The document discusses the SIOP (Sheltered Instruction Observation Protocol) model for teaching English language learners. It begins by summarizing the Lau v Nichols Supreme Court decision that students who do not understand English are denied meaningful education. It then provides objectives for a professional development session on SIOP that include identifying factors affecting second language acquisition and understanding how SIOP supports language and content objectives. The document explains key aspects of SIOP like preparation, building background, and review/assessment. It concludes by having teachers discuss benefits of SIOP and identify its most important components for their classrooms.

1. SIOP
Sheltered Instruction Observation
Protocol
Professional Development
August 2011

2. In the Supreme Court decision,
Lau v Nichols, 414 U.S. 563 it is
stated:
“There is no equality of treatment
merely by providing students with
the same facilities, textbooks,
teachers, and curriculum – for
students who do not understand
English are effectively foreclosed
from any meaningful education.”

3. “ Where inability to speak and understand
the English language excludes national
origin minority groups from effective
participation in the educational programs
offered by a school district, the district must
take affirmative steps to rectify the
language deficiency in order to open its
instructional program to these students.”

4. Why is this important?
 The Supreme Court decision in the cases of Lau v Nichols is
the most significant legal statement on the educational
rights of limited English speaking students in the United
States. Receiving unanimous support, the Lau Decision has
served as a cornerstone nationwide for the development of
bilingual education and other special education services to
allow the country’s linguistically different children an equal
access to quality education.
 This will be monitored by state and federal programs
through site visits as well as data collection from
assessments and evaluation tools.

5. Objectives of this PD
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.

6. Who Are the ELLs?
 ELLs (English Language Learners) are those students who are not yet
proficient in English and who require instructional support to be
successful in their classes
 LEP or Limited English Proficient students are a special subset of ELLs
who have not yet achieved proficiency as measured by the English
Language Proficiency Assessment (ELPA)
 FLEP or Formerly Limited English Proficient students are those who
have achieved proficiency or advanced proficiency on the ELPA and
will be monitored for two years

7. Godwin Heights Statistics:
2010 Census:

8. How Are the ELLs Doing in
Schools?
 The average NAEP (National Assessment of Educational
Progress) scores of ELL have improved more steadily than
those of all other students between mid 1990 and 2005
 ELLs in 4th grade increased their scores by 13%, compared
to 5%, all students
 8th grade ELLs increased their scores by 7%, while there was
no increase for general population

9. The Gap
 The gap widens for ELLs in higher grades
 Only 8% of U.S. teens are foreign born, yet they account for
25% of teen dropouts
 8th grade ELLs’ scores are less than half those of English-
speaking peers on tests of reading and mathematics
 Students from households which speak a language other
than English at home lag 20 points behind in high school
completion rates
 Source: National Clearinghouse for English Language Acquisition
Report--2008

10. The Challenge
Godwin results: MEAP, MME
Demographics comparisons

12. ACT Scores
Demographics Reading Math Science English All Areas
All Students 26% 19% 10% 36% 8%
African American 4% 13% 0% 13% 0%
Hispanic 23% 15% 4% 31% 0%
White 34% 20% 17% 46% 12%
2011 ACT Scores Percentage of Students who are College Ready
Benchmark Scores: English =18, Math = 22, , Reading =21, Science = 24

13. MME Scores
Demographics Reading Math Science Writing
All Students 49% 37% 48% 29%
African American 31% 14% 24% 14%
Hispanic 42% 27% 42% 12%
Caucasian 65% 55% 69% 47%
Percentage of Students receiving a level 1 and 2 (Proficient)

14. Common Core State Standards
The National Governors Association Center for Best Practices and
the Council of Chief State School Officers strongly believe that all
students should be held to the same high expectations outlined in the
Common Core State Standards. This includes students who are English
language learners (ELLs). However, these students may require
additional time, appropriate instructional support, and aligned
assessments as they acquire both English language proficiency and
content area knowledge.

15. Common Core State Standards
(continued)
To help ELLs meet high academic standards in language arts it is essential
that they have access to:
 Teachers and personnel at the school and district levels who are well
prepared and qualified to support ELLs while taking advantage of the
many strengths and skills they bring to the classroom;
 Literacy-rich school environments where students are immersed in a
variety of language experiences;
 Instruction that develops foundational skills in English and enables
ELLs to participate fully in grade-level coursework;

16. Common Core State Standards
(continued)
 Coursework that prepares ELLs for postsecondary education or the
workplace, yet is made comprehensible for students learning
content in a second language (through specific
pedagogical techniques and additional resources);
 Opportunities for classroom discourse and interaction that are
well-designed to enable ELLs to develop communicative strengths
in language arts;
 Ongoing assessment and feedback to guide learning; and
 Speakers of English who know the language well enough to provide
ELLs with models and support.
(Application of Common Core State Standards for English Language
Learners)

