1. SIOP Overview Shelter Instruction Observation Protocol
Hickory Public Schools
January 22, 2014

2. Learning Targets
I can use a text book learning strategy in my classroom.
I can give an oral summary of the SIOP model.

3. What do these teachers do that is helpful for ELLs?
top_640x360_ccv2/ab/streaming/myeducati onlab/SIOP_GM_v2.1/C5M2_iPad.mp4 Note actions/activities that are helfpul to ELLS on a post-it note.

4. Share with a partner
Discuss your notes with a partner.

5. Characteristics of effective instruction for ELLs…
English is taught through academic content
Learning strategies needed to develop thinking skills and problem-solving abilities are taught EXPLICITLY
Continuous support for staff development
Source: ACQUIRING A SECOND LANGUAGE FOR SCHOOL, Directions in Language & Education National Clearinghouse for Bilingual Education Vol. 1, No. 4, Fall 1995,Virginia P. Collier

6. Staff development emphasizes…
activation of students' prior knowledge.
respect for students' home language and culture.
cooperative learning, interactive and discovery learning.
intense and meaningful cognitive/academic development.
ongoing assessment using multiple measures.
Source: ACQUIRING A SECOND LANGUAGE FOR SCHOOL, Directions in Language & Education National Clearinghouse for Bilingual Education Vol. 1, No. 4, Fall 1995,Virginia P. Collier

7. Sheltered Instruction (SI)
SI provides second language learners with the means to develop academic and linguistic knowledge in their second language.

8. SI can be described as a melding of elements of second language principles and elements of quality instruction.

9. SI facilitates a high level of student involvement and interaction in the classroom.

10. The SIOP model

11. Sheltered Instruction Observation Protocol (SIOP) Components
Preparation
Building Background
Comprehensible Input
Strategies
Interaction
Practice/Application
Lesson Delivery
Review/ Assessment
Using the SIOP Model. © Center for Applied Linguistics. All rights reserved.

12. Preparation Clearly defined content objectives for students.
Clearly defined language objectives for students.
Content concepts appropriate for age and educational background
Supplementary materials used to a high degree, making the lesson clear and meaningful (e.g., graphs, models, visuals)
Adaptation of content (e.g., text, assignment) to all levels of student proficiency
Meaningful activities that integrate lesson concepts with language practice opportunities for reading, writing, listening and/or speaking.
Using the SIOP Model. © Center for Applied Linguistics. All rights reserved.

13. Building Background
Concepts explicitly linked to students’ background experiences
Links explicitly made between past learning and new concepts
Key vocabulary emphasized (e.g., introduced, written, repeated, and highlighted for students to see)
Using the SIOP Model. © Center for Applied Linguistics. All rights reserved.

14. Comprehensible Input
Speech appropriate for students’ proficiency level (e.g., slower rate, careful enunciation, and simple sentence structure for beginners)
Clear explanation of academic tasks
A variety of techniques used to make content concepts clear (e.g., modeling, visuals, hands-on activities, demonstrations, gestures body language)
Using the SIOP Model. © Center for Applied Linguistics. All rights reserved.

15. Strategies Ample opportunities for student to use strategies
Consistent use of scaffolding techniques throughout lesson, assisting and supporting student understanding
A variety of question types used, including those that promote higher-order thinking skills throughout the lesson (e.g., literal, analytic, and interpretive questions)
Using the SIOP Model. © Center for Applied Linguistics. All rights reserved.

16. Interaction
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
Using the SIOP Model. © Center for Applied Linguistics. All rights reserved.

17. Practice/Application
Hands-on materials and/or manipulative for students to practice using new content knowledge
Activities for students to apply content and language knowledge in the classroom
Activities that integrate all language skills (reading, writing, listening and speaking)
Using the SIOP Model. © Center for Applied Linguistics. All rights reserved.

18. Lesson Delivery
Content objectives clearly supported by lesson delivery
Language objectives clearly supported by lesson delivery
Students engaged approximately % of the period
Pacing of the lesson appropriate to the students’ ability level
Using the SIOP Model. © Center for Applied Linguistics. All rights reserved.

19. Factors that Contribute to High Levels of Student Engagement
Well planned lessons
Clear explanations of academic tasks or instructions
Appropriate amount of time spent on an academic task
Strong classroom management skills
Opportunities to apply information in meaningful ways
Active student involvement
Using the SIOP Model. © Center for Applied Linguistics. All rights reserved.

20. Review/Assessment Comprehensive review of key vocabulary
Comprehensive review of key concepts
Regular feedback to students on their output
Assessment of the students’ comprehension and learning all lesson objectives (e.g., spot checking, group response) through out the lesson.
Using the SIOP Model. © Center for Applied Linguistics. All rights reserved.

