Sheltered Instruction Observation Protocol

Leve

l 2R

ebec

ca O

lsen

Components 5-6

Group Norms and Expectations

-We will start and finish on time

-We will have one conversation

-We will silence our cell phones

-We will be positive, respectful, and encouraging

For the Good of the Order

Goals

– By 2020, 90% of 3rd-grade students will read on or above grade level.

– By 2018, our graduation rate will be 90%.

– By 2018, we will close the achievement gap between subgroups by 10 percentage points while increasing the performance of all subgroups.

Content Objectives

We will…

1. Compare and contrast two images associated with Interaction.

2. Discuss how rehearsal benefits LEP students.

3. Identify a variety of ways for students to enhance their learning through hands-on practice and application.

Language Objectives

We will…1. Write a summary of

what the SIOP model looks like in the classroom.

2. Articulate conceptions about our ELLs and defend our position.

3. Roundtable write a description of a classroom which incorporates all 4 language skills.

4. Summarize a partner’s thoughts about today’s learning with a Two 3’s in a Row activity.

What is SIOP?• SIOP is research based

lesson components that are proven to support students’ academic and social language needs! SIOP makes grade-level academic content more accessible for LEP students while at the same time promoting their English language development.

The 8 Components of SIOP

1. Lesson Preparation

2. Building Background

3. Comprehensible Input

4. High Yield Strategies

5. Interaction

6. Practice and Application

7. Lesson Delivery

8. Review and Assessment

Elevator Speech

1. Pretend you are in an elevator and someone asks you about the implementation of SIOP.

2. You have approximately 30 floors, or 90 seconds, to describe what SIOP looks like in the classroom.

3. What would you say? Write your response on a post-it note.

Elevator Speech4. When the music starts, take your Post-it and your picture card and walk around the room.

5. Trade picture cards.

6. When the music stops, locate your partner with a matching card and share your response.

7. When the music begins again, say goodbye, and begin trading cards again.

8. Repeat.

SIOP Level 2

Sheltered Instruction Observation Protocol

InteractionPractice and Application

Lesson Delivery Review and Assessment

1. Look at the two pictures.

2. Compare and contrast the images with your tablemates.

Word Bank: rows, groups, talking, listening, independent, interactive, mobile, stationary, past, present, technology, listening, reading, writing, and speaking

Use Handout: Background Building Questions p. 56

Compare and Contrast

Word Bank: temperature, melting, freezing, matter, changes, snow, sun, precipitation, water

Word Bank: animals, plants, adaptations, habitat, salt, climate, weather, seasons, temperature, region

If these two made a speech, how would it be different?

Word Bank: tone, audience, serious, humorous, mood, topic, demeanor, attitude, bias

city

farm

cow

building

people

trees

barn

field

chicken

silo

SIOP Level 2

Sheltered Instruction Observation Protocol

Interaction

Interaction• Provide students a chance to talk about what they are learning.

• Language proficiency is a precursor for effective reading comprehension.

• Teachers currently dominate classroom talk.

Offer frequent opportunities for

interaction

• Cooperative learning strategies give students frequent opportunities for interaction and time to practice English.

• Working with peers is less intimidating for many students than answering whole class.

• Limited English Proficient students need to hear good language models.

Use a variety of grouping configurations

• Limited English Proficient students need more processing time than native speakers

• Research says wait time increases student discourse and leads to more student-to-student interaction

Use sufficient wait time

• Clarify as needed with aide, peer, or first language text when possible.

Give ample opportunities for students to clarify key

concepts in their first language

Text pages 143-168

Wait Time: Do you?

● Do you give students sufficient wait time to respond?

● Do you allow for time to think BEFORE calling on students?

● Do you complete students’ sentences for them?

● Do you provide prompting?

● Do you call on a different student before allowing the first student an opportunity to respond?

See Handout

Take a Stand

1. Divide the room into two sides;

AGREE and DISAGREE

2. Read a statement.

3. Without talking students move to the side of the room that shows their opinion.

4. Discuss and repeat.

1. Children have acquired a second language when they can speak it.

FalseProficiency in face-to-face

communication does not imply proficiency in the more complex academic language needed to engage in many classroom activities.

2. Students may need to use their first language to clarify information in the second.

TrueFirst language support is incredibly

important for students learning a new language.

3. Younger students learn English more quickly and more easily than older students.

FalseResearch suggests older students

and adults will show quicker gains in a second language, though younger children may have an advantage with pronunciation.

