1. Sheltered Instruction Observation Protocol
SIOP

2. ESL
The Sheltered Instruction Observation Protocol (SIOP) Model is a research-based and validated instructional model that has proven effective in addressing the academic needs of English learners throughout the United States.

3. SIOP cont. The SIOP Model consists of eight interrelated components:
Lesson Preparation
Building Background
Comprehensible Input
Strategies
Interaction
Practice/Application
Lesson Delivery
Review & Assessment

4. Bics vs. calps

5. BICS vs. Calps

6. Research proves that…
ELLs need to learn 17 new academic words per day in order to catch up to same grade peers
That equates to ~3000 new words per school year
How many new words did your students learn in class today?

7. Owning a word
How many times must a student interact with a word in order to “own” the word?

8. Old Research
24 times

9. New research
85 times!

10. 3000 new words per school year with NEW academic words
Do the math!
3000 new words per school year X
85 interactions =
255,000 word interactions
with NEW academic words
per year

11. ???
How many NEW academic words did your students say in class today? How many times did they interact with it/them?

12. Is it any wonder that our ELLs struggle and fail at school !?

13. It’s not just the ELLs Special Education Low SES At risk
Want to know a secret?
It’s not just the ELLs
Special Education
Low SES
At risk

14. Objectives Our objectives today:
Content: I can coach my team on ways to prepare for my ELLs that will improve the students’ access to the content.
Language: I can explain why SIOP is not a gimmick, but a way of thinking and teaching that will support all learners academically and linguistically.

15. Content & language Objectives
Why do we need objectives?
Why do we need objectives that are specific to language?
Brainstorm…and share!

16. Why language objectives?
Academic achievement requires academic language proficiency.
Academic language proficiency involves the vocabulary, language patterns, and register specific to individual content areas.
Academic language proficiency is developed through sustained content-based language instruction.

17. What is the single BEST predictor of academic success or failure?

18. Level of academic vocabulary
Failure
Level of academic vocabulary

19. Writing language objectives
Take time to think, plan, select, and connect:
Language objectives should be stated clearly and simply in student friendly language.
Ask yourself what are my students doing today to develop their language skills in reading, writing, listening, speaking, thinking ?
Tell them and show them…post and talk about them

20. Ability levels
Write an objective that all students should attain based on the content concepts in the lesson, but adjust the intended outcomes to match the students’ ability levels.
(Some students may master the language objective by the end of the lesson; others will reach mastery at some point after practice)

21. What???
Does this mean I need to have several different language objectives for one class?

22. Language Objectives NO! You only need one language objective
Understand that not all students will be able to master the objectives at the same time on the same day or in the same way
You DO need to know your students’ ability levels (i.e. IPT, TELPAS, etc.) in order to plan your lessons

23. Important to remember
It is also important to not equate low language proficiency with limited cognitive ability
Make sure that the language objectives you create reflect tasks that fall on the higher end of Bloom's Taxonomy and use verbs (e.g., orally justify) accordingly.
Explicitly teach the academic words they need to understand the objective.

24. Where to start
Decide what key vocabulary, concept words, and other academic words students will need to know in order to talk, read, and write about the topic of the lesson.
Those words might be taught as a language objective.
They should include technical terms, such as ecosystem, and terms like distribution that have different meanings across content areas (i.e. polysemous words).

25. Where to start
Consider the language functions related to the topic of the lesson
For example, will the students describe, explain, compare, or chart information

26. Where to start
Think about the language skills necessary for students to accomplish the lesson's activities.

27. Where to start
Identify grammar or language structures common to the content area.
For example, many science textbooks use the passive voice to describe processes.

28. Where to start
Consider the tasks that the students will complete and the language that will be embedded in those assignments.
If students are working on a scientific investigation together, will they need to explain the steps of the procedure to one another?
The language objective might focus on how to explain procedures aloud.

29. Where to Start
Explore language learning strategies that lend themselves to the topic of the lesson.
For example, if students are starting a new chapter in the textbook, the strategy of previewing the text might be an appropriate language objective.

30. Language Objective Frames
Let’s Practice
Language Objective Frames
Student will (function: action ver phrase) using (language target).
Students will use (language target) to (function: action verb phrase).