LESSON DELIVERY

THE SIOP MODEL

What is SIOP?

Sheltered Instruction Observation Protocol

Purposeful teaching of the language necessary for English Learners to understand content.

SIOP: SHELTERED INSTRUCTION OBSERVATION PROTOCOL

SIOP consists of eight components and thirty indicators.

The Eight Components of SIOP

1. Lesson Preparation2. Building Background3. Comprehensible Input4. Strategies5. Interaction6. Practice / Application7. Lesson Delivery8. Indicators of Review / Assessment

LESSON PREPARATIONEnsuring rigor and relevance

Objectives

Content ObjectivesParticipants will be able

to: Explain the importance

of including language and content objectives in lessons.

Adapt content to students’ proficiency levels.

Design and integrate meaningful activities into content areas.

Language Objectives

Participants will be able to:

Explain the importance of meaningful academic activities for all students

Lesson Preparation

Objectives

Content Concepts

Supplementary Materials

Meaningful Activities

Adaptation of content

Content Objectives Language Objectives

Why Language Objectives?

Academic achievement requires academic language proficiency.

Academic language proficiency involves the vocabulary, language patterns, and register specific to individual content areas.

Academic language proficiency is developed through sustained content-based language instruction.

SIOP – ing a Lesson:

Write Content Objectives that: will be read by students, for students will be easy for students to understand are given orally and in writing are tied to a specific grade-level

content standard

SIOP-ing a Lesson

Write Language Objectives that: will be read by students, for students will be easy for students to understand are given orally and in writing are related to the tasks necessary to

master the content objective

HOW CAN I LESSEN THE GAP?

HOW CAN I DIFFERENTIATE?Use supplementary materials

Adapt content

Supplementary Materials

Support core curriculum

make content concepts “concrete”: tangible, visible, understandable

Contextualize learning make it real Support learning styles Support multiple intelligences

Examples of supplementary materials:

hands-on manipulatives realia (real objects) pictures visuals multimedia demonstrations related literature adapted text

Adaptation of Content to all levels of student proficiency by:

differentiating same content objective, different input/output/process scaffolding adjusting content to various

learning styles and intelligences

Examples of adaptation of content:

Graphic organizers Leveled study guides Highlighted text Taped text Rewrite text Jigsaw reading Marginal notes

Examples of adaptation of content:

Graphic organizers Leveled study guides Highlighted text Taped text Rewrite text Jigsaw reading Marginal notes

BUILDING BACKGROUND

Objectives

Content Recognize the

importance of connecting students’ personal experiences to lesson concepts.

Identify strategies for linking past learning with new information.

Language Examine text to

determine key vocabulary for students to learn.

Incorporate a variety of vocabulary development activities into lessons.

Building Background

1) Link concepts to students’ background experiences.

2) Bridge past learning to new concepts.

3) Key vocabulary emphasized.

1) Link Concepts to Students’ Background Experiences

Discuss students’ previous personal and academic experiences to help bridge meaning.

Question students’ backgrounds to preview an upcoming topic.

Following discussion, relate students’ input and directly apply it to the new concept.

Ways to Link Students’ Background

Realia (REAL OBJECTS), Photos, and Illustrations: Teachers and/or students bring in “real items” to bring the new concept to life.

Anecdotal Accounts: Teachers and students share personal experiences through oral, written or drawn explanations. Teacher may prompt through questioning.

2) Bridge Past Learning to New Concepts

Integrate new information with what the learner already knows.

Build a bridge from previous learning to new concepts for students to cross over.

Not all students have the ability to

make connections on their own and benefit from teacher’s explicitly modeling connections.

Ways to Bridge Past Learning to New Concepts

KWL Chart: Have students individually or as a class create a KWL chart to refer back to throughout the unit.

Questioning: Ask a simple question, “Who remembers what we did yesterday?” and solicit responses.

Student Journals: Have students write or draw what they have learned in a journal or notebook.

3) Key Vocabulary

The most effective way to teach vocabulary is when it is presented in the context of new concepts, not in isolation.

Students should be actively involved in their own vocabulary development and make it personal.

Students should be immersed in a vocabulary- rich environment.

Ways to Teach Key Vocabulary

Vocabulary Self-Selection: Encourage students to select vocabulary words that THEY feel are essential for their understanding.

Word Wall: Display vocabulary words related to the new concept being taught.

Four Corners Vocabulary: Gives the students the opportunity to identify, illustrate, define and contextualize a vocabulary word.

COMPREHENSIBLE INPUT

What is Comprehensible Input?

