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The SIOP MODEL “Sheltered Instruction Observation Protocol”. TTWELL Grant: Summer Institute Aug.13-14, 2009 Elke Schneider, Ph.D. OUTLINE. What is SIOP? What are its components? What struggle teachers with most? What are essential Lesson Plan components?

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the siop model sheltered instruction observation protocol

The SIOP MODEL“Sheltered Instruction Observation Protocol”

TTWELL Grant: Summer Institute

Aug.13-14, 2009

Elke Schneider, Ph.D.

SIOP- Faculty Institute 09

outline
OUTLINE

What is SIOP?

What are its components?

What struggle teachers with most?

What are essential Lesson Plan components?

What are Observation Protocol components?

SIOP- Faculty Institute 09

basis of siop
Basis of SIOP

“ …educators have begun to realize that the mastery of academic subjects is the mastery of their specialized patterns of language use, and that language is the dominant medium through which these subjects are taught and students’ mastery o them tested.” (Lempke, 1988, p.1)

SIOP- Faculty Institute 09

what is siop
What is SIOP?

S = Sheltered

I = Instructional

O = Observation

P = Protocol

SIOP was started by Echevarria & Short in the late 1980s and has been fine-tuned since.

SIOP- Faculty Institute 09

what is siop5
What is SIOP?

COMPONENTS:

Lesson planning and delivery guidelines

Teacher observation

GOAL: assist teachers in improving their adaptations for ELLs in L2 taught classes.

SIOP- Faculty Institute 09

what is siop6
What is SIOP?

Sheltered instruction is

one of the instructional models that uses English only.

An instructional form to extend time ELLs have for language support services while providing content area information required for graduation.

“inclusion” for ELLs

Wide-spread and exists in many variations

SIOP- Faculty Institute 09

what is siop7
What is SIOP?

Sheltered instruction includes strategies such as

Cooperative learning,

Explicit, targeted vocabulary development

Slower speech with clear enunciation and fewer idiomatic expressions

Visuals, demonstrations and hands-on learning

Text adaptations

Homework adaptations

Supplementary materials

SIOP- Faculty Institute 09

siop lp delivery features
SIOP: LP & delivery features

Standards & theme

Measurable content objectives

Measurable language objectives

Explicit listing of key vocabulary

Content adaptations

Scaffolding of lesson sequence for individual ELL needs

SIOP- Faculty Institute 09

siop lp delivery features9
SIOP: LP & delivery features

Explicit listing of key vocabulary (words, phrases, sentence structures)

Highlight word patterns and their meanings (Ida Ehrlich (2001). Instant Vocabulary, Penguin Books)

Differentiate between function/processing words and content words

Word sorts with and without pictures for content vocabulary

Pre-select key vocabulary (5 by 5)

Personal dictionaries (multilingual)

Word walls with content vocabulary and images

SIOP- Faculty Institute 09

siop lp delivery features key vocabulary cont d
SIOP: LP & delivery features: Key Vocabulary cont’d

Concept definition maps

Generate words that carry a particular pattern (groups, i.e. prefix-root-suffix, spelling or pronunciation pattern)

Generate common phrases and sentence structures

Self-assessment of word knowledge

Vocabulary games (see website: www.linguisystems.com)

Word study books

SIOP- Faculty Institute 09

siop lp delivery features content adaptations
SIOP: LP & delivery features: Content adaptations

Graphic organizers

Outlines (culture-sensitive for linearly and circularly processing students)

Leveled study guides

Leveled readers (high interest- low reading level)

Highlighted texts

Taped texts

Adapted texts

Jigsaw text reading

Marginal notes

Texts in ELLs’ mother tongue

SIOP- Faculty Institute 09

siop lp delivery features ell specifics for lesson components
SIOP: LP & delivery features: ELL-specifics for lesson components

Motivation, pre-knowledge activation (tapping into L1 knowledge)

Hands-on modeling of new content while repeating key terminology and phrases

Scaffolding of practice phases

End of lesson summary by students: hands-on, with realia, visuals

Post lesson assessment with ELL adaptations

ELL adaptations for homework

SIOP- Faculty Institute 09

siop lp delivery features ell specific scaffolding
SIOP: LP & delivery features: ELL-specific scaffolding

