302 Observer(s): Teacher: Date: School: Grade: Class/Topic: ESL Level: Lesson: Multi-day Single-day (circle one) Total Points Possible: 120 (Subtract 4 points for each NA given: ) Total Points Earned: Percentage Score: Directions: Choose the number that best reflects what you observe in a SIOP lesson. You may give a score from 0–4 (or NA on selected items). Cite under “Comments” specific examples of the behaviors observed. ■ Lesson Preparation 4 3 2 1 0 1. Content objectives clearly defined, displayed and reviewed with students Content objectives for students implied No clearly defined content objectives for students Comments: 4 3 2 1 0 2. Language objectives clearly defined, displayed and reviewed with students Language objectives for students implied No clearly defined language objectives for students Comments: 4 3 2 1 0 3. Content concepts appropriate for age and educational background level of students Content concepts somewhat appropriate for age and educational background level of students Content concepts inappropriate for age and educational background level of students Comments: (Echevarría, Vogt, & Short, 2000, 2004, 2008, 2013, 2017) SIOP (Sheltered Instruction Observation Protocol)Appendix A Z01_ECHE5238_05_SE_APP-A.indd 302 10/26/15 9:10 PM appendix a 4 3 2 1 0 4. Supplementary materials used to a high degree, making the lesson clear and meaningful (e.g., computer programs, graphs, models, visuals) Some use of supplementary materials No use of supplementary materials Comments: 4 3 2 1 0 NA 5. Adaptation of content (e.g., text, assignment) to all levels of student proficiency Some adaptation of content to all levels of student proficiency No significant adaptation of content to all levels of student proficiency Comments: 4 3 2 1 0 6. Meaningful activities that integrate lesson concepts (e.g., interviews, letter writing, simulations, models) with language practice opportunities for reading, writing, listening, and/or speaking Meaningful activities that integrate lesson concepts but provide few language practice opportunities for reading, writing, listening, and/or speaking No meaningful activities that integrate lesson concepts with language practice Comments: ■ Building Background 4 3 2 1 0 NA 7. Concepts explicitly linked to students’ background experiences Concepts loosely linked to students’ background experiences Concepts not explicitly linked to students’ background experiences Comments: 303 Z01_ECHE5238_05_SE_APP-A.indd 303 10/26/15 9:10 PM appendix a 4 3 2 1 0 8. Links explicitly made between past learning and new concepts Few links made between past learning and new concepts No links made between past learning and new concepts Comments: 4 3 2 1 0 9. Key vocabulary emphasized (e.g., introduced, written, repeated, and highlighted for students to see) Key vocabulary introduced, but not emphasized .

1. 302
Observer(s): Teacher:
Date: School:
Grade: Class/Topic:
ESL Level: Lesson: Multi-day Single-day (circle one)
Total Points Possible: 120 (Subtract 4 points for each NA given:
)
Total Points Earned: Percentage Score:
Directions: Choose the number that best reflects what you
observe in a SIOP lesson. You may give a score
from 0–4 (or NA on selected items). Cite under “Comments”
specific examples of the behaviors observed.
■ Lesson Preparation
4 3 2 1 0
1. Content objectives clearly
defined, displayed and
reviewed with students
Content objectives
for students implied
No clearly defined content
objectives for students
Comments:
4 3 2 1 0

2. 2. Language objectives clearly
defined, displayed and
reviewed with students
Language objectives
for students implied
No clearly defined language
objectives for students
Comments:
4 3 2 1 0
3. Content concepts
appropriate for age and
educational background
level of students
Content concepts
somewhat
appropriate for age
and educational
background level of
students
Content concepts inappropriate
for age and educational
background level of students
Comments:
(Echevarría, Vogt, & Short, 2000, 2004, 2008, 2013, 2017)
SIOP (Sheltered Instruction

