Sheltered Instruction
Observation Protocol Model
SIOP
Lucia Buttaro, Ph.D.
Why should all teachers learn SIOP?
Statistics:
“Projections suggest that “language minority students” ( those who
speak a language other than English at home and who have varying
levels of proficiency in English) will comprise over 40% of
elementary and secondary students by 2030” (Thomas and Collier,
2001).
“Of the 41 percent of teachers who taught English language learners,
less than 13 percent had received eight or more hours of training in
the last three years in how to teach ELL students (National Center
for Education Statistics, 2002a).
If not now, then when? If not us, then who?
What is SIOP?
• It is purposefully teaching of
the language necessary for
English Language Learners to
understand the academic
content of the material.
OBJECTIVES
• Overview of the SIOP Model
• Unpacking 4 Components:
• Preparation
• Building Background
• Review/Assessment
• Strategies
Components of the SIOP Model
(Echevarria, Vogt, & Short, 2008)
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Preparation
Building Background
Comprehensible Input
Strategies
Interaction
Practice/Application
Lesson Delivery
Review/Assessment
Lesson Preparation Component
Lesson Preparation involves:
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Content objectives clearly defined, displayed and reviewed
Language objectives clearly defined, displayed and reviewed
Content concepts appropriate for age and educational background level of
students
Supplementary materials used to a high degree, making the lesson clear
and meaningful (i.e. computer programs, graphs, models, visuals)
Adaptation of (i.e. text assignment) to all levels of student proficiency
Meaningful activities that integrate lesson concepts (i.e. interviews, letter
writing, simulations, models) with language practice opportunities for
reading, writing, listening and/or speaking.
Objectives
Content Objectives
Language Objectives
Objectives that identify what students
should know and should be based on
Common Core Standards.
Objectives that support students’ language
development and skills in listening,
speaking, reading, writing.
A content objective explicitly states what
information the students will be required to
master at the end of the lesson
A language objective states how students
will be able to express what they have
learned in their native and/or second
language
Example:
Students will learn about the causes of the
American Revolution and the conflicts
between the American patriots and the
British.
Example:
Students will be able to:
• provide 4 causes of the American
Revolution either orally or in writing
• write a persuasive essay on the subject
• discuss colonist’s feelings about British
rule
Making Content
Comprehensible
• Lesson Preparation: you must ensure rigor
and relevance
• http://vidego.multicastmedia.com/player.ph
p?p=wzsf4417
Ways to Adapt Content
“I pledge allegiance to the frog of the United States
of America and to the wee public for witches
hands one Asian, under God, in the vestibule
with little tea and just rice for all.”
― Bette Bao Lord, In the Year of the Boar and Jackie Robinson
Students will look to adapt anything new to them to what they already
know so try to build on any background they have!
Other ways to adapt content for ELL’s:
1.
Write shorter sentences
2.
Simplify vocabulary and grammar
3.
Add easier language for clarification
4.
Repeat words
5.
Use structure clues for context ( first, then, next)
6.
VISUAL AIDS! GRAPHIC ORGANIZERS! REALIA!!
ADAPTATION OF CONTENT
• Make texts accessible to all students without
“watering down”
• Differentiate (same content objective BUT
different input/output/process)
• Scaffold
• Adjust content to various learning styles and
intelligences
Examples of adaptation of
content
• Thinking Maps/graphic organizers:
schematic visuals that help students grasp
the wholeness and parts of a concept.
• Outlines: - help students take note in an
organized manner
• Highlighted text: highlight key concepts,
important vocabulary and summary
statement can help reduce stress
Supplementary Materials
• They make the lesson clear and
meaningful
• Make content concepts “concrete”,
tangible, visible, understandable
• Support learning styles
• Support multiple intelligences
• Make it REAL!
Examples of supplementary
materials:
• Hands on manipulatives and realia
• Pictures, photos, visuals
• Multimedia – film clips, songs, chants, posters,
computer games. These help solidify concepts
into students’ deep memory.
• Demonstrations: model step-by-step completion
of tasks or model language to use with
presentations
• Related materials: leveled books of both fiction
and non-fiction that supplement the theme
Other Components of Lesson
Preparation
• Meaningful Activities: integrate lesson concepts (e.g.
interviews, letter writing, simulations, models) with
language practice opportunities for reading, writing,
listening, and/or speaking.
• Supplementary materials: used to a high degree, making
the lesson clear and meaningful (e.g. computer
programs, graphs, models, and visuals).
• Content concepts: appropriate for age and educational
background level of students.
Assessment
• Assessment is gathering and
synthesizing of information concerning
student learning
• Evaluation is making judgments about
students’ learning
• http://vidego.multicastmedia.com/player.ph
p?p=vfmu984j
Authentic Assessment
• * application to real life- real life contexts
• Multi dimensional
– Portfolios
– Students’ writings
– Taped pieces
– Interviews
– Videotapes
– performances
– discussions
Strategies
• Provide ample opportunity for students to use
learning strategies
• Scaffolding techniques should be used
consistently to assist and support student
understanding (e.g., think-alouds).
• Use a variety of questions or tasks that promote
higher order thinking skills (e.g., literal,
analytical, and interpretative questions)
More on Strategies
• Questioning
• Wait Time: (effective teachers wait 20 seconds
or more)
• Note: ELLs may need longer than that.
• Clarify key concepts in first language: allow
students to confer with each other, teacher, or
paraprofessional in their native language about
subject matter to support understanding.
• Review key vocabulary: multiple exposures to
new vocabulary
Comprehensible Input
• Explanation of academic tasks:
– Present instructions in a step-by-step manner
and/or with demonstrations.
– Peer modeling
– Scaffolding:
– Verbal scaffolding – paraphrasing, thinkalouds
– Increase independence:
– Explicit teaching /modeling/practicing/applying
Metacognitive Strategies: “thinking about
your thinking”
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Predicting/inferring
Self-questioning
Monitoring/clarifying
Evaluating
Summarizing
Visualizing
SIOP Summary
• Review Key Features of SIOP
• Provide Time for “Works/Quirks/Questions”
• Evaluation Handout which will include:
S – Something I learned…
I – I will use…
O – One question I have…
P – Please clarify this…
English Language Learners
• “If
the child is not learning
the way you are teaching,
then you must teach in
the way the child learns.”
Rita Dunn
Bibliography
Echevarria, J., Vogt, M. & Short, D. (2007). Making Content Comprehensible
for English language learners: The SIOP Model (3rd ed.). Needham Heights,
MA. Allyn and Bacon.
Flynn, K. &Hill, J. (2005). English Language Learners: A Growing Population.
Mid-Continent Research for Education and Learning Policy brief.
National Center for Education Statistics. (2002a). Schools and staffing
survey:1999-2000. Retrieved November 19, 2011 from
http://nces.ed.gov/pubs 2002/2002313.pdf).
Thomas, W.P., & Collier, V. (1997). School effectiveness for language minority
students. Washington, D.C.: National Center for Bilingual Education.
Additional Websites:
ahonigsfeld@molloy.edu
http://www.siopinstitute.net/