The Sheltered Instruction Observation Protocol (SIOP)

Highly Evident Preparation 4 3 2 1 1. Content objectives clearly defined, displayed, and 0

reviewed with students 2. Language objectives clearly defined, displayed, and reviewed with students 3. Content concepts appropriate for age and educational background level of students 4. upple!entary !aterials used to a high degree, !aking the lesson clear and !eaningful "e.g., co!puter progra!s, graphs, !odels, visuals# $. %daptation of content "e.g., te&t, assign!ent# to all levels . of student proficiency '. (eaningful activities that integrate lesson "e.g., surveys, letter writing, si!ulations, constructing !odels# with language practice opportunities for reading, writing, listening, and)or speaking Comments: Beginning routine has a "planning

Somewhat Not Evident Evident

meeting" that incorporates the objectives/vocabular and !uestions that students ma have "rom the earlier lessons#
Building Background 4 3 2 1 0 *. Concepts e&plicitly linked to students+ background ,. Links e&plicitly !ade between past learning and new concepts -. .ey vocabulary e!phasi/ed "e.g., introduced, written, repeated,
and highlighted for students to see# Comments: Students $ere

as%ed to bring in ne$spapers& lin%ing to bac%ground# 'o$ever& ho$ man read them( I)m not sure I $ould consider that "e*plicitl " lin%ed# +e did lin% $ith past learning concepts and continuall used %e vocabular #
Comprehen i!le "nput 4 3 2 1 10. peech appropriate for students+ proficiency level "e.g., slower
0

rate, enunciation, and si!ple sentence structure for beginners# 11. Clear e&planation of acade!ic tasks 12. % variety oftechni1ues used to !ake content concepts clear "e.g., !odeling, visuals, hands2on activities, de!onstrations, gestures, body language# Comments: I sometimes tend to speed up m speech

$hen getting short on time# I too% e*tra time to slo$ do$n& even though it re!uired not completel "inishing the lesson in the da planned# ,uring planning meeting& I e*plain clearl $hat is needed and $rite it do$n# The students are allo$ed to as% !uestions to clari" # I also had samples o" each stage o" the process o" the ne$spaper#
Strategie 4 3 2 1 0
13. %!ple opportunities provided for students to use

learning strategies

14. caffolding techni1ues consistently used assisting and supporting student understanding "e.g., think2alouds# 1$. % variety of 1uestions or tasks that pro!ote higher2order thinking skills "e.g., literal, analytical, and interpretive 1uestions#

-s this is a group o" .SP students $ith var ing needs& m main "ocus is s%ill development& understanding and adapting the curriculum to meet their needs# /n"ortunatel & ta%ing concepts to a more "abstract" or high thin%ing level is di""icult# +e did discuss man aspects including purpose and target audience#
Comments:

Highly Evident "nteraction 4 3 2 # 0 1'. 3re1uent opportunities for interaction and discussion between teacher)student and a!ong students, which encourage elaborated responses about lesson concepts 1*. 4rouping configurations support language and content objectives of the lesson 1,. ufficient wait ti!e for student responses consistently provided 1-.%!ple opportunities for students to clarify key concepts in Ll as needed with aide, peer, or L1 te&t

Somewhat Not Evident Evident

0 group is com"ortable interacting and engaging in conversations# +ait time is al$a s given& $ith reminders to others to also $ait# I have t$o 12s in the group# One is proud to sa things in Spanish& the other is ver hesitant# There is no $or% in the 23#
Comments:

Practice$%pplication 4 3 2 # 0 20. 5ands2on !aterials and)or !anipulatives provided for students to practice using new content knowledge 6% 21. %ctivities provided for students to apply content and language knowledge in the classroo! 22. %ctivities integrate all language skills "i.e., reading, writing, listening, and speaking#
Comments:

1ach phase o" the project re!uired the 4 language s%ills#

&e on 'elivery 4 3 2 # 0 23. Content objectives clearly supported by lesson delivery 24. Language objectives clearly supported by lesson delivery 2$. tudents engaged appro&i!ately -07 to 1007 of the period 2'. 8acing of the lesson appropriate to students+ ability level

The pacing is too "ast "or this group# The lessons actuall too% t$o $ee%s to complete the project# 'ad more time per da been devoted to the lesson& it could have been completed# Technolog s%ills and availabilit also contributed to the pacing o" the lesson#
Comments:

(eviewl% e ment 4 3 2 1 2*. Co!prehensive review of key vocabulary 2,. Co!prehensive review of key content concepts 2-. 9egular feedback provided to students on their output "e.g., language, content, work# 30. %ssess!ent of student co!prehension and learning of all lesson objectives "e.g., spot checking, group response# throughout the lesson
Comments:

The group spends appro*imatel hal" o" the lesson engaging in conversation& either $ith a budd or $hole group# This allo$s constant "eedbac% to assess their level o" understanding#
"9eproduction of this !aterial is restricted to use with :chevarria, ;ogt, and hort "200,#, Maldng Content Comprehensible for English Learners: The SJOP Model.)