17. Common Core State Standards
What Is Not Covered by the Standards
The Standards set grade-specific standards but do not define the intervention
methods or materials necessary to support students who are well below or well
above grade-level expectations.
It is also beyond the scope of the Standards to define the full range
of supports appropriate for English language learners and for students
with special needs. At the same time, all students must have the
opportunity to learn and meet the same high standards if they are to
access the knowledge and skills necessary in their post–high school lives.
CCSS for English Language Arts & Literacy in History/Social Studies,
Science, and Technical Subjects

18. Factors Affecting Second
Language Acquisition
 Motivation
 First language development
 Language distance and attitude
 Access to the language
 Age
 Personality and learning style
 Peers and role models
 Quality of instruction
 Cultural background

19. Factors Affecting Second
Language Acquisition (continued)
 Billy
 Which factor(s) affecting second language acquisition
is/are illustrated in this video clip?
Possible answers: Language distance, age, cultural
background

20. Cummins’ Model of Academic
Language
 BICS (Basic Interpersonal Communication Skills)
 CALP (Cognitive Academic Language Proficiency)
 Bob

21. Cummins’ Model of Academic
Language
Cognitively Undemanding
A. C.
•Art, music, PE •Telephone conversations
•Following simple directions •Note on refrigerator
•Face-to-face conversations •Written directions
Context Embedded Context Reduced
D.
B.
•Reading a textbook
•Demonstrations
•Explanation of new abstract
•A-V assisted lesson
concepts
•Science experiments
•Lecture with few illustrations
•Social studies projects
•Math concepts & application
Cognitively Demanding

22. Cummins Quadrant Activity
 Where in Cummins' quadrant?
Answer: Quadrant C: Cognitively
undemanding, context reduced

23. Cummins Quadrant Activity
 Collaboratively, place each task in the applicable
quadrant.
 Compare with the answer sheet.
 Discuss with your group.
 Questions?

24. Sheltered Instruction (SI)
In sheltered instruction, ELLs
participate in specific content courses with
grade-level objectives (e.g. sheltered life-
science, sheltered U.S. history) that are
delivered through modified instruction to
make the content more comprehensible to
the students.
In Krashen's words...

25. What Is SIOP?
 A research-based and validated instructional model
that has proven effective in addressing the academic
needs of English learners throughout the United
States.
 A protocol developed by Jana Echevarria and Deborah
Short in 1996
 A lesson planning and delivery system for sheltered
instruction
 An observation instrument

26. SIOP Components
1. Preparation
2. Building Background
3. Comprehensible Input
4.Strategies
5. Interaction
6.Practice/Application
7. Lesson Delivery
8.Review/Assessment
On-line resources: http://www.misd.net/bilingual/ELL.pdf

27. SIOP Components
Preparation:
 Content objectives
 Language objectives
 Content concepts
 Supplementary materials
 Adaptation of content
 Meaningful activities

28. SIOP Components
Building Background:
 Concepts explicitly linked to students’ background
experiences
 Links explicitly made between past learning and new
concepts
 Key vocabulary emphasized

29. SIOP Components
Comprehensible Input:
 Speech appropriate for students’ proficiency level
 Clear explanation of academic tasks
 A variety of techniques used to make the content concepts
clear

30. SIOP Components
Strategies:
 Ample opportunities provided for students to use
learning strategies
 Scaffolding techniques
 A variety of questions or tasks that promote
higher-order thinking skills

31. SIOP Components
Interaction
 Frequent opportunities for interaction and discussion
 Grouping configurations support language and content
objectives of the lesson
 Sufficient wait time for student responses
 Ample opportunities for students to clarify key concepts in
L1

32. SIOP Components
Practice/Application
 Hands-on materials and/or manipulatives
 Activities provided for students to apply content and
language knowledge in the classroom
 Activities integrate all language skills
(i.e., reading, writing, listening, and speaking)

33. SIOP Components
Lesson Delivery
 Content objectives clearly supported by lesson delivery
 Language objectives clearly supported by lesson delivery
 Students engaged approximately 90% to 100% of the period
 Pacing of the lesson appropriate to students’ ability level

34. SIOP Components
Review/Assessment
 Comprehensive review of key vocabulary
 Comprehensive review of key concepts
 Regular feedback provided
 Assessment of student comprehension and learning of all
lesson objectives throughout the lesson

35. Comments
In your group discuss the benefits of the SIOP model
and identify the two most important components in
the context of your classroom and explain why.

36. Objectives of this PD
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.

37. Resources
 “Making Content Comprehensible for English Learners: The SIOP
Model” by Jana Echevarria, MaryEllen Vogt, Deborah Short. Pearson,
2008
 “99 Ideas and Activities for Teaching English Learners with the SIOP
Model” by MaryEllen Vogt and Jana Echevarria. Pearson, 2008
 http://www.siopinstitute.net/classroom.html

38. Thank you!
 Leave them laughing...