Sheltered Instruction Observation Protocol

Provide an overview of SIOP’s components and features.

Demonstrate key SIOP-based instructional strategies that facilitate comprehensible input and accessibility of content material for ELs (on par with their native English-speaking peers)

Sheltered Instruction Observation Protocol

Sheltered Instruction

Observation Protocol

Researched lesson components that are proven to support students’

academic and language needs!

A researched model of shelteredinstruction for LEP students:

A means for making grade-level academic content more accessible for LEP students while at the same time promoting their English language development.

Center for Applied Linguistics (CAL)

A model of instruction that fosters best practices by ALL teachers for ALL learners.

1996-2017

Sheltered Instruction Observation Protocol

Lesson Preparation

Building Background

InteractionPractice and Application

Lesson Delivery

Review and Assessment

Comprehensible Input

Strategies

8 Components30 Features

Change in perspective…

◦ Content AND Language Objectives

◦ 8 components guide instruction of best practices for Els

◦ Meaningful activities that incorporate the 4 language domains:

Listening Speaking Reading Writing(Thinking)

◦ 90-100% Student Talk◦ 90-100% Student engagement

What makes SIOP so different?

Form 8 groups In groups discuss features of your component using

the handout View the video clip to analyze the teacher’s lesson

for evidence of the features of your component!

Discuss findings and prepare for your share out. Choose a spokesperson to share your observations

with the group!

Building Background

Interactions

Lesson DeliveryComprehensible Input

Strategies

Practice and ApplicationLesson Preparation

Review and Assessment

Discuss features of your component.

View the video clip to analyze the teacher’s lesson for evidence of the features of your component!

http://www.teachertube.com/video/the-greatest-teacher-6171

Clearly DefinedContent Objectives

Content Concepts Appropriate Supplementary

Materials

Adaptation ofContent

PlanMeaningful Activities

Clearly DefinedLanguage Objectives

Link to Students’

Background Develop KeyVocabulary

LinkPast + NewLearning

Content Language School Language Multiple Meanings

Why do we need to build background knowledge?◦ Schemata cannot be presumed◦ Need to provide key vocabulary/language needed to

understand topic we will present◦ Need to show /teach students techniques for connecting

new information to prior knowledge they DO have

Example: What background knowledge did the commercial designers expect the viewers to have?

Required Background KnowledgeTurn to a partner & discuss

“One of the most important variables with learning is a student's prior knowledge. By tapping into what students already know, teachers help with the learning process. This is because learning is relating the new information, or concepts, to what we already know. Activating prior knowledge is like preparing the soil before sowing the seeds of knowledge.”

Cummins

Consists of agree/disagree statements. Designed to activate prior knowledge, arouse

curiosity, and foster thinking. Helps the brain become more receptive to the

new information. Identifies preconceptions students may have

about topic. Reflects major concepts, events, feelings or

conflicts in lesson. Give an initial exposure to related

vocabulary/terms

Building Background Techniques

Prior Knowledge Topic Survey: Climate ChangeInstructions:

Respond to each statement twice: once before the lesson and again after reading it. Write A if you agree with the statement. Write B if you disagree with the statement Response Before Lesson Response After Lesson

Carbon dioxide is not the only contributing gas towards climate change

The climate change scenario is not new began as long agoas the Industrial Revolution in 1760Rising temperatures in the climate are good for yourhealth

Stronger storms are an example of the effects of climate changeThe hole in Earth’s ozone layer is getting larger

Creating less fuel emissions

Video clips www.wingclips.com Visuals, visuals, visuals http://www.pdclipart.org/

http://www.clker.com/ Brainstorming ◦ Post-It Throwdown http://www.edudemic.com/three-techniques-

brainstorming/◦ Mindmapping http://www.edudemic.com/three-techniques-

brainstorming/◦ Google docs https://youtu.be/gqsDYRSK0OI◦ Padlet https://padlet.com◦ AnswerGarden https://answergarden.ch

Pre-reading activities – pre-teach key vocab, research topic info, interviews with peer-experts etc

Class discussion https://todaysmeet.comhttps://app.letsrecap.com/login

Vocabulary Knowledge

Students need to know at least 90to 95% of the words they read ifthey are going to comprehend thetext.