Objectives

ContentParticipants will:Explore techniques for presenting content information in ways that students can comprehend.

Review various ways to give directions and model academic tasks.

LanguageParticipants will:Give examples of appropriate speech and demonstrate techniques to increase comprehension.

Identify the language needed for students to perform academic tasks and use techniques to introduce that language to students.

3 Features of Comprehensible Input

Clear explanation of academic tasks.

Speech appropriate for students’ proficiency level.

Variety of techniques used to make content concepts clear.

Objectives

ContentParticipants will:Explore techniques for presenting content information in ways that students can comprehend.

Review various ways to give directions and model academic tasks.

LanguageParticipants will:Give examples of appropriate speech and demonstrate techniques to increase comprehension.

Identify the language needed for students to perform academic tasks and use techniques to introduce that language to students.

STRATEGIESThe SIOP Model

Goals

Students will reach independence in the understanding and application of key concept(s)

Teachers will assist all students in becoming strategic thinkers who possess a variety of approaches for solving problems, comprehending complex texts, and remembering information.

Strategies

MetacognitiveThinking

About Thinking!

CognitiveActive

Learning!

Social/AffectiveInteractive Learning!

Questioning Techniques

Higher-OrderThinking!

ScaffoldingTechniques

Building Independence!

Metacognitive Strategies“thinking about thinking”

Predicting/Inferring Self-questioning Monitoring/Clarifying Evaluating Summarizing Visualizing

Cognitive Strategies“active learning”

Previewing/Rereading Establishing a purpose for reading Making connections Reading aloud Highlighting Taking notes Mapping information Finding key vocabulary Mnemonics

Social/Affective Strategies“interactive learning”

Interaction/questioning Cooperative learning Group discussion/self talk i.e.. Think/Pair/Share

Teacher Behaviors

The Big Picture Building

Background Self-Correcting Self-Evaluation Peer Interaction Imitation Native Language

Resources (Word to Word Dictionary)

Avoid: Focus on:

Lectures Long reading

assignments

Main Ideas

Essential Details

6-8 new words

Avoid: Focus on:

Assuming prior

knowledge Yes or no questions!

Discovering prior

knowledge Context

clues Relating

shared experiences

Avoid: Focus on:

Immediately correcting the

student

Wait time

Avoid: Focus on: Only grading

for correct answers

Journals (can be illustrated!) KWL Charts

Rubrics

Avoid: Focus on:

Always giving the answer

‘Phone a friend’, ‘poll the

audience’ Pairing

higher & lower level ELLs

Avoid: Focus on: Silent

classrooms Listen to the radio

Interviews Guest Speakers

Avoid: Focus on:

Assuming students will know how to

use their dictionaries

and glossaries

Clarification

Teaching students

when and how to use

these resources

A Model of Scaffolding

Teacher- Centered

Teacher-Assisted

Peer-Assisted

Student-Centered

Lecture Drill & Practice Role Playing Rehearsal Strategies(repeated readings)

Direct Instruction

Discovery Learning

Peer Tutoring Elaboration Strategies(imagery)

Demonstration Brainstorming Reciprocal Teaching

Organizational Strategies(graphic organizers)

Recitation Discussion Cooperative Learning

Strategies

Graphic Organizers

Comprehension Strategies

Rehearsal Strategies

GIST PENS SQP2RS Mnemonics

• Flash cards

• Underlining

• Note-taking

•Prediction

•Self-questioning

•Monitoring

•Determining importance

• Summarizing

• Summarization Process

• Main Idea

• Topic Sentences

Preview ideasExplore wordsNote words in a complete sentenceSee if the sentence is correct

Surveying (scanning the text)Questioning (teacher guided, students generate questions)Predicting (stating 1-3 things learned based on their questions)Reading (searching for answers and confirming predictions)Responding (answering questions and formulating new ones for the

next section)Summarizing (oral or written summary of key concepts)

A memory system often involving visualization and or acronymsPlease Excuse My Dear Aunt Sally

INTERACTION

The Interaction Component includes Four Items:

1. Interaction2. Grouping Configurations3. Wait Time for Student Responses4. Clarify Key Concepts in L1

Language Objectives

Use interaction to promote language development

Reduce teacher talk, and increase EL talk Examine the role of native language

Compare Your Ideas

Increases use of academic language

Improves quality of student talk

Encourages elaborated responses

Provides “oral rehearsal”

Helps individualize instruction

Encourages reluctant learners to participate

Allows for written interaction with dialogue journals

Promotes a positive social climate

Group Configurations

Individual work Partners Triads Small groups of four or five Whole group

Homogenous / Heterogeneous

Gender Language proficiency Language background Ability

How Group Members are Selected

Random Voluntary Teacher assigned

Roles in the Group

1. Group recorder

2. Materials Collector

3. Reporter4. Final Copy

Scribe5. Illustrator

6. Time keeper7. Cheerleader8. Facilitator /

Monitor 9. Messenger

Do You Give Students Wait Time?

