The document provides an overview of the Sheltered Instruction Observation Protocol (SIOP) model for teaching English language learners. It describes the SIOP as a planning tool and observation protocol designed to define, develop, and test sheltered instruction strategies. The SIOP integrates language and content instruction and focuses on explicitly teaching language skills needed to access and participate in the curriculum. It consists of eight components: preparation, building background, comprehensible input, strategies, interaction, practice/application, lesson delivery, and review/assessment. Examples of strategies discussed include thinking-write-share, language demands analysis, and setting clear content and language objectives.

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. _______