The Sheltered Instruction Observation Protocol (SIOP) is an approach for teaching content to English learners. It focuses on preparing lessons with clear language and content objectives and using strategies like building background knowledge, providing comprehensible input, and promoting interaction. Lessons follow the elements of preparation, instruction, practice/application, and review/assessment to help students learn while developing English proficiency.

1. Sheltered InstructionSheltered Instruction
Observation ProtocolObservation Protocol
(SIOP)(SIOP)
Specially Designed AcademicSpecially Designed Academic
Instruction in EnglishInstruction in English

2. What Students Need to Learn:What Students Need to Learn:
Language and ContentLanguage and Content
ELD StandardsELD Standards
(What to Teach)(What to Teach)
HowHow to Teachto Teach
SIOPSIOP
Content StdsContent Stds
(What to Teach)(What to Teach)
Listening
Speaking
Reading
Writing
Preparation
Building
Background
Strategies
Interaction
Practice/Application
Lesson Delivery
Review/
Assessment
Standard
Benchmark
Performance Task
Scoring Guide

3. SIOP ElementsSIOP Elements
• PreparationPreparation
• InstructionInstruction
– Building BackgroundBuilding Background -Interaction-Interaction
– Comprehensible Input -PracticeComprehensible Input -Practice
– StrategiesStrategies -Delivery-Delivery
• Review/AssessmentReview/Assessment

4. Indicators of LessonIndicators of Lesson
PreparationPreparation
• Content objectivesContent objectives
• Language objectivesLanguage objectives
– ELD & Academic LanguageELD & Academic Language
• Content ConceptsContent Concepts
• Supplementary materialsSupplementary materials
• Adaptation of contentAdaptation of content
• Meaningful activitiesMeaningful activities

5. Content ObjectivesContent Objectives
• Must be stated simplyMust be stated simply
– Orally and in writingOrally and in writing
• Tied to specific grade-levelTied to specific grade-level
content standardcontent standard

6. English Language ObjectiveEnglish Language Objective
• Tied to ELD StandardsTied to ELD Standards
• Interacting, Learning About English,Interacting, Learning About English,
and Foundational Literacyand Foundational Literacy
• Plan for multi-level responsesPlan for multi-level responses
– Nonverbal responses; in pairs, groupsNonverbal responses; in pairs, groups
– Accept approximations, but challengeAccept approximations, but challenge

7. Content ConceptsContent Concepts
• Do not diminish contentDo not diminish content
– Consider Language and LiteracyConsider Language and Literacy
abilities in L1 and L2abilities in L1 and L2
– Cultural appropriateness and difficultyCultural appropriateness and difficulty
of materialof material
– Provide background knowledge andProvide background knowledge and
experience; task analysis and mini-experience; task analysis and mini-
lessonslessons

8. Supplementary MaterialsSupplementary Materials
• Support the core curriculum andSupport the core curriculum and
contextualize learningcontextualize learning
– ManipulativesManipulatives - Multimedia- Multimedia
– DemonstrationsDemonstrations - Related Literature- Related Literature
– Adapted TextAdapted Text - Realia- Realia
– PicturesPictures - Visuals- Visuals
– Graphic OrganizersGraphic Organizers

9. Adaptation of ContentAdaptation of Content
• Ways to make the text and otherWays to make the text and other
resource materials accessible for allresource materials accessible for all
students, adapting them so that thestudents, adapting them so that the
content concepts are left intactcontent concepts are left intact..
• E.g., Graphic organizers, Outlines, LeveledE.g., Graphic organizers, Outlines, Leveled
Study Guides, Highlighted Text, Taped Text,Study Guides, Highlighted Text, Taped Text,
Adapted Text, Jigsaw Text Reading, MarginalAdapted Text, Jigsaw Text Reading, Marginal
Notes.Notes.

10. Meaningful ActivitiesMeaningful Activities
• SameSame Content Standards as EO andContent Standards as EO and
FEP students.FEP students.
• Connections between what studentsConnections between what students
knowknow and what they areand what they are learninglearning..
• Make learning situated in concreteMake learning situated in concrete
experiences.experiences.

11. InstructionInstruction
• Building BackgroundBuilding Background
• Comprehensible InputComprehensible Input
• StrategiesStrategies
• InteractionInteraction
• Practice/ApplicationPractice/Application
• Lesson DeliveryLesson Delivery

12. Building BackgroundBuilding Background
• Schemata are used in making sense ofSchemata are used in making sense of
things and actions. Readers usethings and actions. Readers use
schemata to make sense of text.schemata to make sense of text.
• Link concepts to studentsLink concepts to students’’
backgrounds.backgrounds.
• Link past learning to new concepts.Link past learning to new concepts.

