1. SIOP Review Sheltered Instruction Observation Protocol

3. Williams, Robin. “The Joshua Tree Ipiphany.” The Non-designer’s Design Book: Design and Typographic Principles for the Visual Novice. Berkeley: Peachpit, 2008. 11-12. Print.

4. Our Objectives Content Objective: We will clarify the components of SIOP. We will identify classroom practices we already use that incorporate these components in our lessons. We will consider a SIOP checklist. Language Objective: We will converse using social and academic language. We will ask & answer questions. We will state ideas and explain our thinking.

5. PURPOSE OF SIOP: is to lower the linguistic demands without compromising the integrity or rigor of the subject matter.

6. Eight Components Lesson Prep Building Background (includes vocab instruction) Comprehensible Input Strategies Human Interaction Practice & Application Lesson Delivery Review & Assessment

7. These 8 components are not necessarily done in order. Some components are used within other components! Some components occur simultaneously through the use of a strategy, structure, or activity.

8. Lesson Preparation As in all good lesson plans, SIOP lessons should include: Content Objectives – What do we want the students to learn? Language Objectives – What specific language skills do they need to learn to be successful with the content? Supplementary Materials – graphs, models, visuals, etc. Content Adaptations – graphic organizers, time lines, illustrations, reduce grammatical complexity, highlight vocab, word bank, etc. Meaningful Activities – design, create, participate, perform, produce, interact, etc. Formative Assessments – thumbs up, fist of five, exit tickets, Kagan structures, response logs, etc.

9. Lesson Delivery Target objectives Support language objectives Provide bell to bell learning Move at an appropriate pace Engage students Incorporate social skills

10. BUILDING BACKGROUND This includes vocabulary!

11. A reader’s schema, or knowledge of the world, provides a basis for understanding, learning, and remembering facts and ideas found in texts Students from low income &/or culturally diverse backgrounds may struggle to comprehend texts and concepts due to a mismatch in schema Most reading material, such as content area texts, relies on an assumption of common prior knowledge and experience Why building background is important:

12. Building Background What to do: Make links between past learning and new concepts Link concepts to students’ background experiences Emphasize key vocabulary (e.g., introduced, written, repeated, and highlighted for students to see) How to do it: Pictures Videos Audios Realia Activities

13. Anticipatory Set

14. Predict-o-gram

16. Vocabulary At home kids do not say, “Please pass the beaker.” “Let’s compare and contrast the vegetables.” Teaching specific vocabulary and practicing it’s usage in the classroom is vital to academic success Word and word parts are powerful tools of knowledge for learning the English language

17. Introduce Vocabulary Example for the word “culture”: tp://youtu.be/o32l-_U6nGY Ways to do it: Synonyms Antonyms Concept definition maps Frayer Model Pictures Videos

18. An Example: Using pictures and language

19. Comprehensible Input Fancy way of saying “Make every part of the lesson understandable for students who are learning English or are at risk.”

20. Comprehensible input encompasses all eight components of SIOP. In other words: In lesson preparation, building background/vocabulary, the strategies you use, the human interaction involved, the practice and application, your lesson delivery, and the review and assessments incorporate ways to make the concepts understandable.

21. 1. Appropriate Speech Speak slowly and clearly Use facial expressions Use body language Use pauses between phrases Simplify sentence structure Avoid long sentences Stress high-frequency vocabulary Repeat and review content vocabulary

22. 2. Clearly explain tasks Give directions orally and in writing Simplify steps in sequential order Model the task using props and illustrations

23. 3. Variety of Techniques to make concepts clear Modeling Visuals – video, pictures, illustrations, graphs Hands-on activities Cooperative learning Demonstrations Gestures and body language Repetition Comprehension checks Negotiate meaning

24. Strategies Categorize/Classify Compare/Contrast Note Taking Questioning the Author Reciprocal Teaching Summarizing Model Think Aloud Scaffolding The list goes on and on and on and on...

25. Human Interaction Kagan Structures Grouping Wait time Opportunities to clarify Reading/Writing Workshops Science investigations Projects

26. Practice & Application Provide Practice Kagan Hands on activity Practice pages Bell Ringers Apply Content and Language Knowledge Create Research Perform Integrate language skills

27. Review & Assessment Review key vocabulary Review key concepts Provide feedback Formative assessment to drive instruction Teacher as researcher – adjusting instruction based on results of formative assessments Summative assessment

28. Multiplicity SIOP Components Building background Comprehensible input Strategies Human interaction Practice & Application Review & Assessment Activities, Structures, and Strategies Modeling Visuals – video, pictures, illustrations, graphs Hands-on activities Kagan cooperative learning Demonstrations Scaffolding Think alouds Performances Investigations Projects Etcetera...

29. Lesson Plan Templates SIOPS lesson plan templates are used for formal teacher evaluations Perhaps a SIOP checklist for daily lesson planning

30. THANK YOU! Have a great weekend! You are...