Sheltered Instruction Sheltered Instruction Observation ProtocolObservation Protocol

EDU 6301EDU 6301

Edwin D. Bell Edwin D. Bell

ObjectivesObjectives

► To understand the background and To understand the background and purpose of the SIOP Model. (content)purpose of the SIOP Model. (content)

► To understand and apply some of the To understand and apply some of the SIOP Model. (content)SIOP Model. (content)

► To understand the meaning of the To understand the meaning of the eight components and the 30 features eight components and the 30 features of the SIOP Model (language)of the SIOP Model (language)

BackgroundBackground

►Our work on the SIOP Model began Our work on the SIOP Model began with reviewing the literature and with reviewing the literature and examining district-produced examining district-produced guidelines for English Learners to find guidelines for English Learners to find agreement on a definition of agreement on a definition of sheltered instruction, or SDAIE sheltered instruction, or SDAIE (Specially Designed Academic (Specially Designed Academic Instruction in English). Instruction in English). (Echevarria, (Echevarria, Vogt, & Short, 2008, p. xi)Vogt, & Short, 2008, p. xi)

Background (continued)Background (continued)

► Through this process of classroom Through this process of classroom observation, coaching, discussion, and observation, coaching, discussion, and reflection, the instrument was refined and reflection, the instrument was refined and changed, and eventually it evolved into the changed, and eventually it evolved into the Sheltered Instruction Observation Protocol Sheltered Instruction Observation Protocol (Vogt & Echevarria, 1999), or as it has come to (Vogt & Echevarria, 1999), or as it has come to be known, the SIOP. The SIOP operationalizes be known, the SIOP. The SIOP operationalizes sheltered instruction by offering teachers a sheltered instruction by offering teachers a model for lesson planning and implementation model for lesson planning and implementation that provides English learners access to grade-that provides English learners access to grade-level content standards. (Echevarria, Vogt, & level content standards. (Echevarria, Vogt, & Short, 2008, p. xi)Short, 2008, p. xi)

Background (continued)Background (continued)

►A preliminary observation protocol was A preliminary observation protocol was drafted and field-tested with sheltered drafted and field-tested with sheltered teachers. A research project through the teachers. A research project through the Center for Research on Education, Center for Research on Education, Diversity, & Excellence Diversity, & Excellence (CREDE) (CREDE) enabled enabled us to engage in an intensive refinement us to engage in an intensive refinement process and to use the SIOP Model in a process and to use the SIOP Model in a sustained professional development sustained professional development effort with teachers on both the East and effort with teachers on both the East and West Coasts. (Echevarria, Vogt, & Short, West Coasts. (Echevarria, Vogt, & Short, 2008, p. xi)2008, p. xi)

Background (continued)Background (continued)

►The foundation of school success is The foundation of school success is academic literacy in English. Although academic literacy in English. Although not understood by many educators, age-not understood by many educators, age-appropriate knowledge of the English appropriate knowledge of the English language is a prerequisite in the language is a prerequisite in the attainment of content standards. We attainment of content standards. We learn primarily though language, and use learn primarily though language, and use language to express our understanding. language to express our understanding. (Echevarria, Vogt, & Short, 2008, p. 10)(Echevarria, Vogt, & Short, 2008, p. 10)

Background (continued)Background (continued)►

Lack of vocabulary is a major handicap for low-Lack of vocabulary is a major handicap for low-income native English speakers in schools as well income native English speakers in schools as well English Language learnersEnglish Language learners

The data showed us that ordinary families differ The data showed us that ordinary families differ immensely in the immensely in the amount of experience with language and amount of experience with language and interaction they interaction they regularly provide their children and that regularly provide their children and that differences in children’s differences in children’s experience are experience are strongly strongly linked to children’s language linked to children’s language accomplishments at age accomplishments at age 3. Our goal in the longitudinal 3. Our goal in the longitudinal study study was to discover was to discover what was happening in children’s early what was happening in children’s early experience that experience that could account for the intractable difference in could account for the intractable difference in rates of rates of vocabulary growth we saw among 4-year-olds. (Hart & vocabulary growth we saw among 4-year-olds. (Hart & Risley, 2003, par 5)Risley, 2003, par 5)

Background (continued)Background (continued) Simply in words heard, the average child on Simply in words heard, the average child on

welfare was having half as much experience per welfare was having half as much experience per hour (616 words per hour) as the average hour (616 words per hour) as the average working-class child (1,251 words per hour) and working-class child (1,251 words per hour) and less than one-third that of the average child in a less than one-third that of the average child in a professional family (2,153 words per hour). These professional family (2,153 words per hour). These relative differences in amount of experience relative differences in amount of experience were so durable over the more than two years of were so durable over the more than two years of observations that they provide the best basis we observations that they provide the best basis we currently have for estimating children’s actual currently have for estimating children’s actual life experience. (Hart & Risley, 2003, par 18)life experience. (Hart & Risley, 2003, par 18)

The SIOP ModelThe SIOP Model

►““The theoretical underpinning of the The theoretical underpinning of the Model is that language acquisition is Model is that language acquisition is enhanced through meaningful use and enhanced through meaningful use and interaction” (Echeverria, Vogt, & Short, interaction” (Echeverria, Vogt, & Short, 2008, p. 16).2008, p. 16).