The ability to define a word

The ability to recognize when to use a word

Knowledge of its multiple meanings

The ability to decode and spell a word

Covers by Nikki Giovanni

Glass covers windowsto keep the cold away

Clouds cover the skyto make a rainy day

Nighttime coversall the things that creep

Blankets cover mewhen I’m asleep

*By permission of author Nikki GiovanniTaken from ReadWorks.org

Let’s Practice!

Glass windows Covers, to cover Clouds Sky Rainy, rain, to rain Nighttime To creep Blankets Asleep, to sleep

Coversby Nikki Giovanni

___ ____ ____to keep the cold

away____ ____ the ___

to make a ____ day_____ _____all the things that creep ______ ____ me

when I’m ____

Synonyms: tornado –whirlwind, funnel cloud, spout

Multiple Meaning Words: radicalMath or Science

a radical is the square root sign.Social Studies

a radical is someone who does not conform. Language Arts

A radical idea is an idea that is innovative, perhaps strange or on the “cutting edge.”

Consider:operation – table – product – power –problem – area –

round

Word Families: by concept, by sound, by topic, by prefix etcgraph-plot-axis herd-heard rain-snow-wind preorder-precede

4-square chart Word Wall Personal vocabulary

lists – google docs, wikis, google sites

What-I-Know-Sentences (self reflection, check understanding) “I know that fructose is…….”

Word families Word maps/Concept

maps Practice, Practice,

Practice!

29

What is the language of…

InquirySummarizingInformingComparing/Contrasting SequencingClassifyingAnalyzingPredicting/HypothesizingPersuading/Justifying

Understanding Language FunctionsThe WIDA Standards in the Classroom

Based on the evidence in the story so far, we believe______ because…

I understand what you are saying, but I would like to emphasize…

This is a good point. However, I believe the evidence shows that…

Although some people claim that… The advantages of _____ outweigh the

disadvantages of ______.

*Zwiers, J. (2007) Building Academic Language: Essential Practices for Content Classrooms, Grades 5-12

I believe that one reason for their ____ was_____.

There were political, social, and cultural motives for…

Even though the textbook says the cause was_____, I believe it was _____.

The most likely reason for _____ was _____. Had a significant influence on… That was a result of…

*Zwiers, J. (2007) Building Academic Language: Essential Practices for Content Classrooms, Grades 5-12

We need to figure out exactly what the targeted answer should include.

Let’s break it down into parts. First… Information that we need to solve this problem

is… because… There are different ways to solve this problem The best solution is… because… I predict that… I don’t think this information is important

because…

Appropriate Speech

Clear Explanation of Academic

Tasks

A Variety of Techniques

Used

Learning Strategies

Scaffolding Techniques

Higher-OrderQuestioning

& Tasks

Strategies FeaturesC

ogni

tive

Lang

uage

Met

acog

nitiv

e

Frequent Opportunities for Interaction

Sufficient Wait Time

Clarify Key Concepts

in L1

Interaction Features

GroupingConfigurations

Creating Opportunities to Use Academic Language

Directions:1)Interview a partner about a session he/she attended at the conference today. Share your experience too.

2)Share your 1st partner’s information with a 2nd

partner &, once again, yours too.

REFLECTIONSo, how much more do you know about today’s

sessions at the conference than you knew before? How much content-specific language (about the conference) did you practice?

www.classtools.net - Google docs (doc, sheets, slides, forms)

Random name selector

http://www.twiddla.com/

https://bubbl.us/Interactive mind maps

http://www.emergingedtech.com/2014/05/20-excellent-free-tools-for-interactive-collaboration-experiences-in-the-classroom

- Partner information gap activities (Student A/Student B)

- Jigsaw reading and sharing- Four corners- Journals/blogs- Numbered heads together- Round robin/roundtable- Surveys & interviews

Interactive whiteboard

Hands-on Practice

with New Knowledge

Application of New

Knowledgein New Ways

Practice & Application Features

Activities Integrate

All Language Skills

Involve short, structured activities

Have the end goal in mind when planning

Present instructions in a few sequential steps (orally and in writing) and MODEL!

