SHELTERED INSTRUCTION OBSERVATION PROTOCOL PPT

1. SIOP:
Sheltered Instruction
Observation Protocol
Dr. Kelly Bikle
Winter 2008

2. Our objectives
• To learn about the SIOP as an effective planning tool
for educating ELLs
• To think about the elements of the SIOP in relation to
our particular planning needs
• To gather an array of teaching strategies that are
effective for working with ELLs
• To provide enough information to get you started as a
teacher for ELLs, AND to encourage you to continue
growing as a professional educator

3. What is the SIOP?
• A planning tool and observation protocol
representing an effort to define, develop
and test a model for sheltered
instruction (SDAIE)
– Research-based
– Designed as an observation instrument
– Adapted as a lesson planning tool
– Teacher-researchers involved in all
phases!!!!

4. SIOP: An Integrated
Approach
• Instructional methods integrate language and content
• Focus on identifying, explicitly teaching, and providing
opportunities to use the language necessary to access, to fully
participate in and to be successful with the curriculum
• Language instruction occurs within content instruction--not as an
“add-on”

5. Sheltered Instruction
Observation Protocol
Components
• Preparation
• Building Background
• Comprehensible Input
• Strategies
• Interaction
• Practice/Application
• Effective lesson delivery
• Lesson review/Assessment

6. Preparation
• Clearly defined content objectives
• Clearly defined language objectives *****
• Content concepts appropriate for age and
educational level of students
• Supplementary materials used to a high degree
• Adaptation of content to all levels of student
proficiency
• Meaningful activities that integrate lesson concepts
with opportunities to use language

7. Activity: Think, Write, Share
--Review reading from today (use your
book).
--Take notes on important points.
--Talk with your tablemates. Take notes on
what each person says.

8. Activity: Language Demands
• What are the language demands in this
lesson in each of the four domains?
Reading
*
*
Writing
*
*
Speaking
*
*
Listening
*
*

9. Thinking about objectives
• Learning objectives (goals, outcomes)
• Language objectives
CAELD/TESOL
Standards
Content Language
Demands
Student Needs/
Language
Proficiency
Possible language
objectives

10. Language Objectives
• Ask yourself, “Based on the language demands of the particular
lesson, my students needs, and the larger goals (unit plan,
district goals, standards, etc.), what do I want students to be
able to do at the end of the lesson?”
• Write objectives that have measurable outcomes, and are
specific to the language you would like to see your students
demonstrating in one or more of the four domains.

11. Activity: From Lg. Demands
to Lg. Objectives
• If you were going to ask a university-level ELL
to do this activity, what might you focus on
and how might you support work toward that
objective?
• With a partner, select a language demand,
write an objective and brainstorm ideas for
how you might support the objective.

12. Comprehensible Input and
Language Demands
• Speech appropriate for proficiency level
• Clear explanation of academic tasks
• A variety of techniques use to make content concepts
clear

13. Language Demands
• An analysis for language demands tells you what
students will need to do with language in order to be
success with the lesson/task. What else can you use
language demands for?
• Design mini-lessons around specific language skills (anything from
pronunciation to skills to enter a conversation)
• Know the challenges that students face and be ready to support students in the
areas that are of particular struggle (and note commonalities to use for future
planning)
• Adjust instruction to support students in the areas you anticipate will be
challenging
• Adjust assessments accordingly--take the language demands into account when
you look at student products.

14. Today’s strategies
• Sharing objectives
• Think-Write-Share
• Graphic organizer for note-taking
• Visual representation of information
• Moving from own experience to more abstract
• Structured reading response
• 3-2-1 Activity

15. 3-2-1
3 things you found interesting (use phrases):
1. _______
2. _______
3. _______
2 things that are new to you:
1. _______
2. _______
1 thing you would like to know more about:
1. _______