►““In effective SIOP lessons, language and In effective SIOP lessons, language and content objectives are systematically content objectives are systematically woven into the curriculum of one woven into the curriculum of one particular subject area” (Echevarria, particular subject area” (Echevarria, Vogt, & Short, 2008, pp. 17).Vogt, & Short, 2008, pp. 17).

Elements of the ModelElements of the Model

►The SIOP Model contains 30 features, The SIOP Model contains 30 features, which are grouped into eight which are grouped into eight components: Lesson Preparation, components: Lesson Preparation, Building Background, Comprehensible Building Background, Comprehensible Input, Strategies, Interaction, Input, Strategies, Interaction, Practice/Application, Lesson Delivery, Practice/Application, Lesson Delivery, and Review/Assessment. (Echevarria, and Review/Assessment. (Echevarria, Vogt, & Short, 2008)Vogt, & Short, 2008)

►The Model supports lesson plan The Model supports lesson plan templates.templates. (SIOP Institute, n.d.) (SIOP Institute, n.d.)

Lesson PreparationLesson Preparation

► Content objectives – clearly defined, Content objectives – clearly defined, displayed and reviewed with studentsdisplayed and reviewed with students

► Language objectives – clearly defined, Language objectives – clearly defined, displayed and reviewed with studentsdisplayed and reviewed with students

► Content concepts – appropriate for age and Content concepts – appropriate for age and educational background level of studentseducational background level of students

► Supplementary materials – used to a high Supplementary materials – used to a high degree, making the lesson clear and degree, making the lesson clear and meaningful, e.g., visuals, graphs, computer meaningful, e.g., visuals, graphs, computer programsprograms

Lesson Preparation Lesson Preparation (continued)(continued)

► Adaptation of content – (e.g., text and Adaptation of content – (e.g., text and assignment) to all levels of student assignment) to all levels of student proficiencyproficiency

► Meaningful activities – that integrate Meaningful activities – that integrate lesson concepts, e.g., interviews, letter lesson concepts, e.g., interviews, letter writing, simulations, models,) with writing, simulations, models,) with language practice opportunities for language practice opportunities for reading, writing, listening, and/or reading, writing, listening, and/or speaking.speaking.

Building BackgroundBuilding Background

► Concepts explicitly linked – to Concepts explicitly linked – to student’s back ground experiencesstudent’s back ground experiences

► links explicitly made – between past links explicitly made – between past learning and new conceptslearning and new concepts

► Key vocabulary – emphasized (e.g. Key vocabulary – emphasized (e.g. Introduced, written, repeated, and Introduced, written, repeated, and highlighted for students to see)highlighted for students to see)

Comprehensible InputComprehensible Input

► Speech – appropriate for students’ Speech – appropriate for students’ proficiency levels (e.g., slower rate, proficiency levels (e.g., slower rate, enunciation, and simple sentence enunciation, and simple sentence structure for beginners.structure for beginners.

► Clear explanation – of academic tasksClear explanation – of academic tasks► A variety of techniques – used to A variety of techniques – used to

make content concepts clear (e.g., make content concepts clear (e.g., modeling, visuals, hands-on activities, modeling, visuals, hands-on activities, demonstrations, body language)demonstrations, body language)

StrategiesStrategies

► Ample opportunities – provided for Ample opportunities – provided for students to use their learning strategies.students to use their learning strategies.

► Scaffolding techniques – used Scaffolding techniques – used consistently, assisting and supporting consistently, assisting and supporting student understanding (e.g., think-alouds)student understanding (e.g., think-alouds)

► Questions or tasks – that promote higher Questions or tasks – that promote higher order thinking skills (e.g., literal, order thinking skills (e.g., literal, analytical, and interpretive questions)analytical, and interpretive questions)

InteractionInteraction

► Frequent opportunities for interaction Frequent opportunities for interaction and discussion – between and discussion – between teacher/student and among students, teacher/student and among students, which encourage elaborated responses which encourage elaborated responses about lesson concepts.about lesson concepts.

► Grouping configuration – support Grouping configuration – support language and content objectives of the language and content objectives of the lesson. lesson.

Interaction (continued)Interaction (continued)

► Student responses – consistently Student responses – consistently receive sufficient wait timereceive sufficient wait time

► Students receive ample opportunities Students receive ample opportunities to clarify concepts in L1 (First to clarify concepts in L1 (First Language) as needed with aide, peer, Language) as needed with aide, peer, or L1 textor L1 text

Practice/ApplicationPractice/Application

► Hands-on materials and/or manipulatives Hands-on materials and/or manipulatives – provided for students to practice using – provided for students to practice using new content knowledge.new content knowledge.

► The students take part in activities - to The students take part in activities - to apply content knowledge and language apply content knowledge and language knowledge in the classroom.knowledge in the classroom.

► The students take part in activities – to The students take part in activities – to integrate all language skills (reading, integrate all language skills (reading, writing, listening, and speaking).writing, listening, and speaking).