3. Observation Protocol)Appendix A
Z01_ECHE5238_05_SE_APP-A.indd 302 10/26/15 9:10 PM
appendix a
4 3 2 1 0
4. Supplementary materials
used to a high degree,
making the lesson clear and
meaningful (e.g., computer
programs, graphs, models,
visuals)
Some use of
supplementary
materials
No use of supplementary
materials
Comments:
4 3 2 1 0 NA
5. Adaptation of content (e.g.,
text, assignment) to all levels
of student proficiency
Some adaptation
of content to all
levels of student
proficiency

4. No significant
adaptation of
content to all
levels of student
proficiency
Comments:
4 3 2 1 0
6. Meaningful activities that
integrate lesson concepts
(e.g., interviews, letter
writing, simulations,
models) with language
practice opportunities for
reading, writing, listening,
and/or speaking
Meaningful activities
that integrate
lesson concepts
but provide few
language practice
opportunities for
reading, writing,
listening, and/or
speaking
No meaningful activities that
integrate lesson concepts with
language practice
Comments:

5. ■ Building Background
4 3 2 1 0 NA
7. Concepts explicitly linked
to students’ background
experiences
Concepts loosely
linked to students’
background
experiences
Concepts not
explicitly linked
to students’
background
experiences
Comments:
303
Z01_ECHE5238_05_SE_APP-A.indd 303 10/26/15 9:10 PM
appendix a
4 3 2 1 0
8. Links explicitly made
between past learning and
new concepts
Few links made
between past

6. learning and new
concepts
No links made between past
learning and new concepts
Comments:
4 3 2 1 0
9. Key vocabulary emphasized
(e.g., introduced, written,
repeated, and highlighted
for students to see)
Key vocabulary
introduced, but not
emphasized
Key vocabulary not introduced or
emphasized
Comments:
■ Comprehensible Input
4 3 2 1 0
10. Speech appropriate for
students’ proficiency
levels (e.g., slower rate,
enunciation, and simple
sentence structure for
beginners)
Speech sometimes
inappropriate for

7. students’ proficiency
levels
Speech inappropriate for students’
proficiency levels
Comments:
4 3 2 1 0
11. Clear explanation of
academic tasks
Unclear explanation
of academic tasks
No explanation of academic tasks
Comments:
4 3 2 1 0
12. A variety of techniques used
to make content concepts
clear (e.g., modeling,
visuals, hands-on activities,
demonstrations, gestures,
body language)
Some techniques
used to make
content concepts
clear
No techniques used to make
concepts clear

8. Comments:
304
Z01_ECHE5238_05_SE_APP-A.indd 304 10/26/15 9:10 PM
appendix a
■ Strategies
4 3 2 1 0
13. Ample opportunities
provided for students to use
learning strategies
Inadequate
opportunities
provided for
students to use
learning strategies
No opportunity provided for
students to use learning strategies
Comments:
4 3 2 1 0
14. Scaffolding techniques
consistently used, assisting
and supporting student
understanding (e.g., think-
alouds)

9. Scaffolding
techniques
occasionally used
Scaffolding techniques not used
Comments:
4 3 2 1 0
15. A variety of questions or
tasks that promote higher-
order thinking skills (e.g.,
literal, analytical, and
interpretive questions)
Infrequent questions
or tasks that promote
higher-order thinking
skills
No questions or tasks that promote
higher-order thinking skills
Comments:
■ Interaction
4 3 2 1 0
16. Frequent opportunities for
interaction and discussion
between teacher/student
and among students, which
encourage elaborated
responses about lesson

10. concepts
Interaction mostly
teacher-dominated
with some
opportunities for
students to talk
about or question
lesson concepts
Interaction teacher-dominated
with no opportunities for students
to discuss lesson concepts
Comments:
305
Z01_ECHE5238_05_SE_APP-A.indd 305 10/26/15 9:10 PM
appendix a
4 3 2 1 0
17. Grouping configurations
support language and
content objectives of the
lesson
Grouping
configurations
unevenly support
the language and
content objectives

11. Grouping configurations do not
support the language and content
objectives
Comments:
4 3 2 1 0
18. Sufficient wait time
for student responses
consistently provided
Sufficient wait time
for student responses
occasionally
provided
Sufficient wait time for student
responses not provided
Comments:
4 3 2 1 0 NA
19. Ample opportunities for
students to clarify key
concepts in L1 as needed
with aide, peer, or L1 text
Some opportunities
for students to
clarify key concepts
in L1
No opportunities

