THE SIOP

FRAMEWORK

P R E S E N T E D BY M

A R I TZ A A

B R E U , M. E

D .

SA N D R A G

B I TU R B I D

E S , M. E

D .

.

TODAY’S OBJECTIVES◊To present a brief overview of the SIOP Instructional Framework

◊ Identify eight features of the framework that support teaching, learning and district’s professional development initiative focus

◊ Present Proposed Action Plan Academic Years 2012-2014

WHAT DOES SIOP STAND FOR? Sheltered Instruction Observation

Protocol Strong Empirical Research

Base

SHELTERED INSTRUCTION OBSERVATION PROTOCOL (SIOP)

A means for making grade level academic content (science, social studies, math, LA) comprehensible

Accessible to ALL students

Promotes Academic English Language Development

AN INTERACTIVE INSTRUCTIONAL FRAMEWORK

SIOP

LessonPreparatio

n

Building Backgroun

d

Comprehensible Input

Strategies

InteractionPractice

Application

Lesson Delivery

Review Assessme

nt

LESSON PREPARATION• Content Objectives• Language Objectives• Appropriate Concepts• Supplementary Material• Adaptation of Content• Meaningful Activities

BUILDING BACKGROUND• Concepts related to students’

backgrounds• Creates links between Past Learning

and New Learning• Developing Key Vocabulary1. Subject Specific Vocabulary2. General Academic Vocabulary3. Word Parts and Usage

COMPREHENSIBLE INPUT

• Clear Explanation of Academic Tasks-Rubrics

• Uses A Variety of Techniques 1. Adjusting rate of speech and enunciation

adapted to students’ English proficiency

2. Presenting instructions in a step-by-step manner

STRATEGIESLearning Strategies• Cognitive (Organize)• Metacognitive (Monitor)• Language Learning (Vocabulary Development)

Scaffolding Techniques: Differentiated Instruction

Higher-Order Questioning and Tasks: Bloom’s Taxonomy

INTERACTION• Frequent opportunities for interaction• Grouping configurations• Sufficient wait time • Clarifying concepts

PRACTICE AND APPLICATION1. Teacher Regulated“I do, you watch and respond” 2. Teacher

Assisted“We do

together, I help and respond”

3. Peer Assisted“We do

together, I watch and

help”

4. Student Regulated“You do

independently, I

watch and respond”

Explicit TeachingGuided Practice

Collaboration

Independent

Application

LESSON DELIVERY• Supports content and language objectives during lesson

• Promote student engagement • Lesson paced appropriately

Plan content objectives

Plan language objectives

Address grade-level contentUse supplementary

materialsUse adapted contentPlan meaningful activities

with language practice

Support learning of content objectives

Support learning of language

objectives

Promote student engagement

Pace lesson appropriately

LESSON PREPARATION LESSON DELIVERY

REVIEW AND ASSESSMENT1. Review Lesson Objectives• Key Academic Vocabulary• Relevant Subject Concepts

2. Assess Lesson Objectives• Regular feedback on student output• Assess student comprehension of objectives

SIOP PLAN BACKGROUND• Introduced to Trenton School District in

2010• 2010-11 School Year: Trained 335: ESL,

Bilingual, Content Area Teachers• 2012-13 School Year: Trained 450: ESL,

Bilingual, Gen. Content Area Teachers (CAT), Supervisors, at elementary, middle and

high school level. Workshop and individual format.

SIOP OUTREACH 2010 – 2013 TO PRESENT

SIOP 2010-11

SIOP 2012-

present

0

100

200

300

400

Series 1Series 2

OUTREACH FORMAT• Large Group Meetings: Staff Meetings,

Workshops

• Small Group Meetings: Common Planning Meetings

• Individual Meetings: Scheduled or requested

• Electronic E-News Bulletin: Issued Bi-Monthly to reinforce SIOP Components being presented

SIOP Components Implementation Phase I

Academic Year 2012-13

• Lesson Preparation: Nov-Jan.• Building Background: Jan-Feb.• Comprehensible Input: March• Strategies: Apr-May

Reflection-Review-Assessment of Need Adjustment to Implementation Plan

Academic Year 2013-14

• Interaction: Nov-Jan.• Practice/Application: Jan-Feb• Lesson Delivery: March• Review/Assessment: Apr-May

Reflection-Review-Assessment of Need

Adjustments to Implementation Plan

SIOP Components Implementation Phase II

RESOURCES http://www.wida.us/standards/CAN-DOs/ http://pdtoolkit.pearson.com http://www.state.nj.us/education/sca/ Echavarria, J., Vogt, M., Short, D. “Making Content Comprehensible for English Learners, The SIOP Model”.Fourth Edition. Pearson,2013. Echavarria, J., Vogt, M. “99 Ideas and Activities for

Teaching English Learners with the SIOP Model”. Pearson, 2008.