For today’s presentation…
Please sit by Content Area….
– RED- ELA
– BLUE- MATH
– YELLOW- SCIENCE
– GREEN- SOCIAL STUDIES
SIOP Component 1
JD Salinas Middle School
Maria Chavez
ESL Specialist
Presentation Norms:
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Begin and end all segments on time
Keep “side bar” conversations to a minimum
One speaker at a time
Silence all cell phones
House keeping rules
Wait to be dismissed
Content Objectives:
I will identify the first component of SIOP and the six features of this
component.
Language Objectives:
I will read examples of content and language objectives and write one
of each.
Using a brace map, I will write notes on each feature of Lesson
Preparation.
I will listen to a description of each feature under lesson preparation
and give an oral description to my shoulder partner.
Sheltered Instructional Observation Protocol
S.I.O.P. – 8 Components, 30 Features
Lesson Preparation
Building Background
Comprehensible Input
Strategies
Interaction
Practice/Application
Lesson Delivery
Review/Assessment
1. Content Objectives clearly defined, displayed, and
reviewed 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.
5. Adaptation of content (e.g. text, assignment) to all levels
of student proficiency.
6. Meaningful activities that intergrade lesson concepts (e.g.
interviews, letter writing, simulations, models) with language
practice opportunities for reading, writing, listening, and/or
speaking.
Brace Map
Using a Brace Map, identify and
describe the key features that make up
the first component of the SIOP model.
Lesson Preparation
The features under Lesson Preparation
initiate the lesson planning process, so we
must include content and language
objectives, use supplementary materials,
and create meaningful activities.
Learning Objectives are Essential
(Both Content and Language)
1. They guide both teaching and learning in a classroom.
2. They are the foundation of a lesson.
3. SIOP classrooms have both content and language learning
goals.
4. They should be written in student friendly language, posted and
reviewed with students.
5. Attainment of the objectives should be assessed and reviewed
with the students at the end of the lesson.
Content & Language Objectives
Content Objective
• Concrete, identifies what students should know and be
able to do.
• CO must guide teaching and learning
Language Objective
• Identify how the students will practice their Listening,
Speaking, Reading, Writing
• Intentional
Students learn more effectively when they know what they are
supposed to be learning and why.
Teachers also teach more effectively when they have the same
information.
Content Objectives: Statements that identify what students should
know and be able to do in a particular content area.
Observable and Measureable: Use active verbs in objectives that
can be observed and measured. The teacher can readily assess
and measure the degree to which each student has met the
objective.
The content objective correlates with the TEKS but should be
paraphrased so that students can understand them. The exact
objective or number is not acceptable.
“Most of us learned the importance of
writing and teaching to content
objectives early In our professional
preparation. However, it is often easy
to overlook sharing the objectives,
orally and in writing, with students.”
Examples of content objectives:
• I will solve word problems using a two-step
process.
• I will determine an author’s purpose for writing a
text.
• I will identify the parts of a plant.
Commonly used verbs for content objectives:
The students will be able to:
Identify
Solve
Investigate
Distinguish
Hypothesize
Create
Select
Draw conclusions
Analyze
The reason for having a language objective
is to support students’ academic language
development.
Language objectives are simply about
which domain of language you will target
with your students: listening, reading,
speaking, or writing.
Language objectives: Statements that identify what students should know and
be able to do while using English. They support students’ language
development, vocabulary knowledge, functional language, language processes,
and academic language growth.
Observable and Measureable: Use active verbs in objectives that can be
observed and measured. The teacher can readily assess and measure the
degree to which each student has met the objective.
The language objective correlates with the ELPS but should be paraphrased
so that students can understand them. The exact objective or number is not
acceptable.
Language objectives may focus on developing:
•Academic vocabulary
•Phonemic awareness
•Reading comprehension skills
•A student’s ability to brainstorm, draft, revise and edit a text.
•Functional language (such as presenting opinions, requesting
information, negotiating meaning, providing detailed explanations.)
Language objectives may focus on developing:
•Higher order thinking skills (articulating predictions, stating
conclusions, summarizing information, making comparisons)
•Knowledge of specific grammar points (capitalization, pronoun
usage, past or future verb tenses)
•Knowledge of English language structures (questioning
patterns, sentence formation, comparative phrases)
Since acquiring a language is a process, your
language objectives may range from processoriented to performance-oriented statements.
This ensures that the students will have an
opportunity to explore and practice an objective
before demonstrating their mastery of it.
Here is a progression of process-to-performance
objectives that might be taught over a week.