12. for students
to clarify key
concepts in L1
Comments:
■ Practice & Application
4 3 2 1 0 NA
20. Hands-on materials and/or
manipulatives provided for
students to practice using
new content knowledge
Few hands-on
materials and/
or manipulatives
provided for
students to practice
using new content
knowledge
No hands-on
materials and/
or manipulatives
provided for
students to
practice using
new content
knowledge
Comments:
4 3 2 1 0 NA
21. Activities provided for

13. students to apply content
and language knowledge in
the classroom
Activities provided
for students to apply
either content or
language knowledge
in the classroom
No activities
provided for
students to
apply content
and language
knowledge in the
classroom
Comments:
306
Z01_ECHE5238_05_SE_APP-A.indd 306 10/26/15 9:10 PM
appendix a
4 3 2 1 0
22. Activities integrate all
language skills (i.e., reading,
writing, listening, and
speaking)
Activities integrate

14. some language skills
Activities do not integrate
language skills
Comments:
■ Lesson Delivery
4 3 2 1 0
23. Content objectives clearly
supported by lesson delivery
Content objectives
somewhat supported
by lesson delivery
Content objectives not supported
by lesson delivery
Comments:
4 3 2 1 0
24. Language objectives clearly
supported by lesson delivery
Language objectives
somewhat supported
by lesson delivery
Language objectives not
supported by lesson delivery
Comments:

15. 4 3 2 1 0
25. Students engaged
approximately 90% to 100%
of the period
Students engaged
approximately 70%
of the period
Students engaged less than 50% of
the period
Comments:
4 3 2 1 0
26. Pacing of the lesson
appropriate to students’
ability levels
Pacing generally
appropriate, but at
times too fast or too
slow
Pacing inappropriate to students’
ability levels
Comments:
307
Z01_ECHE5238_05_SE_APP-A.indd 307 10/26/15 9:10 PM

16. appendix a
■ Review & Assessment
4 3 2 1 0
27. Comprehensive review of
key vocabulary
Uneven review of
key vocabulary
No review of key vocabulary
Comments:
4 3 2 1 0
28. Comprehensive review of
key content concepts
Uneven review of
key content concepts
No review of key content concepts
Comments:
4 3 2 1 0
29. Regular feedback provided
to students on their output
(e.g., language, content,
work)
Inconsistent

17. feedback provided
to students on their
output
No feedback provided to students
on their output
Comments:
4 3 2 1 0
30. Assessment of student
comprehension and learning
of all lesson objectives
(e.g., spot checking, group
response) throughout the
lesson
Assessment
of student
comprehension and
learning of some
lesson objectives
No assessment of student
comprehension and learning of
lesson objectives
Comments:
(Reproduction of this material is restricted to use with
Echevarría, Vogt, and Short (2008), Making Content
Comprehensible for English Learners: The SIOP® Model.)
308

18. Z01_ECHE5238_05_SE_APP-A.indd 308 10/26/15 9:10 PM
appendix a
SIOP (Sheltered Instruction
Observation Protocol)
(Echevarría, Vogt, & Short, 2000, 2004, 2008,
2013, 2017)
Observer(s):
Date:
Grade:
ESL Level:
School:
Teacher:
Class/Topic:
Lesson: Multi-day Single-day (circle one)
Total Points Possible: 120 (Subtract 4 points for each NA
given)
Total Points Earned: Percentage Score:
Directions: Choose the number that best reflects what you
observe in a SIOP lesson. You may give a score
from 0–4 (or NA on selected items). Cite under “Comments”
specific examples of the behaviors observed.
Highly Somewhat Not
Evident Evident Evident
Lesson Preparation 4 3 2 1 0
1. Content objectives clearly defined, displayed, and reviewed