Do you complete their sentences?

Do you call on a different student before the first student has a chance to respond?

Do you answer the question before the students?

Why Wait?

ELs need time to translate, often in their head.

Wait time varies by culture. ELs need additional time to formulate the

phrasing of their thoughts, because they are processing ideas in a new language.

Wait Time Strategies

Allow students to write down their answers while waiting for other students to respond.

Build in wait time, “On the count of 3 we will all respond.”

Use “50-50,” giving students a choice between two possible answers

Use “phone a friend,” allowing students to ask for help.

Content Objectives

How do interactive activities meet the needs of ELs?

Become familiar with different grouping patterns

Provide adequate wait time for ELs

Language Objectives

How does interaction promote language development?

Reduce teacher talk, and increase EL’s talk

PRACTICE AND APPLICATION

Content and Language Objectives

Identify and create a variety of ways for students to enhance their learning through hands-on practice and application connected to their experiences (Content)

Design activities that require integrated use of different language skills to practice new content knowledge (Language)

Think it over…

Why is using a variety of “hands-on” classroom activities important?

How are you using hands-on activities and manipulatives to enhance opportunities for English language learners to apply both language and content knowledge ?

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 or situations.

Practice and Application:

Tools: Purpose: Hands-on materials and/or manipulatives

Language and content knowledge-rich activities

Language skills-integrated activities

For students to practice with new content knowledge

For students to apply learning in the

classroom

For students to develop reading, writing, listening and speaking skills

Self-Evaluation:

How do you integrate hands-on activities in your classes?

LESSON DELIVERY INDICATORS

METINDICATORS All objectives

clearly supported

Pacing is appropriate to ability level

Students engaged 90-100% of period

BARELY MET INDICATORS

All objectives somewhat supported

Pacing may be too fast or too slow for ability level

Students engaged 70% of periodNOT MET INDICATORS

All objectives are not supported Pacing is inappropriate for ability level Students engaged less than 50% of period

LESSON OBJECTIVES

CONTENT OBJECTIVES

Understand how to achieve the content language objectives that they set forth for their students

Observe and evaluate appropriate pacing strategies for ELLs

LANGUAGE OBJECTIVES

Discuss the issue of student engagement and the characteristics of an effective SIOP lesson

Read adapted teacher scenarios from SIOP manual

View, take notes and discuss a video clip focused on Lesson Delivery

OUTCOME SENTENCES

I feel …

I wonder …

I think …

I learned …

REVIEW & ASSESSMENT

Content Objectives

Obtain an overview of the Review/ Assessment component

Be able to select effective techniques for reviewing key content concepts and vocabulary.

Identify assessment techniques.

Explain how feedback can be valuable for student language development.

Use oral, written and physical means to provide specific feedback to students on their performance.

Language Objectives

Effective Teaching Cycle:   Develop lesson (SIOP and Standards)

Teach lesson

Assess student comprehension and work

Review Key Concepts and Vocabulary

Make adjustments and improve student comprehension

Reteach content

Review/ Assessment Overview:

Who uses Review/ Assessment and why?

When does Review/ Assessment occur?

 

 What are some

types of Assessment?

Review Activities:

Thumbs Up-Thumbs Down

Number Wheels Find Someone

Who Simultaneous

Roundtable Share Bear Find the Fib Response Boards

Word Story Books

Numbered Heads Together

Sign in Please Outcome

Sentences Restate

Student's Response

Kinesthetic

Discussion Question:What other Review Activities do you use in class?

Assessment Modification Tips:

Give students objective tests (matching, multiple choice, T or F) instead of subjective tests (essays).

Provide extra testing instructions or rephrase directions.

Test key concepts or main ideas (not specific points).

Make a simplified language test.

Supply ELs with word banks for tests.

Reduce the number of test responses.

Simplify test directions.

Assess ELs on their effort to understand content area material at their level of language ability.

Provide highlighted tests.

Authentic Assessment:

Creative work (drawing, charades)

Portfolios Journals Student/Parent

Interviews

Projects Observations Written Pieces Oral response

(after teacher)  Audiotapes

Discussion Question:What types of Authentic Assessment do you use in class?