Lesson DeliveryLesson Delivery

► Content objectives – are clearly Content objectives – are clearly supported by lesson deliverysupported by lesson delivery

► Language objectives – are clearly Language objectives – are clearly supported by lesson delivery.supported by lesson delivery.

► Students engaged approximately 90% Students engaged approximately 90% to 100% of the period.to 100% of the period.

► Pacing of the lesson – is appropriate Pacing of the lesson – is appropriate to students ability levels.to students ability levels.

Review/AssessmentReview/Assessment

► Comprehensive review – of key vocabulary.Comprehensive review – of key vocabulary.► Comprehensive review – of key concepts.Comprehensive review – of key concepts.► Regular feedback – provided to students on Regular feedback – provided to students on

their output (e.g., language, content, work).their output (e.g., language, content, work).► Assessment of student comprehension and Assessment of student comprehension and

learning – of all objectives (e.g., spot learning – of all objectives (e.g., spot checking, group response, throughout the checking, group response, throughout the lesson).lesson).

SummarySummary

► The eight components and 30 The eight components and 30 features of the SIOP Model can provide features of the SIOP Model can provide a useful tool for planning, a useful tool for planning, implementing, assessing, and implementing, assessing, and reflecting on your instruction as you reflecting on your instruction as you work toward effectively educating all work toward effectively educating all students.students.

AssignmentsAssignments

► Please use the nine features in the Please use the nine features in the two components, lesson preparation two components, lesson preparation and building background, to diagnose and building background, to diagnose a lesson that you planned recently.a lesson that you planned recently.

► Please post your diagnosis on the Please post your diagnosis on the appropriate thread in the Blackboard appropriate thread in the Blackboard discussion board with suggestions on discussion board with suggestions on how you might improve your how you might improve your performance in these two components.performance in these two components.

Assignments (continued)Assignments (continued)

► Please respond to, at least, two of the Please respond to, at least, two of the posting of your classmates.posting of your classmates.

► Please use all eight components as Please use all eight components as guidelines/checklist in the planning, guidelines/checklist in the planning, implementation, and reflection on your implementation, and reflection on your case study lesson (You may find the case study lesson (You may find the template hyperlinked on Slide 10 template hyperlinked on Slide 10 useful).useful).

► You may find the resources on the next You may find the resources on the next slide useful for our case study.slide useful for our case study.

Resources for AssignmentsResources for Assignments

SIOP Mathematics Objectives - SIOP Mathematics Objectives - http://documents.cms.k12.nc.us/dswebhttp://documents.cms.k12.nc.us/dsweb/View/Collection-1778/View/Collection-1778

NC DPI SIOP - NC DPI SIOP - http://community.learnnc.org/dpi/esl/ahttp://community.learnnc.org/dpi/esl/archives/2005/07/nc_guide_to_the.phprchives/2005/07/nc_guide_to_the.php

Resources for Assignments Resources for Assignments (continued)(continued)

►Mathematics and the SIOP Model -Mathematics and the SIOP Model -

http://www.cal.org/saill/http://www.cal.org/saill/siopmathproject.htmlsiopmathproject.html

►Center for Applied Linguistics SIOP Center for Applied Linguistics SIOP Model - http://www.cal.org/siop/Model - http://www.cal.org/siop/

ReferencesReferences

► Echevarria, J., Vogt, M. E., Short, D. J. Echevarria, J., Vogt, M. E., Short, D. J. (2008). (2008). Making Content Comprehensible Making Content Comprehensible for English Learners: The SIOP Model.for English Learners: The SIOP Model.

Boston, MA: Allyn & Bacon.Boston, MA: Allyn & Bacon.► Hart, B. & Risley, T. R. (2003, Spring). The Hart, B. & Risley, T. R. (2003, Spring). The

Early Early Catastrophe: The 30 Million Word Catastrophe: The 30 Million Word Gap by Age Gap by Age 3. 3. American Educator. American Educator. Retrieved on 12/22/07 Retrieved on 12/22/07 from from http://www.yarravalleyandenvirons.vic.edu.au/http://www.yarravalleyandenvirons.vic.edu.au/

Files/Articles/4th%20grade%20readingFiles/Articles/4th%20grade%20reading%20ga%20ga p.docp.doc

References (continued)References (continued)

SIOP Institute (n.d.). SIOP Institute (n.d.). SIOP Lesson Plans.SIOP Lesson Plans. Retrieved on 12/22/07 from Retrieved on 12/22/07 from http://www.siopinstitute.net/lessonplans.http://www.siopinstitute.net/lessonplans.shtmlshtml

Vogt, M. & Echevarria, J. (1999). Vogt, M. & Echevarria, J. (1999). The The Sheltered Sheltered Instruction Observation Protocol: A Instruction Observation Protocol: A Tool Tool for Teacher Researcher Collaboration for Teacher Researcher Collaboration and and Professional Development. Professional Development. Retrieved Retrieved on on 12/22/07 from 12/22/07 from http://www.cal.org/crede/pubs/edpractichttp://www.cal.org/crede/pubs/edpractice/EPR3.pdfe/EPR3.pdf