1. Sheltered Instruction Observation Protocol Model SIOP
Lucia Buttaro, Ph.D.

2. Practice and application Lesson Delivery
OBJECTIVES
Overview of the SIOP Model
Unpacking 4 components
Comprehensible Input
Interaction
Practice and application
Lesson Delivery

3. Components of the SIOP Model
Preparation
Building Background
Comprehensible Input
Strategies
Interaction
Practice/Application
Lesson Delivery
Review/Assessment

4. Comprehensible Input
Speech appropriate for students’ proficiency levels (slower rate, enunciation and simple sentence structure for beginners)
Clear explanation of academic tasks
A variety of techniques used to make concepts clearer (e.g., modeling, visuals, hands-on activities, demonstrations, gestures, body language)

5. Interaction Component
What is interaction?
Contact and discussion between teacher/student and student to student about lesson concepts to encourage deeper thought and more language use.
Uses group configuration among students
Provides for sufficient wait time for student responses
Gives opportunities for students to clarify key concepts in their native language as needed (this is a unique feature of SIOP)

6. Making Content Comprehensible

7. Making Content Comprehensible: Interaction

8. Opportunities for Interaction
Encourage more elaborate responses
Vary group configurations (random, voluntary, assigned)
Whole group, flexible small groups, partners, triads
Homogenous/heterogeneous (gender, language proficiency, ability, etc.)
Allow adequate wait time
Clarify concepts in L1 if needed-teacher or peers clarify concepts or use native text, dictionaries or other tools

9. Practice and Application
Hands on materials and/or manipulatives provided for students to practice using new content knowledge
Activities provided for students to apply content and language knowledge in the classroom.
Activities integrate all language skills (listening, speaking, reading and writing)

10. Focus on key vocabulary
Contextualize key vocabulary
Personal dictionaries
Content word wall
Cloze sentences
Vocabulary through songs

11. Cognitive strategies for active learning
Previewing/re-reading
Establishing a purpose for reading
Making connections
Reading aloud
Highlighting
Taking notes
Mnemonics

12. Social/affective strategies
Interaction/questioning
Cooperative learning
Group discussion/self talk
i.e.. Think/pair/share

13. Key Definitions
Practice: refers to the opportunities provided to English language learners to become familiar, analyze and/or experiment with content and language topics
Application: refers to the ways in which learners apply what they have learned in different contexts and situations

14. Practice and Application
Tools
hands-on materials and/or manipulatives
Language and content knowledge – rich activities
Language skills-integrated activities
Purpose:
For students to practice with new content knowledge
For students to apply learning in the classroom
For students to develop listening, speaking, reading and writing

15. Lesson Delivery
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 students’ ability level

16. Lesson Delivery Features
Content Objectives should be clearly supported by the lesson delivery (stated orally – written on board for all to see)
Language objectives should be clearly supported by the lesson delivery (stated orally and written on board for all to see)

17. Lesson Delivery Features
* Class time needs to be planned efficiently – all aspects of student engagement should be considered:
Well planned lessons
Clear explanations of academic tasks or instructions
Appropriate amount of time to spend on academic task
Strong classroom management
Opportunities for students to apply learning in meaningful ways
Active student involvement
Lesson design that meets the language and learning needs of the students

18. More on Lesson Delivery Features
Students should be engaged approximately % of the time during the lesson (engagement minimizes boredom and off-task behaviors)
Pacing of the lesson should be appropriate to the students’ ability level brisk enough to maintain students’ interests, but not too quick to lose their understanding)

19. SIOP Summary Review Key Features of SIOP
Provide Time for “Works/Quirks/Questions”
Evaluation Handout which will include:
S – Something I learned…
I – I will use…
O – One question I have…
P – Please clarify this…

20. English Language Learners
“If the child is not learning the way you are teaching, then you must teach the way the child learns” – Rita Dunn

21. Bibliography
Echevarria, J., Vogt, M. & Short, D. (2007). Making Content Comprehensible for English language learners: The SIOP Model (3rd ed.). Needham Heights, MA. Allyn and Bacon.
Flynn, K. &Hill, J. (2005). English Language Learners: A Growing Population. Mid-Continent Research for Education and Learning Policy brief.
National Center for Education Statistics. (2002a). Schools and staffing survey: Retrieved November 19, 2011 from / pdf).
Thomas, W.P., & Collier, V. (1997). School effectiveness for language minority students. Washington, D.C.: National Center for Bilingual Education.
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