Students will be able to:
Day 1 - Recognize similes in a text.
Day 2 - Discuss the functions of similes.
Day 3 - Write three similes.
Day 4 - Write a paragraph that describes a setting using
similes.
Examples of language objectives:
• I will write a word problem for a classmate
requiring a two-step process.
• I will use comparative phrases such as greater
than, larger than, smaller than, and equal to orally
and in writing when describing geometric figures
and angles.
Commonly used verbs for language objectives:
The students will be able to:
Listen for
Retell
Define
Find the main idea
Compare
Summarize
Rehearse
Persuade
Write
Your turn…
Think of a lesson that you are
going to teach next week. Write a
content objective and language
objective for the lesson.
•Turn and talk to your elbow partner.
•Beach ball share out.
Checklist to evaluate your content and
language objectives:
_____ The objectives are observable.
_____ The objectives are written and presented in language the student can
understand.
_____ The content objective is related to the key concept of the lesson.
_____ The language objective promotes student academic language growth (it is
not something that most students already do well)
_____The language objective connects clearly with the lesson topic or lesson
activities
_____I have a plan for assessing student progress on meeting these objectives
during the lesson
3. Content Concepts are Appropriate for
Age and Educational Background
SIOP classrooms ensure that even when lesson materials may
need to be adapted to meet the needs of English learners,
the content is never diminished.
While content is not diminished, lessons must be planned
considering your students’…
•
•
•
•
•
first language (L1)
English language proficiency
Background knowledge of the topic
Cultural and age appropriateness of instructional materials, and
Difficulty level of any text or other material to be read.
4. Supplementary Materials used to make
the lesson clear and meaningful.
SIOP classrooms engage students by
contextualizing their learning with the use of
supplementary materials that support the
curriculum. The use of planned supplementary
materials enhances meaning, clarifies confusing
concepts and makes lessons more relevant to the
students’ lives.
4. Supplementary Materials used to make
the lesson clear and meaningful.
Hands-on manipulatives - cubes, counter chips
Realia – any real-life objects that pertain to the lesson
Pictures – Google Image is a great resource
Visuals - graphs, charts, timelines, props
Multimedia - DVDs, learn360 video clips, tape recordings
Demonstrations - modeling how to use the materials
Related Literature - fiction and nonfiction picture books
Hi-Lo Readers - books that are high interest but lower
readability level.
Adapted Text – rewriting text so that it is at a lower
readability level
Example of Adapted Text
Social Studies Chapter:
24 pages
Adapted Text:
6 pages
5. Adaptation of content to all
levels of student proficiency
Often teachers are required to teach from a
textbook that is too difficult for English learners.
We also know that ELLs cannot be expected to
learn all content information by listening to
lectures. Therefore, we must find ways to make
the text and other resource materials accessible
for all students, adapting them so that the content
concepts are left intact.
The following techniques can be used as a pre-reading
instructional strategy, as an aid during the reading, or as
a post-reading method for organizing new information
Graphic organizers
Outlines
Leveled Study Guides
Highlighted Text
Adapted Text
Jigsaw Text Reading
Marginal Notes
Native Language Texts
Examples
Venn Diagrams
Timelines
Comparison Charts
6. Meaningful activities that integrate
lesson concepts with language practice
Students need opportunities to practice their oral
and written language skills in a context that is
relevant to the lesson concepts. Providing ELLs
with authentic, meaningful experiences is
especially important because it allows for their
learning to become concrete instead of abstract.
Three Foundational, Research-Based
Issues in ELL Instruction
Issues to Guide our Instruction for ELL Academic Success
Presented by Marcia Gaudet • ELL Instructional Coach
I
Review – Lesson Preparation
Content Objectives Clearly Defined, Displayed and Reviewed with Students
Language Objectives Clearly Defined, Displayed and Reviewed with Students
Content Concepts Appropriate for Age and Educational Background
Supplementary Materials Used to a High Degree
Adaptation of Content to All Levels of Student Proficiency
Meaningful Activities That Integrate Lesson Concepts with Language Practice
Opportunities
Did we meet our objectives?
Content Objectives:
I will identify the first component of SIOP and the six features of this
component.
Language Objectives:
I will read examples of content and language objectives and write one of
each.
Using a brace map, I will write notes on each feature of Lesson
Preparation.
I will listen to a description of each feature under lesson preparation and
give an oral description to my shoulder partner.
Questions?
Lesson preparation is important because
we know that thoughtful planning with
consideration of your students individual
needs, leads to FOCUSED and effective
teaching and learning!
Ticket Out
- Additional questions and
comments.