4. Students who are literate in their first language will learn to read and write in English more quickly than those with no literacy skills in L1.

TrueThinking and reading skills will transfer

over from a student’s L1 to L2.

5. The more English students hear, the

more English students will learn.

FalseResearch suggests increased exposure

to English does not necessarily speed the acquisition of English. It’s the type and quality of exposure that matters.

Interaction

Language development is active, not passive.

Children learn their first language with the assistance of adults and others who encourage, model, paraphrase, and acknowledge their progress.

Language is the primary vehicle for intellectual development.

(Vygotsky, 1981)

Interaction Language affects not only communication, but

learning and acquisition of knowledge.

Research consistently shows that teachers dominate the linguistic environment of the classroom. (Crede, 2000)

Classroom Talk

teacher

students

80%

20%

Teachers continue to dominate classroom discourse. See Handout

Why Use Interaction?Research shows that interaction…

1. Builds oral language.

2. Stimulates the brain.

3. Increases motivation.

4. Reduces risk.

5. Gives more processing

time.

6. Increases student

attention.

The Tower of Talk

1. Pass out 2-3 LEGOs per person.

2. At your table, take turns discussing the question:

How does rehearsal benefit LEP students?

3. For each response add a LEGO to build a Tower of Talk!

4. Repeat until each person has used their LEGOs.

How much of what you teach do your your kids remember?

Type of Presentation Ability to Recall 3 hours later Ability to Recall 3 days later

Verbal lecture

(one-way) ? ?

Written (reading)

? ?

Visual and Verbal (illustrated lecture) ? ?

Participatory

? ?

US Agency for International Development 1996; Adapted from Dale 1969 * Complete the handout

Research says…Type of Presentation Ability to Recall 3 hours later Ability to Recall 3 days later

Verbal lecture

(one-way)

Written (reading)

Visual and Verbal (illustrated lecture)

Participatory Role play

Interviews

Cooperative learning

Projects

Interactions

US Agency for International Development 1996; Adapted from Dale 1969

25 % 10-20 %

72 % 10 %

80 % 65%

90 % 70%

Receptive Retention Rates Based on Perceptual Modes

10%

20%

30%

50%

70%

90%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Read Hear See Hear & See Read & Say Read, Say & DO

Saphier, J., Haley-Speca, M.A., Grower, R. (2008) The skillful teacher: Building your teaching skills. Acton, MA: Research for Better Teaching

Why Second Language Learners should talk, talk, talk…

Young children (0-

4 yrs.) acquire lots

of language orally

through daily

interaction with

parents, siblings,

and peers.

As children get

older, they still

acquire language

orally, but now the

emphasis starts to

focus more on

written text.

Whereas oral

language offers hints

as to the meaning of

new vocabulary:

intonation, inflection,

body language, shared

surroundings . . .

Written language

often doesn’t offer

as many clues as

the spoken

language.

Thus, text is often

not the easiest

source for

acquiring new

vocabulary.

Native speakers bring

to text oral vocabulary

and knowledge of

language structures

(what “sounds right”).

Ways to Group Kids • Variety of Groupings

– Whole Class• Develops classroom community• Provides a shared experience for

everyone

– Flexible Small Groups• Promotes multiple perspectives• Encourages collaboration

– Partnering • Provides practice opportunities• Scaffolds instruction• Gives assistance before

independent practice

• Type of Group Set-up– Random– Voluntary– Teacher-assigned

• Homogeneous Groups – Gender

– Ability

– Language Ability

• Heterogeneous Groups

• Changing Groups– Frequency

• Changing groups frequently maintains students’ interest and motivation

• Movement from whole, small group, to partners, to independence scaffolds students’ learning

• Varying structure increases preferred mode of instruction for students

Ways to Group/Partner KidsPlaying Cards

Concentration Cards

Go Fish Cards

Old Maid Cards

Ways to Group/Partner Kids Fact Partners

Book Cover Puzzles

Shape Cards

Synonym Cards

Candy

Antonym Cards

Scholastic article 15 Quick and Creative Ways to

Group and Partner Students

By Genia Connell

Compass Partners

iPhone Contacts

Making Movement Manageable Before Movement:• Make your expectations clear (pre-plan, write for students to see, state

clearly, and check for understanding before they move into groups)• Practice the procedures before the activity• Set “rules of engagement”

During Movement • Have signals planned: count backwards, use attention getters, music etc. • Use a timer: “You have one minute…”• Correct the incorrect, “Go back and start over…”• Rap/chant as they move

After Movement • Have an alternate plan for individuals who did not follow “rules of

engagement”• Have students self-reflect as a group or as individuals:

“How did we do today with our group interaction?”“Did you learn more from your group than you would have individually?”“As a class, how can we improve this next time?”

