1. 1 An Introduction to the SIOP Model Sheltered Instruction Observation Protocol

2. 2 Authors Jana Echevarria  Chair of the Department of Educational Psychology, Administration and Counseling at California State University, Long Beach. Mary Ellen Vogt  Co-Director of the CSU Center for the Advancement of Reading and Professor at California State University, Long Beach. Deborah Short  Director of the Language Education and Academic Development division at the Center for Applied Linguistics.

3. 3 Background Research  7-year research project for CREDE (Center for Research on Education, Diversity & Excellence) Developed with extensive input and feedback from practicing teachers Began as a research observation instrument Supportive research comparing SIOP ESOL classrooms with control-group ESOL classrooms After several years, found to be reliable & valid measure of SI. Source: www.cal.org/credewww.cal.org/crede

4. 4 1998-99 Writing Assessment Mean Scores by Subtest

5. 5 1998-99 Writing Assessment Gains

6. 6 Most Recent Research  SIOP researchers also used the IMAGE (Illinois Measure of Annual Growth in English): Mandated by the state of Illinois to measure program validity and reliability.  The IMAGE is a summative academic achievement test which measures how well ELLs perform academically in English from year to year.  The test content is the same as the ISAT with language accommodations made for ELLs.  Most recent results are below:  2005-06 - 61.6  2006-07 - 63.4

7. 7  A means for making grade-level academic content (e.g., science, social studies, math) more accessible for English language learners while at the same time developing their English language skills.  The practice of highlighting key language features and incorporating strategies that make the content comprehensible to students. (adjusting speech, providing background information, using appropriate instructional tasks)  Sheltered Instruction classrooms mix native & ELLs and integrate language & content while infusing sociocultural awareness.  An approach that can extend the time students have for getting language support services while giving them a jump start on the content subjects they need for graduation. What is Sheltered Instruction? Using the SIOP Model. Copyright 2002. Center for Applied Linguistics.

8. 8 Cooperative Learning Standards PA & ESL Differentiated Instruction Learning Styles Inquiry-based Instruction CALLA Student-directed vs. Teacher-directed

9. 9 SIOP Components

10. 10 1. Preparation 2. Building Background 3. Comprehensible Input 4. Strategies 5. Interaction 6. Practice/Application 7. Lesson Delivery 8. Review/Assessment Eight Components

11. 11 Component 1: Preparation Clearly defined Content objectives Clearly defined Language objectives Content concepts age appropriate Supplementary materials used Adaptation of content to all levels Meaningful activities

12. 12 Component 2: Building Background Concepts linked to background experiences Links made between past learning and new concepts Key vocabulary emphasized

13. 13 We Learn…  10% of what we read  20% of what we hear  30% of what we see  50% of what we see and hear  70% of what we discuss with others  80% of what we experience personally  95% of what we teach to someone else

14. 14 Reading Across Content Areas  “One of the most persistent findings in reading research is that the extent of students’ vocabulary knowledge relates strongly to their reading comprehension and overall academic success.” -Lehr, Osborn and Hiebert, 2005

15. 15 Component 3: Comprehensible Input Speech appropriate for all levels Explanation of academic tasks clear Used variety of techniques to make content concepts clear

16. 16 Component 4: Strategies Provides ample opportunities for students to use strategies Consistent use of scaffolding throughout lesson Teachers uses varied questioning techniques – higher order thinking

17. 17 Component 5: Interaction Frequent ample opportunities for students to use strategies Grouping configurations Consistently provides sufficient wait time Ample opportunities for clarification of concepts in L1

18. 18 Component 6: Practice/Application Provides hands – on materials Provides activities for students to apply content/language knowledge Activities integrate all language skill (listen, speak, read, write)

19. 19 Component 7: Lesson Delivery Content objectives clearly supported by lesson delivery Language objectives clearly supported by lesson delivery Students engaged 90% - 100% of the lesson Pacing of the lesson appropriate to students’ ability level

20. 20 Component 8: Review / Assessment Comprehensive review of key vocabulary Comprehensive review of key content concepts Regularly provides feedback to students on their output Conducts assessment of student comprehension and learning

21. Next Steps  Please use all eight components as guidelines/checklist in the planning, implementation, and reflection on your case study lesson.  You may find the resources on the next slide useful for our case study.

22. Resources for Teachers  SIOP Mathematics Objectives - http://documents.cms.k12.nc.us/dsweb/V iew/Collection-1778 http://documents.cms.k12.nc.us/dsweb/V iew/Collection-1778  NC DPI SIOP - http://community.learnnc.org/dpi/esl/arch ives/2005/07/nc_guide_to_the.php http://community.learnnc.org/dpi/esl/arch ives/2005/07/nc_guide_to_the.php

23. Resources for Teachers (continued)  Mathematics and the SIOP Model - http://www.cal.org/saill/siopmathproject.ht ml  Center for Applied Linguistics SIOP Model - http://www.cal.org/siop/http://www.cal.org/siop/

24. References  Echevarria, J., Vogt, M. E., Short, D. J. (2008). Making Content Comprehensible for English Learners: The SIOP Model. Boston, MA: Allyn & Bacon.  Hart, B. & Risley, T. R. (2003, Spring). The Early Catastrophe: The 30 Million Word Gap by Age 3. American Educator. Retrieved on 12/22/07 from http://www.yarravalleyandenvirons.vic.edu. au/

25. References (continued)  SIOP Institute (n.d.). SIOP Lesson Plans. Retrieved on 12/22/07 from http://www.siopinstitute.net/lessonplans. shtml http://www.siopinstitute.net/lessonplans. shtml  Vogt, M. & Echevarria, J. (1999). The Sheltered Instruction Observation Protocol: A Tool for Teacher Researcher Collaboration and Professional Development. Retrieved on 12/22/07 from http://www.cal.org/crede/pubs/edpractic e/EPR3.pdf http://www.cal.org/crede/pubs/edpractic e/EPR3.pdf

26. 26