19. with ❏ ❏ ❏ ❏ ❏
students
2. Language objectives clearly defined, displayed, and reviewed
with ❏ ❏ ❏ ❏ ❏
students
3. Content concepts appropriate for age and educational
background ❏ ❏ ❏ ❏ ❏
level of students
4. Supplementary materials used to a high degree, making the
lesson ❏ ❏ ❏ ❏ ❏
clear and meaningful (e.g., computer programs, graphs,
models, visuals) NA
5. Adaptation of content (e.g., text, assignment) to all levels of
student ❏ ❏ ❏ ❏ ❏ ❏
proficiency
6. Meaningful activities that integrate lesson concepts (e.g.,
surveys, ❏ ❏ ❏ ❏ ❏
letter writing, simulations, constructing models) with language
practice opportunities for reading, writing, listening, and/or
speaking
Comments:
Building Background 4 3 2 1 0 NA
7. Concepts explicitly linked to students’ background
experiences ❏ ❏■ ❏ ❏■ ❏■ ❏
8. Links explicitly made between past learning and new
concepts ❏ ❏■ ❏ ❏■ ❏
9. Key vocabulary emphasized (e.g., introduced, written,
repeated, ❏ ❏■ ❏ ❏■ ❏

20. and highlighted for students to see)
Comments:
Comprehensible Input 4 3 2 1 0
10. Speech appropriate for students’ proficiency level (e.g.,
slower rate, ❏ ❏■ ❏ ❏■ ❏
enunciation, and simple sentence structure for beginners)
11. Clear explanation of academic tasks ❏ ❏■ ❏ ❏■ ❏
309
Z01_ECHE5238_05_SE_APP-A.indd 309 10/26/15 9:10 PM
appendix a
12. A variety of techniques used to make content concepts clear
❏ ❏■ ❏ ❏■ ❏
(e.g., modeling, visuals, hands-on activities, demonstrations,
gestures, body language)
Comments:
Strategies 4 3 2 1 0
13. Ample opportunities provided for students to use learning
strategies ❏ ❏■ ❏ ❏■ ❏
14. Scaffolding techniques consistently used assisting and
supporting ❏ ❏■ ❏ ❏■ ❏
student understanding (e.g., think-alouds)
15. A variety of questions or tasks that promote higher-order
thinking ❏ ❏■ ❏ ❏■ ❏

21. skills (e.g., literal, analytical, and interpretive questions)
Comments:
Interaction 4 3 2 1 0
16. Frequent opportunities for interaction and discussion
between ❏ ❏■ ❏ ❏■ ❏
teacher/student and among students, which encourage
elaborated
responses about lesson concepts
17. Grouping configurations support language and content
objectives ❏ ❏■ ❏ ❏■ ❏
of the lesson
18. Sufficient wait time for student responses consistently
provided ❏ ❏■ ❏ ❏■ ❏ NA
19. Ample opportunities for students to clarify key concepts in
L1 as ❏ ❏■ ❏ ❏■ ❏■ ❏
needed with aide, peer, or L1 text
Comments:
Practice & Application 4 3 2 1 0 NA
20. Hands-on materials and/or manipulatives provided for
students to ❏ ❏■ ❏ ❏■ ❏■ ❏
practice using new content knowledge NA
21. Activities provided for students to apply content and
language ❏ ❏■ ❏ ❏■ ❏■ ❏
knowledge in the classroom
22. Activities integrate all language skills (i.e., reading,
writing, ❏ ❏■ ❏ ❏■ ❏
listening, and speaking)

22. Comments:
Lesson Delivery 4 3 2 1 0
23. Content objectives clearly supported by lesson delivery ❏
❏■ ❏ ❏■ ❏
24. Language objectives clearly supported by lesson delivery ❏
❏■ ❏ ❏■ ❏
25. Students engaged approximately 90% to 100% of the period
❏ ❏■ ❏ ❏■ ❏
26. Pacing of the lesson appropriate to students’ ability level ❏
❏■ ❏ ❏■ ❏
Comments:
310
Z01_ECHE5238_05_SE_APP-A.indd 310 10/26/15 9:10 PM
311
appendix a
Review & Assessment 4 3 2 1 0
27. Comprehensive review of key vocabulary ❏ ❏■ ❏ ❏■ ❏
28. Comprehensive review of key content concepts ❏ ❏■ ❏ ❏■
❏
29. Regular feedback provided to students on their output ❏
❏■ ❏ ❏■ ❏
(e.g., language, content, work)
30. Assessment of student comprehension and learning of all
lesson ❏ ❏■ ❏ ❏■ ❏