Scaffolding practice from intense to minimal guidance

Paraphrase

Model, encourage think-alouds- metacognitive processing

Reinforce contextual definitions

Provide correct pronunciation by repeating student responses

Slow down speech, increase pauses, speak in phrases

SIOP- Faculty Institute 09

siop observation protocol
SIOP: Observation Protocol
  • The original protocol contains 30 observation features. CONSIDER THESE FOR LESSON PREPARATION AND DELIVERY:
  • Planning, delivery and assessment of not only content but also language objectives
  • Explicit key vocabulary instruction and assessment
  • Use of hands-on manipulatives and multisensory learning

SIOP- Faculty Institute 09

siop observation protocol15
SIOP: Observation Protocol
  • Explicit links between ELL’s prior knowledge and new information
  • Explicit clarification of content information through repetition, gestures, visuals, concrete learning, films
  • Explicit establishment of learning strategies and test taking strategies (cognitive, metacognitive)
  • Promotion of HOTS

SIOP- Faculty Institute 09

siop observation protocol16
SIOP: Observation Protocol
  • Multiple opportunities to solidify content and language moving from the oral to the written media (discussions, interactions -> read, write)
  • Scaffolded instruction of content and ELL-sensitive assessment
  • Teacher behavior (sufficient wait time, simple language with clear diction and repetition, pace of delivery, pausing)

SIOP- Faculty Institute 09

siop observation protocol in detail
SIOP: Observation Protocol in detail

Evaluation on the following aspects occurs on a 0-4 scale moving from “highly evident” to “not evident”

A) PREPARATION

Content objectives

Language objectives

Content concepts

Supplementary materials

Adaptation of content

Meaningful activities

SIOP- Faculty Institute 09

siop observation protocol in detail18
SIOP: Observation Protocol in detail

B) BUILDING BACKGROUND

Concepts explicitly linked

Explicit links between new and previous knowledge

Key vocabulary

C) COMPREHENSIBLE INPUT

Speech

Clear explanations

A variety of techniques

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siop observation protocol in detail19
SIOP: Observation Protocol in detail

D) STRATEGIES

Practice of learning strategies for students

Scaffolding techniques

Promotion of HOT

E) INTERACTION

Interaction and discussion

Grouping configurations

Wait time for student responses

Clarifying key concepts in L1

SIOP- Faculty Institute 09

siop observation protocol in detail20
SIOP: Observation Protocol in detail

F) PRACTICE

Hands-on materials

Activities that integrate language and content knowledge

Activities that integrate all 6 ELA components (read, write, listen, speak, view, represent)

SIOP- Faculty Institute 09

siop observation protocol in detail21
SIOP: Observation Protocol in detail

G) LESSON DELIVERY

Content objectives delivered

Language objectives delivered

Students engaged 9-100% of time

Pacing lesson delivery

SIOP- Faculty Institute 09

siop observation protocol in detail22
SIOP: Observation Protocol in detail

H) REVIEW-ASSESSMENT

Comprehensive review of key vocabulary

Comprehensive review of content concepts

Feedback on student output regarding language, content and work

Assessment of student comprehension and learning

SIOP- Faculty Institute 09

selected references
Selected references

Echevarria, J. & Graves, A. (2003). Sheltered instruction:Teaching English language learners with diverse abilities. Boston: Allyn & Bacon.

Echevarria, J. & Short, D. (2003). The effects of sheltered instruction on the achievement of limited English proficient students. Retrieved on 4-20-08 from http://www.cal.org/crede/si.htm

Echevarria, J., Short, D., Vogt, M. (2008). Implementing the SIOP model through effective professional development and coaching. Boston: Allyn & Bacon.

SIOP- Faculty Institute 09

selected references24
Selected references

Echevarria, J., Vogt, M., & Short, D. (2004). Making content comprehensible for English language learners: The SIOP model. Boston: Allyn & Bacon.

Short, D., & Echevarria, J. (2004). Teacher skills to support English langauge learners. Educatoin Leadership, 62 (4), 8-13.

Short, D., Hurdic, J. & Echevarria, J. (2002). Using the SIOP model: Professional development manual for sheltered instruction. Washington, DC: Center for Applied Linguistics.

SIOP- Faculty Institute 09