The SIOP Model Faculty Presentation Welcome! Today we are going to continue looking at the individual components within the S heltered I nstruction O bservation P rotocol S heltered I nstruction O bservation P rotocol

There are 8 Components in the SIOP Model There are 8 Components in the SIOP Model Lesson Preparation Building Background Comprehensible Input StrategiesInteraction Practice and Application Lesson Delivery Review and Assessment

SIOP The Sheltered Instruction Observation Protocol is a teaching framework based on decades of research of best practices It is not an evaluation instrument Implementation of SIOP can and will vary depending on the needs of each school

SIOP Component Interaction “Use it or lose it” Is a saying that conveys what we know from our own experience in learning language If one doesn’t practice using the language, it is difficult to maintain it (Day, 1998) (Day, 1998)

SIOP Component Interaction Language development is active, not passive Children learn their first language with the assistance of adults and others who encourage, model, paraphrase acknowledge Language is the primary vehicle for intellectual development (Vygotsky, 1981)

SIOP Component Interaction Language affects not only communication, but learning and acquisition of knowledge Research consistently shows that teachers dominate the linguistic environment of the classroom (CREDE, 2000)

SIOP Component Interaction The SIOP component of Interaction emphasizes the importance of balancing linguistic turn-taking between the teacher and students, and among students Interaction highlights the consistent practice of providing opportunities to use language through listening, speaking, reading and writing providing opportunities to use language through listening, speaking, reading and writing The component of Interaction encourages students to elaborate their responses rather than accepting yes/no and one word answers

SIOP Component Interaction Reading comprehension skills and writing skills are positively correlated with oral language proficiency Increased effort is critical in order for students to develop important oral language skills (Geva, 2006) (Geva, 2006)

SIOP Component Interaction When learning to ride a bicycle, play the piano, or articulate how convex lenses differ from concave, students have a greater chance of mastering content concepts and skills when they are given multiple opportunities to practice relevant, meaningful ways.

SIOP Component Interaction Frequent Opportunities for Student Interaction and Discussion lead to: Increased Motivation Increased Motivation Increased Attention Increased Attention More Processing Time More Processing Time Varied Grouping Configurations Varied Grouping Configurations Opportunity for Students to Clarify Key Concepts Opportunity for Students to Clarify Key Concepts Increased Vocabulary & Language Proficiency Increased Vocabulary & Language Proficiency

Interaction Component & Protocol Features When planning lessons, please begin to consider the Interaction features of the Sheltered Instruction Observation Protocol Frequent opportunities for interaction & discussion between teacher/student, & among students Frequent opportunities for interaction & discussion between teacher/student, & among students Grouping configurations support language & content objectives of the lesson Grouping configurations support language & content objectives of the lesson Sufficient wait time for student responses consistently provided Sufficient wait time for student responses consistently provided Ample opportunities for students to clarify key concepts Ample opportunities for students to clarify key concepts

SIOP Coach Support SIOP Coaches are in each building to assist with: Implementing the SIOP model in his/her own classroom Implementing the SIOP model in his/her own classroom Observe and coach fellow SIOP coaches & teachers Observe and coach fellow SIOP coaches & teachers Coach/support other staff members who have taken SIOP Coach/support other staff members who have taken SIOP Attend district supported, on-going professional development Attend district supported, on-going professional development Provide building level professional development that will continue to build awareness of SIOP Provide building level professional development that will continue to build awareness of SIOP Encourage teachers to complete SIOP Training Encourage teachers to complete SIOP Training

Faculty SIOP Support Pocatello/Chubbuck School District October SIOP Overview of Components November Building Background DecemberInteraction February Comprehensible Input/Strategies March Practice and Application April Review and Assessment May Lesson Preparation/Delivery