1. Welcome to SIOP 2!
Learning Target:
to provide staff with a review of SIOP components and experience with SIOP friendly lessons with students as well as collaborating with colleagues

2. SIOP 2 Schedule 2011 Dates: (9 meetings) Jan. 6th– Lesson Preparation
Feb. 3rd– Lesson Delivery
Feb. 17th– Lesson Delivery
Mar. 3rd– Building Background
Mar. 17th– Building Background
Apr. 7th– Comprehensible Input
Apr. 21st– Comprehensible Input
May 5th- “Potpourri”
*We’ll do the other 4 components next year...

3. What is this going to look like?
Brief review of the SIOP component of focus
*Find Someone and share out
Select a strategy to try (component of focus or one of the Kagan strategies)
Fill out the SIOP 2 plan sheet
***Try out the strategy, complete the rest of the SIOP 2 plan sheet
* any documents you create to Melissa, Cindy or Renee to get posted on SSD’s SIOP page/site

4. SIOP: Sheltered Instruction Observation Protocol Sheltered: Make a house with your arms Instruction: Scoop with your arms and then bring them to your head Observation: Lookout over forehead Protocol: Pretend to complete a checklist

5. and scaffold all the way up
SIOP Motto
Teach to the high,
support the low
and scaffold all the way up

6. Instruction that impacts
SIOP
Instruction that impacts
ALL
students

7. The goal is for all students to be engaged in their learning at least 90% of the time!

8. 1 minute = Student Share Time
The Model
5 minutes = Teacher Talk
2 minutes = Process Time
1 minute = Student Share Time
10 and 2 “GLAD”
10 minutes = Teacher Talk
2 minutes = Process time/student share time

9. SIOP has 8 Components: Lesson Preparation
Building Background Knowledge
Comprehensible Input
Strategies
Interaction
Practice and Application
Lesson Delivery
Review and Assessment

10. Lesson Preparation
Content objectives “ learning targets” (the What) clearly defined for students
Language objective (the How) clearly defined for students
Content concepts (Curriculum) appropriate for age and educational background level of students
Supplementary materials used to a high degree, making the lesson clean and meaningful
Adaptation of content to all levels of student proficiency
Meaningful activities that integrate lesson concepts with language practice opportunities for reading, writing, listening and speaking

11. Building Background
Concepts explicitly linked to students’ background experiences
Links explicitly made between past learning and new learning
Key vocabulary emphasized (introduced, written, repeated, and highlighted for students to see)

12. Comprehensible Input
Speech appropriate for students’ proficiency level
Clear expectations of academic tasks
A variety of techniques used to make content concepts clear (modeling, visuals, hands-on activities, demonstrations, gestures, body language, etc. )

13. Lesson Delivery
Content objectives (the What) clearly supported by the lesson
Language objectives (the How) clearly supported by the lesson
Students engaged approximately % of the time
Pacing of the lesson appropriate to the students’ ability level