More than comprehensible input

Targeted output that focuses on the content, concepts and language of the lesson.

Practice in both listening and discussing important content concepts

Opportunities to read and write about content information.

James Madison

-3 branches

-bicameral Congress

-population based

NEW JERSEY PLANVIRGINIA PLAN

small state plan

-equal voting

-group executive

-promoted state’s rights

COMPROMISES

-Great Compromise

House

Senate

-3/5 Compromise

-Slave Trade Compromise

CIVICS & ECONOMICS,

SLHS, Nov.2007Burnett/Wilkes

- Intro vocab and info about carbs (for example) – note-takingenergy polysaccharides monosaccharidesglucose starch fructosecellulose glycogen

- Demo foodstuffs/products containing carbs

Gap-filling informational text (guided practice)

Carbohydrates are organic molecules that ___________ carbon, hydrogen, and oxygen. Cells ________ these molecules for energy.The simplest sugars ____________ monosaccharides.GLUCOSE

Glucose is a monosaccharide. Plants __________ glucose during the process of photosynthesis. Plants _______ energy from the sun, water, and carbon dioxide to make glucose.FRUCTOSE

Fruits _______ sweet because they contain fructose. Fructose is also a monosaccharide. The complex sugars___________ polysaccharides.Examples ________ starch, cellulose, and glycogen.

_________________________________________________Use these VERBS to complete the paragraphs:

produce are called make store taste include

Biomolecules Groups of 3, use a maximum of 15 key words

related to your assigned biomolecule and design a graphic organizer to show what you know about the topic.

Include verbs/function words to connect the vocabulary words

Share the graphic organizer with the class.

More Examples of Practice & Application of Content & Language

Knowledge

Physical Science, June 2008Crowley/Wilkes

http://letsrecap.com/ Using Recap 0.47

http://getkahoot.com (http://kahoot.it or play)

www.popplet.com www.breakingnewsenglish.com www.piktochart.com Book Creator App

https://youtu.be/M0J9ptwcGLw 1.29

Book/Text/Concept Trailers – App ChatterPix Kids ChatterPix Kids

Support Content Objectives

During Lesson

Promote StudentEngagement

Pace Lesson Appropriately

SupportLanguage Objectives

During Lesson

Lesson Delivery Features

Review KeyVocabulary

Review KeyContent Concepts

On-going Authentic

Assessments

ProvideRegular

Feedback

Review & Assessment Features

Language Objectives

Word/Phrase

Sentence

Discourse

• General, specific, transitional, and technical language

• Words and phrases with multiple meanings• Formulaic and idiomatic expressions • Collocations, nuances, and shades of

meaning

• Types and varieties of grammatical structures (syntax=structure and semantics=meaning)

• Conventions, mechanics, and fluency• Match of language forms to

purpose/perspective

• Amount of speech/written text • Structure of speech/written text • Density of speech/written text• Organization and cohesion of ideas

(thinking) • Variety of sentences and sentence types

What is the language of…

InquirySummarizingInformingComparing/Contrasting SequencingClassifyingAnalyzingPredicting/HypothesizingPersuading/Justifying

Understanding Language FunctionsThe WIDA Standards in the Classroom

Based on the evidence in the story so far, we believe______ because…

I understand what you are saying, but I would like to emphasize…

This is a good point. However, I believe the evidence shows that…

Although some people claim that… The advantages of _____ outweigh the

disadvantages of ______.

*Zwiers, J. (2007) Building Academic Language: Essential Practices for Content Classrooms, Grades 5-12

Student-oriented: telling what students will do rather than what the

teacher will do.

Descriptive of learning outcomes: It is the

learning outcome, not the learning activity that

are described in LO.

Clear & understandable: LO are explicit, using a

clearly stated action/process verb

Observable: LO indicate what behavior(s) demonstrate that

students have mastered the objective.