23. objectives (e.g., spot checking, group response) throughout the
lesson
Comments:
(Reproduction of this material is restricted to use with
Echevarría, Vogt, and Short (2017), Making Content
Comprehensible
for English Learners: The SIOP® Model.)
Z01_ECHE5238_05_SE_APP-A.indd 311 10/26/15 9:10 PM
9780134045320_Web 3219780134045320_Web
3229780134045320_Web 3239780134045320_Web
3249780134045320_Web 3259780134045320_Web
3269780134045320_Web 3279780134045320_Web
3289780134045320_Web 3299780134045320_Web 330
Observers: Teacher: Date: School: Grade: ClassTopic: ESL
Level: Total Points Possible 120 Subtract 4 points for each NA
given: Total Points Earned: Percentage Score: Observers_2:
School_2: Date_2: Teacher_2: Grade_2: ClassTopic_2: ESL
Level_2: Total Points Possible 120 Subtract 4 points for each
NA given_2: Total Points Earned_2: Percentage Score_2: Check
Box1: OffCheck Box2: OffCheck Box5: OffCheck Box6:
OffCheck Box7: OffCheck Box8: OffCheck Box9: OffCheck
Box10: OffCheck Box11: OffCheck Box12: OffCheck Box13:
OffCheck Box14: OffCheck Box15: OffCheck Box16: OffCheck
Box17: OffCheck Box18: OffCheck Box19: OffCheck Box20:
OffCheck Box21: OffCheck Box22: OffCheck Box23: OffCheck
Box24: OffCheck Box25: OffCheck Box26: OffCheck Box27:
OffCheck Box29: OffCheck Box3: OffCheck Box4: OffCheck
Box28: OffCheck Box30: OffCheck Box32: OffCheck Box33:
OffCheck Box34: OffCheck Box35: OffCheck Box36: OffCheck
Box37: OffCheck Box38: OffCheck Box39: OffCheck Box40:
OffCheck Box41: OffCheck Box42: OffCheck Box43: OffCheck
Box44: OffCheck Box45: OffCheck Box46: OffCheck Box47:
OffCheck Box48: OffCheck Box49: OffCheck Box50: OffCheck

24. Box51: OffCheck Box52: OffCheck Box53: OffCheck Box54:
OffCheck Box55: OffCheck Box56: OffCheck Box57: OffCheck
Box58: OffCheck Box59: OffCheck Box60: OffCheck Box61:
OffCheck Box62: OffCheck Box63: OffCheck Box64: OffCheck
Box65: OffCheck Box66: OffCheck Box67: OffCheck Box68:
OffCheck Box69: OffCheck Box70: OffCheck Box71: OffCheck
Box72: OffCheck Box73: OffCheck Box74: OffCheck Box75:
OffCheck Box76: OffCheck Box77: OffCheck Box78: OffCheck
Box79: OffCheck Box80: OffCheck Box81: OffCheck Box82:
OffCheck Box83: OffCheck Box84: OffCheck Box85: OffCheck
Box86: OffCheck Box87: OffCheck Box88: OffCheck Box89:
OffCheck Box90: OffCheck Box91: OffCheck Box92: OffCheck
Box93: OffCheck Box94: OffCheck Box95: OffCheck Box96:
OffCheck Box97: OffCheck Box98: OffCheck Box99: OffCheck
Box100: OffCheck Box101: OffCheck Box102: OffCheck
Box103: OffCheck Box104: OffCheck Box105: OffCheck
Box106: OffCheck Box107: OffCheck Box108: OffCheck
Box109: OffCheck Box110: OffCheck Box111: OffCheck
Box112: OffCheck Box113: OffCheck Box114: OffCheck
Box115: OffCheck Box116: OffCheck Box117: OffCheck
Box118: OffCheck Box119: OffCheck Box120: OffCheck
Box121: OffCheck Box122: OffCheck Box123: OffCheck
Box124: OffCheck Box125: OffCheck Box126: OffCheck
Box127: OffCheck Box128: OffCheck Box129: OffCheck
Box130: OffCheck Box131: OffCheck Box132: OffCheck
Box133: OffCheck Box134: OffCheck Box135: OffCheck
Box136: OffCheck Box137: OffCheck Box138: OffCheck
Box139: OffCheck Box140: OffCheck Box141: OffCheck
Box142: OffCheck Box143: OffCheck Box144: OffCheck
Box145: OffCheck Box146: OffCheck Box147: OffCheck
Box148: OffCheck Box149: OffCheck Box150: OffCheck
Box151: OffCheck Box153: OffCheck Box154: OffCheck
Box155: OffCheck Box156: OffCheck Box157:
OffDropdown160: [Choose One:]Text163: Text164: Text165:
Text166: Text167: Text168: Text169: Text170: Text171:
Text172: Text173: Text174: Text175: Text176: Text177:

25. Text178: Text179: Text180: Text181: Text182: Text183:
Text184: Text185: Text186: Text187: Text188: Text189:
Text190: Text191: Text192: Group1: OffGroup2: OffGroup3:
OffGroup4: OffGroup5: OffGroup6: OffGroup7: OffGroup8:
OffGroup9: OffGroup10: OffGroup11: OffGroup12:
OffGroup13: OffGroup14: OffGroup15: OffGroup16:
OffGroup17: OffGroup18: OffGroup19: OffGroup20:
OffGroup21: OffGroup22: OffGroup23: OffGroup24:
OffGroup25: OffGroup26: OffGroup27: OffGroup28:
OffGroup29: OffGroup30: OffGroup31: OffGroup32:
OffGroup33: OffGroup34: OffGroup35: OffGroup36:
OffGroup37: OffGroup38: OffGroup39: OffGroup40:
OffGroup41: OffGroup42: OffGroup43: OffGroup44:
OffGroup45: OffGroup46: OffGroup47: OffGroup48:
OffGroup49: OffGroup50: OffGroup51: OffGroup52:
OffGroup53: OffGroup54: OffGroup55: OffGroup56:
OffGroup57: OffGroup58: OffGroup59: OffGroup60:
OffGroup61: OffGroup62: OffGroup69: OffGroup70:
OffGroup71: OffGroup72: OffGroup73: OffGroup74:
OffGroup75: OffGroup76: OffGroup78: OffGroup79:
OffGroup80: OffGroup81: OffGroup82: OffGroup83:
OffGroup84: OffGroup85: OffGroup86: OffGroup87:
OffGroup88: OffGroup89: OffGroup90: OffGroup91:
OffGroup92: OffGroup93: OffGroup94: OffGroup95:
OffGroup96: OffGroup97: OffGroup98: OffGroup99:
OffGroup100: OffGroup101: OffGroup102: OffGroup103:
OffGroup104: OffGroup105: OffGroup106: OffGroup107:
OffGroup108: OffGroup109: OffGroup110: OffGroup111:
OffGroup112: OffGroup113: OffGroup114: OffGroup115:
OffGroup116: OffGroup117: OffGroup118: OffGroup119:
OffGroup120: OffGroup121: OffGroup122: OffGroup123:
OffGroup124: OffGroup125: OffGroup126: OffGroup127:
OffGroup128: OffGroup129: OffGroup130: OffGroup131:
OffGroup132: OffGroup133: OffGroup134: OffGroup135:
OffGroup136: OffGroup137: OffGroup138: OffGroup139:
OffGroup140: OffGroup141: OffGroup142: OffGroup143:

26. OffGroup144: OffGroup145: OffGroup146: OffGroup147:
OffGroup148: OffGroup149: OffGroup150: OffGroup151:
OffGroup152: OffGroup153: OffGroup154: OffGroup68:
OffGroup63: OffGroup64: OffGroup65: OffGroup66:
OffGroup67: Off