Other Examples of Interaction

• Turn and Talk, Face, Shoulder, or Elbow Partner• Take a Stand • Think, Pair, Share • Relay Coach • Jigsaw • Circle the Sage • Literature Groups• Science/Math

Investigations• Four Corners• Team, Pair, Solo• Numbered Heads Together

See Handouts

SIOP Level 2

Sheltered Instruction Observation Protocol

Practice and Application

“Tell me and I forget; show me and I remember; involve me and I

understand.”

-Chinese Proverb

Practice and Application

Hands on practice with new knowledge

Content divided into meaningful chunks

New learning: massed practice

Older learning: distributed practice

Specific feedback

Application of content

and language knowledge

in new ways

Integration of all

language skills

Text Pages 170-189

“Practice” refers to the opportunities provided to English language learners to become familiar with, analyze, and/or experiment with content and language topics.

•Short, meaningful amounts of time.•Multiple opportunities to practice.•Teacher guided within a group or independently.

“Application” refers to the ways in which learners apply what they have learned in different contexts or situations.

•Must be relevant to make abstract concepts concrete.•Should promote oral and written language.•Done with a partner, group, or individually.

Practice ApplicationIdentify examples of hyperbole in a passage.

Write a descriptive paragraph that includes hyperbole.

Sort words according to their prefixes, suffixes, and roots.

Define unfamiliar words in context based on their prefixes, suffixes, and roots.

Categorize triangles based on their angles.

Tell a partner about examples of isosceles, equilateral, and scalene triangles in everyday objects.

Label pictures depicting the stages of cell division.

Summarize the process of cell division.

Complete a chart identifying the contributions of different societies to civilization.

Write a paragraph explaining which two contributions to civilization were most important and why.

Roundtable Writing 1. Chose a colored pencil(Everyone at the table should have their own color).

2. Take a moment to think about what incorporating the four language skills in a classroom would look like.

3. Take a piece of paper and write your name at the top.

4. Record your ideas for 30 seconds.

5. Rotate papers. Record your ideas on your neighbor’s paper.

6. Repeat until your paper returns to you.

“The difference between knowing how something should be done and being able to do it is the quantum leap in learning… new learning is like wet cement, it can be easily

damaged. A mistake at the beginning of learning can have long-lasting consequences

that are hard to eradicate.”

-Madeline Hunter, 1982

Students have a greater chance of mastering content concepts and skills when:

● Given multiple opportunities to practice

● Practice in relevant, meaningful ways

● Practice includes hands-on experiences

Practice and Application Activities

● Games

● Role-play

● Experiments

● Use of manipulatives

● Foldables

● Movement

● Graphic organizers

● Character Diaries

● Reader’s Theater

● Cooperative learning

activities

● Literature circles

● Unit projects

Give students a hands-on opportunity to use what they have learned in authentic ways.

3rd Grade, Letter from Space

2nd Grade, Non-fiction Picture Captions

2nd Grade Thanksgiving Turkey Persuasive Dialogue

3rd Grade, Animal Adaptations

1st Grade, The Way I Feel

Application ● Role playing● Reader’s Theater ● Drama ● Character Diaries

Application ● Manipulatives● Hands on Materials

Application ● Hands on Games ● Electronic Games ● Movement

Application ● Foldables● Flipcharts

Two 3’s in a Row

1. Choose a colored pencil. 2. Write your name on the top of your paper. 3. Hand up, Stand up, Partner up4. Let your partner pick a question to answer.4. Write down their response. 5. Have them initial that you recorded their response correctly.6. Do the same for your partner. 7. When you are finished, Hand Up until you locate a new partner. 8. Repeat until all boxes are complete.9. Return to your seat.

Keys to the Door

The Elementary SIOP Website

1. Go to WSFCS webpage

2. Go to Departments

3. Go to ESL

4. Go to SIOP

5. Click on Elementary SIOP/Mrs. Olsen’s Picture

http://wsfcs.k12.nc.us//site/Default.aspx?PageID=92668

Rebecca Olsen, LEP Facilitator and SIOP Coach

Sheltered Instruction Observation Protocol