1. It takes a whole village to raise a child.
(African Proverb)
All educational personnel assume responsibility for the education of ESOL students.
(TESOL’s Vision of Effective Education for All Students)

2. SHELTERED INSTRUCTION OBSERVATION PROTOCOL
SIOP
SHELTERED INSTRUCTION OBSERVATION PROTOCOL
A PowerPoint presentation by Elena Chiaburu

3. SIOP--SHELTERED INSTRUCTION OBSERVATION PROTOCOL
THREE MAIN SECTIONS:
1. PREPARATION
2. INSTRUCTION
3. REVIEW/ASSESSMENT

4. Objectives of this PD Content objectives: Language Objectives:
Participants will identify and/or review basic concepts of second language acquisition.
Participants will gain an overview of the SIOP model and recognize the benefits of using it in their teaching.
Language Objectives:
Participants will discuss factors that affect second language acquisition and use the Cummins’ model of academic language to classify various classroom tasks.
Participants will orally state what they believe to be the two most important components of the SIOP model in the context of their classroom and explain why.
Content objectives:
Participants will identify and/or review basic concepts of second language acquisition.
Participants will gain an overview of the SIOP model and recognize the benefits of using it in their teaching.
Language Objectives:
Participants will discuss factors that affect second language acquisition and use the Cummins’ model of academic language to classify various classroom tasks.
Participants will orally state what they believe to be the two most important components of the SIOP model in the context of their classroom and explain why.
Objectives of this PD
Content objectives:
Participants will analyze the six features of the LESSON PREPARATION component
Participants will apply these findings in their own teaching
Language Objectives:
Participants will view and listen to a variety of media related to the topic
Participants will answer survey questions
Participants will discuss and summarize with their team the most applicable features of this component

5. (Lesson planning process)
SIOP--PREPARATION
(Lesson planning process)
1. Clearly defined content objectives
2. Clearly defined language objectives
3. Content concepts appropriate for age and educational background level of students
4. Supplementary materials used to a high degree
5. Adaptation of content to all levels of student proficiency
6. Meaningful activities that integrate lesson concepts

6. SIOP—LESSON PREPARATION
Objectives
Content Objectives Language Objectives
Are WHAT students learn Are HOW students are going to learn
Taken from your standards
Based on your students’ needs
Refer to content your students
are expected to know by the
end of the unit Taken from CCSS for ELA and
literacy in History/Social Studies,
Science, and Technical Subjects
Source: SIOP

7. SIOP—LESSON PREPARATION Preparing Language Objectives for SIOP Lessons
Determine key technical vocabulary, concept words, and other words needed to read or write about the topic of the lesson
Consider the language functions students will use in the lesson (define terms, describe or explain, classify, compare, or summarize)
Decide which language skills are needed to accomplish the lesson’s activities (e.g., Do students have to read for main idea? Are they asked to listen and give an opinion?)
Identify possible grammar or language structure connections (questioning patterns, use of past or future tense, use of active or passive voice)
Consider the tasks students need to complete
Explore possible language learning strategies to share in the lesson (language of prediction or hypothesis, use of cognates, note taking)

8. SIOP—LESSON PREPARATION
Content concepts appropriate for age and educational background level of students
Include ways to activate ELLs’ prior knowledge
Perform a task analysis—what knowledge a student must possess in order to understand what is being taught
Lessen the gap between what a student knows and what s/he must learn by providing jump-start mini-lessons --review key concepts, introduce vocabulary, text “walk” through the reading material

9. Supplementary materials
SIOP--PREPARATION
Supplementary materials
Hands-on manipulatives
Realia (real objects)
Pictures
Visuals
Demonstrations
Multimedia
Related literature
Adapted text
Graphic organizers/Thinking Maps

10. When do I use these approaches?
SIOP--PREPARATION
ADAPTATION OF CONTENT
Ways to make the text and other resource materials accessible to students
When do I use these approaches?
pre-reading
during reading
after reading

11. GRAPHIC ORGANIZERS/THINKING MAPS
ADAPTATION OF CONTENT
GRAPHIC ORGANIZERS/THINKING MAPS
Identify key concepts and relationships among them
Provide students with visual clues
Can be used as study guides and note- taking

12. Teacher Prepared Outlines
ADAPTATION OF CONTENT
OUTLINES
Teacher Prepared Outlines
I. Note taking
II. Scaffolded support
III. A guide to reading and understanding the text

13. LEVELED STUDY GUIDES ADAPTATION OF CONTENT
These are study guides designed specifically for diverse students’ needs. They are written differently, depending on students’ language and literacy development.
See example of leveled anticipatory guide

14. HIGHLIGHTED TEXT ADAPTATION OF CONTENT
Highlighted text reduces the reading demands while still maintaining key concepts and information.
Reserve a few content textbooks for students acquiring English and/or for those with delayed literacy development.
Highlight:
Main Ideas Key concepts Important vocabulary
Summary statements

15. TAPED TEXT ADAPTATION OF CONTENT
Key portions or the entire text is recorded. Tapes should be available for both home and school learning center use.

16. ADAPTATION OF CONTENT
ADAPTED TEXT
Text adaptation involves rewriting selected sections of text that contain key concepts and information.

17. JIGSAW TEXT READING ADAPTATION OF CONTENT
One or two members from each learning group come together to form a new group of “experts.” Each new “expert” group is assigned one section of the text to be read and then explained to their original group.

18. MARGINAL NOTES What to Include?
ADAPTATION OF CONTENT
MARGINAL NOTES
Notes can be duplicated on a handout that students can put alongside a page they are reading.
Can be printed directly in the margin of the textbook pages.
What to Include?
Hints for understanding the content
Key concepts
Key vocabulary and definitions

19. Thank you!
Multumesc!
Danke!