Sheltered Instruction Observation Protocol: Day 2 SIOP®

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

Component 5: Interaction
©2019 Region One Education Service Center

©2019 Region One Education Service Center
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. ©2019 Region One Education Service Center

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. ©2019 Region One Education Service Center

Role of Language in Learning
According to Vygotsky (1978) language is the primary vehicle for intellectual development. Language ability affects not only communication but learning and acquisition of knowledge. ©2019 Region One Education Service Center

Role of Language in Learning
Practice and use of language is limited in schools, which is unfortunate given the important role of language in learning. Research consistently shows that teachers dominate the linguistic environment in the classroom. Students have few opportunities to use language in meaningful ways in schools. ©2019 Region One Education Service Center

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. ©2019 Region One Education Service Center

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. ©2019 Region One Education Service Center

Planning Group Activities
It is difficult to run successful cooperative teaching groups the first few times that group tasks are presented. This is true for both native or second language instruction. ©2019 Region One Education Service Center

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” Fisher & Frey, 2008 Student Responsibility ©2019 Region One Education Service Center

Help Your Students By: Organizing exciting cooperative activities. Preparing clear instructions. Modeling appropriate interactions and social behaviors. “Ask three before you ask me”. ©2019 Region One Education Service Center

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? ©2019 Region One Education Service Center

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. ©2019 Region One Education Service Center

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

Component 6: Practice and Application

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). ©2019 Region One Education Service Center

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. ©2019 Region One Education Service Center

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! ©2019 Region One Education Service Center

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. ©2019 Region One Education Service Center

Think-Write-Pair-Share
Go to page 11 of your handout. Complete visual representation. Share with your 12 o’clock. ©2019 Region One Education Service Center

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

Component 7: Lesson Delivery

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. ©2019 Region One Education Service Center

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. ©2019 Region One Education Service Center

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 - ©2019 Region One Education Service Center

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. ©2019 Region One Education Service Center

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. ©2019 Region One Education Service Center

The SIOP® Model: Sheltered Instruction for Academic Achievement
Video Component 7: Lesson Delivery ©2019 Region One Education Service Center

Comprehensible Input Strategies Meaningful Interaction Practice and Application Lesson Delivery

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. ©2019 Region One Education Service Center

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. ©2019 Region One Education Service Center

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… ©2019 Region One Education Service Center

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. ©2019 Region One Education Service Center

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 ©2019 Region One Education Service Center

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. ©2019 Region One Education Service Center

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 - ©2019 Region One Education Service Center

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. ©2019 Region One Education Service Center

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). ©2019 Region One Education Service Center

Checking for Understanding
Why is it important to check for understanding along the way? ©2019 Region One Education Service Center

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 ©2019 Region One Education Service Center

Find the Fib! Students may work in pairs or small groups. Students have three post-its/index cards with the numbers “1, 2, 3” in each card. Teacher writes 3 statements on the board (one false, two true) and students decide which one is the fib. On signal from teacher, students show the number of the statement they believe is the fib. ©2019 Region One Education Service Center

Find the Fib! Evaporation is part of the water cycle Refraction is part of the water cycle Condensation is part of the water cycle I believe number… is a fib because… ©2019 Region One Education Service Center

Find the Fib! Cognitive and academic development in native language has an important and positive effect on second language acquisition. Once students can speak English, they are ready to undertake the academic tasks of the mainstream classroom. According to research, students in ESL-only programs, with no schooling in their native language, take 7-10 years to reach grade level norms. ©2019 Region One Education Service Center

Find the Correct Answer!
Rhea is a moon of Saturn. Which of these facts about Rhea best indicates that it does not have a water cycle in which water changes state? A Its radius is 765 km. B Its density is about 1.3 kg/m3. C Its period of rotation is about 4.5 Earth days. D Its temperature is between −174°C and −220°C. ©2019 Region One Education Service Center

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 ©2019 Region One Education Service Center

Comprehensible Input Strategies Meaningful Interaction Practice and Application Lesson Delivery Review and Assessment

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. ©2019 Region One Education Service Center

Tickets Out I used to think… But now I know…
Please complete these sentence stems on post-its: I used to think… But now I know… ©2019 Region One Education Service Center

Thank you for your participation!
Karina E. Chapa, M.Ed. Facebook: Region One ESC Bilingual @esc1bilingual ©2019 Region One Education Service Center

Sheltered Instruction Observation Protocol: Day 2 SIOP®

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