13. Building BackgroundBuilding Background
• Building vocabularyBuilding vocabulary
– Developing content languageDeveloping content language
• Contextualizing words; Vocabulary self-Contextualizing words; Vocabulary self-
selection; Personal dictionaries; Word wall;selection; Personal dictionaries; Word wall;
Concept definition map; Cloze sentences; WordConcept definition map; Cloze sentences; Word
sorts; Word generation; Word study bookssorts; Word generation; Word study books
– Developing school languageDeveloping school language

14. Comprehensible InputComprehensible Input
• Adjust speechAdjust speech
– Rate and enunciation (how)Rate and enunciation (how)
– Complexity of speech (what)Complexity of speech (what)
• Explanation of academic tasksExplanation of academic tasks
– Clear steps, benchmarksClear steps, benchmarks
• Use a variety of techniquesUse a variety of techniques
– Modeling, visuals, hands-on, &c.Modeling, visuals, hands-on, &c.

15. StrategiesStrategies
• Metacognitive strategiesMetacognitive strategies
– Matching thinking strategies to a particularMatching thinking strategies to a particular
learning situation;learning situation;
– Clarifying purposes for learning;Clarifying purposes for learning;
– Monitoring oneMonitoring one’’s own comprehensions own comprehension
through self-questioning;through self-questioning;
– Taking corrective action if understandingTaking corrective action if understanding
fails.fails.

16. StrategiesStrategies
• Cognitive strategiesCognitive strategies
– Manipulation of material to be learned,Manipulation of material to be learned,
e.g., taking notes during a lecture;e.g., taking notes during a lecture;
• Social/Affective strategiesSocial/Affective strategies
– Cooperative learning, group discussion,Cooperative learning, group discussion,
partner workpartner work

17. StrategiesStrategies
• ScaffoldingScaffolding
– ParaphrasingParaphrasing
– UsingUsing ““think-aloudsthink-alouds””
– Reinforcing contextual definitionsReinforcing contextual definitions
Increasing Independence
Teach Model Practice Apply
Whole Small Partners Independent
Group Group Work

18. StrategiesStrategies
• QuestioningQuestioning
– EvaluationEvaluation
– SynthesisSynthesis
– AnalysisAnalysis
– ApplicationApplication
– ComprehensionComprehension
– KnowledgeKnowledge

19. InteractionInteraction
• Balance linguistic turn-taking betweenBalance linguistic turn-taking between
teacher and students.teacher and students.
• Variety of grouping configurations.Variety of grouping configurations.
• Allow students to fully express theirAllow students to fully express their
thoughts. Wait.thoughts. Wait.
• Clarify key concepts in L1.Clarify key concepts in L1.

20. Practice/ApplicationPractice/Application
• Multiple opportunities to practice inMultiple opportunities to practice in
relevant and meaningful ways.relevant and meaningful ways.
– How much material should be practiced atHow much material should be practiced at
one time?one time?
– How long in time should a practice be?How long in time should a practice be?
– How often should students practice?How often should students practice?
– How will students know how well they haveHow will students know how well they have
done?done?

21. Practice/ApplicationPractice/Application
• Discussing andDiscussing and ““doingdoing”” make abstractmake abstract
concepts concrete.concepts concrete.
– Clustering, using graphic organizers,Clustering, using graphic organizers,
solving problems in cooperative learningsolving problems in cooperative learning
groups, writing a journal, engaging ingroups, writing a journal, engaging in
discussion circles, or a variety of otherdiscussion circles, or a variety of other
meaningful activities.meaningful activities.

22. Practice/ApplicationPractice/Application
• Conscious Integration of LanguageConscious Integration of Language
Skills.Skills.
– Reading what we write, talking about whatReading what we write, talking about what
wewe’’ve read, listening to others talk aboutve read, listening to others talk about
what theywhat they’’ve read and written.ve read and written.

23. Lesson DeliveryLesson Delivery
• State content and language objectivesState content and language objectives
simply, orally and in writing.simply, orally and in writing.
• Academic engagement time:Academic engagement time:
– ““Time on TaskTime on Task””

24. Review/AssessmentReview/Assessment
• Review of key vocabularyReview of key vocabulary
• Review of key content conceptsReview of key content concepts
• Feedback to students on outputFeedback to students on output
• Assessment of student comprehensionAssessment of student comprehension
and learning of all lesson objectivesand learning of all lesson objectives
throughout lessonthroughout lesson

25. Review/AssessmentReview/Assessment
Teach
and
Model
Assess Student
Comprehension
Review Key
Concepts and
Vocabulary
Reteach,
Making
Modification

26. SIOP ElementsSIOP Elements
• PreparationPreparation
• InstructionInstruction
– Building BackgroundBuilding Background -Interaction-Interaction
– Comprehensible Input -PracticeComprehensible Input -Practice
– StrategiesStrategies -Delivery-Delivery
• Review/AssessmentReview/Assessment