S.I.O.P. The Sheltered Instruction Observational Protocol: Our School Wide Implementation

Joslyn Katz, 4 th Grade Teacher Nirda Derose, 4 th Grade Bilingual Teacher Julie Stott, Literacy/ELL coach We teach at Sunny Hill Elementary School in Carpentersville, Illinois.

What is S.I.O.P.? Initially created as an evaluation tool, it can serve as a guide to highly effective instruction for ELLs.Initially created as an evaluation tool, it can serve as a guide to highly effective instruction for ELLs. It includes 8 Components:It includes 8 Components: * Lesson Preparation* Interaction * Building Background* Practice/Application * Comprehensible Input * Lesson Delivery * Strategies* Review/Assessment Echevarria, Vogt, & Short, Making Content Comprehensible for English Learners: The SIOP Model

Why We Moved to a S.I.O.P. model… High percentage of ELL’s in school (approximately 55%)High percentage of ELL’s in school (approximately 55%) Desire to keep students in classrooms more often for Core InstructionDesire to keep students in classrooms more often for Core Instruction Recognized S.I.O.P. to be effective instruction design for ALL studentsRecognized S.I.O.P. to be effective instruction design for ALL students

Our Journey with S.I.O.P : Optional S.I.O.P. class taught by Joslyn before school : Principal asks a classroom teacher from each grade level to join S.I.O.P. committee with the expectation of learning and implementing components. Julie takes on role of S.I.O.P. coach and works with and supports group. We meet monthly, discussing one component a month, and begin cognitive coaching. Great success!

: Teachers are expected continue to implement S.I.O.P., without coach : Whole staff training on S.I.O.P. from Pearson : Trainer from Pearson visits classrooms and provides feedback : Coaching role returns. Julie asks new representative from each grade level to join as a “Core Group”, along with other staff, to “reignite” S.I.O.P. focus. Our focus this year is specifically on Oral Language Development.

What We’ve Learned Support and ongoing staff development is critical.Support and ongoing staff development is critical. Some form of accountability may be necessary as ESL minutes are state- required.Some form of accountability may be necessary as ESL minutes are state- required. An enthusiastic “Core Group” makes a big difference!An enthusiastic “Core Group” makes a big difference!

Nothing was more effective than Cognitive Coaching.Nothing was more effective than Cognitive Coaching. Sharing ACCESS data with staff to provide evidence for instructional changes made an impact.Sharing ACCESS data with staff to provide evidence for instructional changes made an impact. Using some staff meetings and Institute Day for whole school work on S.I.O.P. components was useful.Using some staff meetings and Institute Day for whole school work on S.I.O.P. components was useful.

Practical Application Differentiated assignmentsDifferentiated assignments –Academic needs –Language needs Multiple intelligencesMultiple intelligences –Easy integration through choice –Address learning and language needs Clear, specific expectations!!!Clear, specific expectations!!!

SPELLING Connect Three – 4 th Grade Sort your words. Write each word in a thoughtful question. You may combine two words if it makes sense. Sort your words. Look up all 10 words in a dictionary. Write each word and an antonym for it. Group by heading. ex: happy, sad Write a persuasive commercial for any product. It can be a real or imaginary product. Be creative! Use all 10 words. Sort your words. Write an analogy for each spelling word. Group by heading. ex: red is to apple like yellow is to banana Use spelling words in a meaningful sentence. Use two words per sentence. Correct handwriting, spelling and grammar count! Sort your words. Look them up in a dictionary. Write each word and a a synonym for it. Group by heading. ex: dog, canine Write and solve math story problems. Write as many as you need to use all 10 words. Write a play or a poem using all 10 words. Write a song. Be sure that it makes sense! Include all 10 words.

Practical Application “I Can” Statements“I Can” Statements –Student-friendly “Students will be able to…” –Work for all content areas, grades, languages, abilities –Attach purpose to student learning, assessment –Agendas Whole groupWhole group Small group and centersSmall group and centers –Responses Copy into spirals for writing about reading, science, etcCopy into spirals for writing about reading, science, etc

Sample Agenda—Whole Group 9:00-9:50 Writers’ Workshop I can describe emotions through the use of poetry. I can compose a poem that includes at least one element of figurative language. 9:50-10:40 Group 1: PE Group 2: LMC 10:40-11:30 Readers’ Workshop I can infer the meaning of a narrative text. I can analyze a narrative text by making an inference. 11:30-12:00 Guided Reading I can appropriately apply reading and writing strategies. I can clearly communicate my ideas. 12:00-12:20 Word Work I can apply word solving strategies to learn new words. I can ask questions to clarify my thinking.

Sample Agenda—Independent Independent Reading: I can independently read a book at my level and write a response to my reading in my reading log.Independent Reading: I can independently read a book at my level and write a response to my reading in my reading log. Read to Someone: I can read to a partner and write a response to my reading in my reading log.Read to Someone: I can read to a partner and write a response to my reading in my reading log. Compass Learning: I can complete at least 1 activity with 80% accuracy or better.Compass Learning: I can complete at least 1 activity with 80% accuracy or better. Write: I can write a letter with three paragraphs: an introduction, a body, and a conclusion.Write: I can write a letter with three paragraphs: an introduction, a body, and a conclusion.

Writing Content and Language Objectives TerminologyTerminology SpecificitySpecificity Student-friendlyStudent-friendly

Recommendations for Starting Find a core group of enthusiastic teachersFind a core group of enthusiastic teachers Focus on one content areaFocus on one content area Book study on S.I.O.P.Book study on S.I.O.P. Introduce reflective discussion and observationsIntroduce reflective discussion and observations Possible cognitive coachingPossible cognitive coaching

Contact Information Joslyn Katz, 4 th Grade Teacher Nirda Derose, 4 th Grade Bilingual Teacher Julie Stott, Literacy/ELL coach