1. Sheltered Instruction Observation Protocol
8 components
30 features
SIOP is a framework for organizing instruction
Scientifically validated model of sheltered instruction that makes content comprehensible for ELs while developing their English language proficiency

2. Eight Components 1. Preparation 2. Building Background
SIOP Workshop 2008
Eight Components
1. Preparation
2. Building Background
3. Comprehensible Input
4. Strategies
5. Interaction
6. Practice/Application
7. Lesson Delivery
8. Review/Assessment
ASD ESL Department

3. Component 2: Building Background
SIOP Workshop 2008
Component 2: Building Background
Concepts linked to background experiences
Links between past learning and new concepts
Key vocabulary emphasized
ASD ESL Department

4. Component 3: Comprehensible Input
SIOP Workshop 2008
Component 3: Comprehensible Input
Speech appropriate for students’ proficiency level
Clear explanation of academic tasks
A variety of techniques used to make content concepts clear
ASD ESL Department

5. Component 4: Strategies
SIOP Workshop 2008
Component 4: Strategies
Ample Opportunities for Students to use Strategies (teacher/student)
Scaffolding
Varied questioning techniques to develop HOT skills
ASD ESL Department

6. Ample opportunities to use learning strategies
The purpose of the SIOP Strategies component is to examine our strategy instruction, not just the strategies that we employ.
The purpose of strategy instruction is to help students to access memory, make connections, solve problems, and monitor their own learning.

7. Learning Strategies Rereading Predicting / Inferring Highlighting
Cognitive:
Rereading
Highlighting
Reading Aloud
Taking notes
Mapping information
Finding key vocabulary
Mnemonics
Metacognitive:
Predicting / Inferring
Self-questioning
Monitoring / clarifying
Evaluating
Summarizing
Visualizing

9. Scaffolding Models Teacher Centered Teacher Assisted Peer Assisted
Increasing Independence
Teach
Model
Practice
Apply
Small Group
Teachers often miss the peer assisted and the student centered – this is where academic language acquisition occurs.
Another way to promote independence is asking questions that promote critical thinking Bloom has been around for a long time (1956 is when he and his colleagues introduced a taxonomy that include the level of questioning)
Whole Class
Partners
Independent Work
Teacher Centered
Teacher Assisted
Peer Assisted
Student Centered

10. Conversational Proficiency
Variety of Questions to promote higher-order thinking
Conversational Proficiency
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
Many teachers make the mistake of thinking that students are fluent because they have good conversational proficiency.
Semantic Meaning: the meaning of the words / different meanings of words.
Functional Meaning: how and when the words are used.
“For English learners to succeed, they must master not only English vocabulary and grammar, but also the way English is used in core content classes ‘academic English’. . .
Lower grades this includes learning specific skills like: turn-taking, participation rules, established routines EL need to be socialized into culturally appropriate classroom behaviors and interaction styles.
Academic Proficiency
Dr. J. Cummins

11. Bloom’s Taxonomy
Evaluation: Determining value and providing a rationale for the response. Must go beyond the individual’s opinion
Synthesis: Creating something new from the “parts”
Analysis: Breaking the concept into component parts and examining/explaining the parts.
Application: Demonstrating knowledge by applying concepts to one’s own life
Comprehension: Basic understanding of concept (e.g., providing definitions)
Knowledge: Simple recitation of information

12. A Variety of Questions to promote higher-order thinking
80% of questions teachers ask are at the literal or knowledge level
Higher level questions require learners to elaborate and help improve their ability to speak and use the vocabulary they’ve learned

14. Writing HOT Questions
Use your standard. Write six questions or tasks related to the topic, one at each level of the taxonomy OR four questions, one for each QAR Type.
Bloom’s Taxonomy
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
QAR
Right There
Think & Search
Author & Me
On My Own

15. Whip Around Strategy
On a piece of paper, record four things that you learned about Component 4: Strategies. Please work by yourself.
After recording your ideas, please stand.
Each person should state one thing from his/her list. If you hear something from your list, put a check next to it.
When all your ideas have been crossed off, please sit down.

16. Teaching Challenge & summary
Teach students thinking strategies to facilitate their learning of your subject
Scaffold learning so that all learners can be more successful
Increase higher-order thinking questions (Blooms, QAR)

17. Component 5: Interaction
Frequent Opportunities for Interaction/discussions
Grouping Configurations
Sufficient Wait Time
Clarifying Concepts in L1

18. PIE Graph

19. Frequent opportunities for interaction / discussion
Research shows that classes are characterized by excessive teacher talk
When students were asked to respond, it was usually only simple recall statements
Students learn more when participating fully, discussing ideas/information
ELs need the most opportunities to practice using English language
Encourage elaboration – “what do you mean by,” “What else…”

20. Group configurations
In many schools, ELs are grouped in low ability groups regardless of ability. In “low” groups, teachers…
…talk more; ask lower-level questions; cover less;
…spend more time on skill and drill; provide fewer opportunities for leadership & independent research;
…encourage more oral than silent reading; teach less vocabulary; allow less wait time;
…spend twice as much time on behaviors

21. Why Use Interaction?
Students may feel more comfortable with other students (e.g. no ‘stupid’ questions)
One of the best methods of gaining clearer, long-lasting understanding is explaining to someone else
We learn more from doing than hearing

22. Why Use Interaction?
Interaction allows students to capitalize on other’s
Life experiences
Knowledge capabilities
Diverse backgrounds
Personalities
Interests

23. Wait time Varies by culture from overlap to minutes between utterances
Have advanced students write answers during wait time
Allow students to use or “Phone a friend”
“Think it in your head first, then...”

24. F19 - Key concepts clarified in L1
Bilingual aide
Peer
Use of materials written in student’s native language
Captions
Websites that offer translations – all have limitations!
Free Translation
World Lingo
Other?

25. This Photo by Unknown Author is licensed under CC BY-SA
QUESTIONS?