Comprehensible.
Review your content and language objective and write the revised version on chart paper.
Gallery Walk with post-its to provide feedback.

44. Science TEKS: Differentiate between structure and function in plant and animal cell organelles including cell membrane, cell wall, nucleus, cytoplasm, mitochondria, chloroplast and vacuole.
CONTENT OBJECTIVE
Today I will compare and contrast the cell structures and functions of plants and animals.
LANGUAGE OBJECTIVE
Today I will write an essay comparing and contrasting plant and animal cells utilizing transitional phrases.

45. Feature 3: Content Concepts
Carefully consider the content concepts you want to teach and use district curriculum guidelines and grade-level content standards to guide you.
Teachers need to take into account their students’ background knowledge and experiences before jumping into a new lesson.
ELLs do not benefit from a watered down curriculum.

46. Feature 4: Supplementary Materials
Information that is embedded in context allows ELLs to understand and complete more cognitively demanding tasks.
Supplementary materials are especially important for students without a grade-level academic background and/or who have language and learning difficulties.

47. Supplementary Materials
Supplementary materials support different learning styles and multiple ways of knowing (multiple intelligences) because information and concepts are presented in a multifaceted manner.
Supplementary materials provide real-life context and enable students to bridge prior experiences with new learning.

48. Supplementary Materials
Hands-on Manipulatives
Realia
Pictures and Visuals
Multimedia
Demonstrations
6. Related literature
7. Hi-lo Readers and
Thematic Sets
8. Chapter Summaries
9. Adapted text
Dynamic Jigsaw w/Foldable, Making Content pages 42-43
Supplementary Materials

49. Feature 5: Adaptation of Content
Teachers can adapt content without watering down the curriculum, so that concepts are left intact.
Graphic organizers
Outlines
Leveled study guides
Jigsaw text reading
Highlighted text
Taped text
Adapted text
Marginal notes
Handouts, pages 9-14

50. How do you adapt content for your English Language Learners?
Adaptation of Content
How do you adapt content for your English Language Learners?
Write your answer on two post-its (duplicate)
Line up by Years of Experience
Create an Inside-Outside Circle to share/exchange answers

51. Feature 6: Meaningful Activities
Lesson activities should be planned to promote language development in all skills while ELLs are mastering content objectives.
Students are more successful when they are learning by relating classroom experiences to their own lives. These meaningful experiences are often described as “authentic”, because they represent a reality for students.

52. Meaningful Activities
Read the ideas on Page 15 of your Handouts.
Circle 2 ideas that you have done in the past.
Draw a star on 2 ideas that you are willing to try in the future.
Turn and Talk (Think-Pair-Share) with your partner.

53. Component 1 Review: Lesson Preparation
Get to your Content and Language Objectives poster
Add a meaningful activity from page 15 of your Handouts on the bottom of your chart paper
Free Gallery Walk!

54. The SIOP® Model: Sheltered Instruction for Academic Achievement
Video
Component 1: Preparation

55. Keep it Together!
SIOP
Lesson Preparation

56. 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…

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