SIOP: Sheltered Instruction Observation Protocol

SIOP:
Sheltered Instruction Observation
Protocol
Dr. Kelly Bikle
Winter 2007
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
What is the SIOP?
• A planning tool and observation protocol
representing an effort to define, develop and
test a model for sheltered instruction
(SDAIE)
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Research-based
Designed as an observation instrument
Adapted as a lesson planning tool
Teacher-researchers involved in all phases!!!!
SIOP: An Integrated Approach
• Instructional methods integrate language and content
• Focus on identifying and explicitly teaching 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”
Sheltered Instruction Observation
Protocol Components
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Preparation
Building Background
Comprehensible Input
Strategies
Interaction
Practice/Application
Effective lesson delivery
Lesson review/Assessment
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
Thinking about objectives
• Learning objectives (goals, outcomes)
• Language objectives
CAELD/TESOL
Standards
Content Language
Demands
Student Needs/
Language
Proficiency
Possible language
objectives
TESOL: National ESL Standards
“ESL Standards do not and cannot stand alone. Other
professional organizations and groups have developed
standards that are….developmentally appropriate and
useful. (But) content standards…assume student
understanding of and ability to use English to engage with
the content….(They) do not acknowledge the central role
of language in the achievement of content. Nor do they
highlight the learning styles and particular instructional
and assessment needs of learners who are still developing
proficiency in English.” (ESL Standards Introduction, Promising
Futures)
TESOL Standards
SLA principles underlying the standards:
• Language is functional
• Language varies
• Language learning is cultural learning
• Language acquisition is a long-term process
• Language acquisition occurs through meaningful use and interaction
• Language processes develop interdependently
• Native language proficiency contributes to second language acquisition
(ESL Standards Introduction, Promising Futures)
Organization of TESOL Standards
• Three overarching goals in which students need to
develop competence in English: social language,
academic language, and sociocultural knowledge.
• Nine content standards indicate more specifically what
students should know and be able to do as a result of
instruction.
• Descriptors are broad categories of discrete,
representative behaviors that students exhibit when
they meet a standard.
• Sample Progress Indicators list assessable, observable
activities students may perform to show progress
toward meeting the designated standard. (Organization of
the ESL Standards)
TESOL Goals
• Goal 1: To use English to communicate in
social settings
• Goal 2: To use English to achieve
academically in all content areas
• Goal 3: To use English in socially and
culturally appropriate ways
CAELD Standards
“The English-language development standard are designed to
supplement the English-language arts content standards to
ensure that (English Learners) develop proficiency in both
the English language and the concepts and skills contained
in the English-language arts content standards.”
(Introduction)
• Standards for 3-12 designed for students literate in L1
• Organized by English proficiency, by domain and by grade
level
Thinking about objectives
• Learning objectives (goals, outcomes)
• Language objectives
CAELD/TESOL
Standards
Content Language
Demands
Student Needs/
Language
Proficiency
Possible language
objectives
Activity: Language Objectives
• What are the language demands in this
lesson in each of the four domains?
Reading
*
*
Writing
*
*
Speaking
*
*
Listening
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*
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.
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?
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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.
The Assignments: Part 1
• Analyze a lesson of your choice for language demands
• Write possible language objectives
• Identify connections to TESOL or CAELD Standards
• Turn in lesson plan with some context to help us
understand where it fits
• Write:
– 1-3 paragraphs about why these lg. objectives are appropriate for
your particular group of students.
– 1 paragraph about how lg. objectives connect to standards.
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. _______

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