Adapted from Ruslana Westerlund, WIDA

Characteristics of Effective Language Objectives

SPEAK WRITE READ LISTEN

THINK INTERACTION

Language Functions (tied to the Features of Academic Language)

Content Stem

Language Supports

NC Essential Standards and CCSS

WIDA Standards (these are part

of NCESS)

ELs’ needs

Language Functions (tied to the WIDA Features of Academic Language)

What language do the students use to “get to the learning” on a daily basis? And, what does the academic language that surrounds your intended content-based outcomes (evidences) look like? Sound like?Which domains of language are tied to students’ outcomes (evidences)?

Content Stems

These come from the North Carolina Standard Course of Study(Common Core and Essential Standards).

Topics/themes/language skills (*Think about the language demands within the topic/theme—what will the students encounter?)

Language Supports

What will you have in place to be sure all proficiency levels “swim in the pool” with the content-based lesson? How will students be supported to get to the discourse level?

*Remember, it’s better to have more supports in place than students need. They will learn to feel comfortable using them when needed! Too few=DANGER ZONE

Tell the person behind you something that “jumps out at you” about language objectives!

Content Objective: understand the impacts of hurricanes on the environment and life in general.

Language Objective: We will write a paragraph using at least five sentences to summarize the impacts of hurricanes and life in general. We can use sentence starters, a graphic organizer, pictures, and a word bank. We can also work with a partner.

Content Objective: understand the impacts of hurricanes on the environment and life in general.

L: We will use the words hurricanes, eye of the storm, coastal community, and tropical in at least two complex sentences to elaborate on the impacts of hurricanes on the environment and life in general. We can use pictures, work in our small groups, and use sentence starters.

Content Objective: understand the impacts of hurricanes on the environment and life in general.

L: We will use descriptive language to write two paragraphs to describe the impacts of hurricanes on the environment and life in general. We can work in our table teams, use an illustration, and our “paragraphs posters.” We can also use our science journals.

What from the objective will you look for as “evidences” of students’ learning?

How will you measure descriptive language? What will you look for from their

paragraphs? What kinds of language within the

paragraphs measure their knowledge on the impacts of hurricanes?

Human Language ObjectivesLanguage Feature (word/phrase, sentence, discourse)

Language Function

Content Stem

Everyone at the table looks at the color-coded cards. Put your heads together to create language objectives. *You can trade cards with other tables if you want to “swap out”

How does this level of specificity with language objectives shape students’ academic language development? *think about the connections between content and language.How does it promote student-centered ownership within the process?

*Have another person “label” the elements of your language objective. They should be able to identify:

Language Domain(s)Language Feature (word/phrase, sentence, discourse)Language FunctionContent StemSupport

Academic language is crucial for school success (Francis, Rivera, Lesaux, Kieffer, & Rivera, 2006).

ELs best acquire English when language forms are explicitly taught and when they have many opportunities to use the language in meaningful contexts (Goldenberg, 2008).

Analysis of the language demand of the task, paired with stated purposes about written and verbal language production, resulted in higher levels of achievement for ELs.

(Echevarria, Short, & Powers, 2006)

Reflect and Tell a partner

one thing you learned from this session.

one thing you plan to share from this session.

one thing you will try out from this session.

one thing you won’t forget about this session, and why.

Provide an overview of SIOP’s components and features.

Demonstrate key SIOP-based instructional strategies that facilitate comprehensible input and accessibility of content material for ELs (on par with their native English-speaking peers)

Thanks to Deborah Wilkes,Cumberland County Schools

SIOP Model SeriesSIOP **VIRTUAL** Facebook Party

@SIOPModel https://siop.pearson.com http://getkahoot.com (make a game)◦ htpps://kahoot.it (play a game)

www.uniteforliteracy.com www.edudemic.com www.emergingedtech.com

Deborah Wilkes, Cumberland County Schools

www.wiktionary.orgA wiki-based open content dictionary. Research words and make own wikdictionary http://vocabla.com/

Create vocab lists for your students to practice online or via app http://lingro.com

Type in a website address on the Lingro website and it instantly turns the website into a clickable dictionary that translates text in 12 languages. Words can be saved to a word list. http://www.wordhippo.com/

An all-in-one reference tool: defines a word, provides a meaning, provides a word that is opposite, pronounces a word, provides rhyming words, places the word in many different contexts, and translates the word. Whew!