22. Metacognitive Planning Monitoring Evaluating CALLA p. 62
Metacognitive: monitoring own comprehension thru self-questioning, taking corrective action if do not understand
Plan: before beginning a task
Set goals
Plan the task sequence
Plan how to accomplish the task
Monitor: While working on a task
Check your progress on the task
Check your comprehension Do I understand? If not, what is the problem?
Check your production
Evaluate: After completing a task
Assess how well you accomplished the task
Assess how well you have used learning strategies
Decide how effective the strategies were
Identify changes you will make the next time you have a similar task

23. Cognitive Resourcing Grouping Note-taking
Elaboration of Prior Knowledge
Summarizing
Deduction/Induction
Auditory Representation
Imagery
Making Inferences
CALLA p : Expand these through study groups / additional professional development
Resourcing:
Use the dictionary, internet, reference materials
Seek out and use sources of information
Note-taking:
Write important words and ideas while listening and reading.
List ideas or word to include in speaking or writing
Prior Knowledge:
Use what you already know to help you do the task
Make associations between new and past knowledge
Use new information to clarify or modify your prior knowledge
Summarizing:
Create a mental, oral, or written summary of information
Auditory Representation:
Say or read aloud a word or sentence to help your understand
Sound out
Use your mental tape recorder to remember sounds, or conversations
Imagery:
Use or create an actual or mental image to understand or represent information
Use or draw a picture or diagram
Make Inferences:
Use context and what you know to figure out meaning.
Read and listen between the line
Go beyond the text to understand its meaning.

24. Social/Affective Questioning Cooperation Self -Talk
CALLA p.63: Expand these through study groups / additional professional development
Questioning: Ask questions to get additional explanation, clarification, or verification.
Cooperation: Work with others to complete tasks, build confidence, and give and receive feedback (cooperative learning).
Self-talk: Reduce anxiety by reminding yourself of your progress; “Pat yourself on the back;” Tell yourself you can complete the task.

25. Strategies Have a name you and your students use
Have clearly defined steps
Practiced regularly so they become automatic
Strategies:
Conscious, flexible plans a reader applies to a text
Their use implies awareness, reflection, and interaction between reader and author.
Strategies are interrelated and recursive, not individual or sequential

26. Examples from Making Content Comprehensible
Mnemonics
SQP2RS — surveying, questioning, predicting, reading, responding, summarizing
PENS
GIST – Generating Interaction between Schemata and Text (Cunningham, 1982)
Rehearsal strategies
Graphic organizers
Comprehension strategies
Echevarria, Vogt, Short
MCC, Making Content Comprehensible, p describes several techniques to use.
Explain SQP2RS (squeepers) with PowerPoint from

28. Examples from Making Content Comprehensible
Mnemonics
SQP2RS — surveying, questioning, predicting, reading, responding, summarizing
PENS
GIST – Generating Interaction between Schemata and Text (Cunningham, 1982)
Rehearsal strategies
Graphic organizers
Comprehension strategies
Echevarria, Vogt, Short
MCC, Making Content Comprehensible, p describes several techniques to use.
Explain SQP2RS (squeepers) with PowerPoint from

29. Scaffolding
Form of support to bridge the gap between students’ current abilities and the intended goal
Support is more complete during the initial stages of learning but is decreased as there is less need for guidance
Types:
verbal
procedural
instructional
Scaffold associated with Vygotsky’s notion of the Zone of Proximal Development (ZPD)
Like training wheels on a bicycle
Next 2 slides explain Procedural Scaffolding
As a group use the graphic organizer in your packet to list examples of verbal, procedural, and instructional scaffolding. Higher levels might not give headings, but have students list scaffolding techniques and group them or another alternative would be to give techniques and have participants group them.
Verbal scaffolding: teachers, aware of student’s English language proficiency level, use prompting, questioning, elaboration to help move students to higher language proficiency levels.
Examples: paraphrasing, “think-alouds,” contextual definitions
Procedural scaffolding: how to utilize features of classroom, e.g., the use of grouping configurations to provide different levels of support to students as they develop greater levels of language proficiency and skills.
Examples: individualized support, teacher-directed small-group interaction, cooperative groups, pairing students for peer assistance
Instructional scaffolding: enhance student learning, e.g., prepare students for content, assist in comprehension and organization of content
Examples: graphic organizers

30. Procedural Scaffolding
Increasing Student Independence
Teach
Model
Practice
Apply
According to Echevarria, Vogt, and Short (2000), teachers use
an instructional framework that includes explicit teaching, modeling
and practice that provide procedural scaffolding. .
Echevarria, Vogt, Short. (2000). Making Content Comprehensible, 87.

31. Procedural Scaffolding
Student Independence
Whole
Class
Small
Group
Paired/
Partner
Independent
Work
Procedural scaffolding also refers to the use of grouping
configurations that provide different levels of support to
students as they gain greater levels of language proficiency and
skills.
More experienced learners assisting less experienced
Echevarria, Vogt, Short. (2000). Making Content Comprehensible, 87.

32. Questioning
Questioning techniques can elicit responses from students that involve higher-order thinking skills regardless of language level.
Handout: DPI’s sample questions connected to Marzano’s Dimensions of Thinking
Use the activity on strategies previously completed. Add higher order thinking questions. Use the handout on Marzano’s Dimensions of Thinking to help you. OR
Use SIOP activity on page 43 of “Using the SIOP Model.”

33. Learning Targets
I can use a text book learning strategy in my classroom.
I can give an oral summary of the SIOP model.