Part 1: Interview and Observation
Discuss the eight components of SIOP (Sheltered Instruction Observation Protocol) with your mentor teacher. Include the following questions in your discussion:
- What are the English language proficiency levels of the ELL students in your classroom and what other student background information do you take into consideration when preparing lessons?
- How do you determine appropriate content and language objectives? How do you ensure students are not only aware of the objectives, but that your lesson has supported them?
- What are 3-4 strategies you regularly use to support English language learners?
- At least two additional questions of your own to ask your mentor teacher.
Using "Appendix A: SIOP (Sheltered Instruction Observation Protocol)," observe at least one lesson involving ELLs and focus on only the first three components: Lesson Preparation, Building Background, and Comprehensible Input.
Part 2: Reflection
In 250-500 words, reflect on the following:
- Suggest ways to enhance the observed lesson in the SIOP components of Lesson Preparation, Building Background, and Comprehensible Input.
- Discuss how the teacher accommodated for different English language proficiency levels.
- Address how what you have learned will be applied to your future professional practice.
Appendix A SIOP (Sheltered Instruction Observation Protocol)
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Observer(s): Click or tap here to enter text. |
Teacher: Click or tap here to enter text. |
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Date: Click or tap here to enter text. |
School: Click or tap here to enter text. |
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Grade: Click or tap here to enter text. |
Class/Topic: Click or tap here to enter text. |
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ESL Level: Click or tap here to enter text. |
Lesson: Single-Day |
Total Points Possible: 120 (Subtract 4 points for each NA given): Click or tap here to enter text.
Total Points Earned: Click or tap here to enter text. Percentage Score: Click or tap here to enter text.
Directions: Choose the number that best reflects what you observe in a SIOP lesson. You may give a score from 0–4 (or NA on selected items). Cite under “Comments” specific examples of the behaviors observed.
Highly Somewhat Not
Evident Evident Evident
Lesson Preparation
4 3 2 1 0
1. Content objectives clearly defined, displayed, and ☐ ☐ ☐ ☐ ☐
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. Supplementary materials used to a high degree, making ☐ ☐ ☐ ☐ ☐
the lesson clear and meaningful (e.g., computer programs,
graphs, models, visuals) NA
5. Adaptation of content (e.g., text, assignment) to all levels ☐ ☐ ☐ ☐ ☐ ☐
of student proficiency
6. Meaningful activities that integrate lesson concepts (e.g., surveys, ☐ ☐ ☐ ☐ ☐
letter writing, simulations, constructing models) with language
practice opportunities for reading, writing, listening, and/or
speaking
Comments: Click or tap here to enter text.
4 3 2 1 0 NA
Building Background
7. Concepts explicitly linked to students’ background experiences ☐ ☐ ☐ ☐ ☐ ☐
8. Links explicitly made between past learning and new concepts ☐ ☐ ☐ ☐ ☐
9. Key vocabulary emphasized (e.g., introduced, written, repeated, ☐ ☐ ☐ ☐ ☐and highlighted for students to see)
Comments: Click or tap here to enter text.
Comprehensible Input
4 3 2 1 0
10. Speech appropriate for students’ proficiency level (e.g., slower ☐ ☐ ☐ ☐ ☐
rate, enunciation, and simple sentence structure for beginners) ☐ ☐ ☐ ☐ ☐
11. Clear explanation of academic tasks
12. A variety of techniques used to make content concepts clear ☐ ☐ ☐ ☐ ☐
(e.g., modeling, visuals, hands-on activities, demonstrations, ☐ ☐ ☐ ☐ ☐
gestures, body language)
Comments: Click or tap here to enter text.
Strategies
4 3 2 1 0
13. Ample opportunities provided for students to use learning ☐ ☐ ☐ ☐ ☐
strategies
14. Scaffolding techniques consistently used assisting and ☐ ☐ ☐ ☐ ☐
supporting student understanding (e.g., think-alouds)
15. A variety of questions or tasks that promote higher-order ☐ ☐ ☐ ☐ ☐
thinking skills (e.g., literal, analytical, and interpretive questions)
Comments: Click or tap here to enter text.
Interaction
4 3 2 1 0
16. Frequent opportunities for interaction and discussion ☐ ☐ ☐ ☐ ☐
between teacher/student and among students, which
encourage elaborated responses about lesson concepts
17. Grouping configurations support language and content ☐ ☐ ☐ ☐ ☐
objectives of the lesson
18. Sufficient wait time for student responses consistently provided ☐ ☐ ☐ ☐ ☐ NA
19. Ample opportunities for students to clarify key concepts in L1 as ☐ ☐ ☐ ☐ ☐ ☐
needed with aide, peer, or L1 text
Comments: Click or tap here to enter text.
4 3 2 1 0 NA
Practice & Application
20. Hands-on materials and/or manipulatives provided ☐ ☐ ☐ ☐ ☐ ☐
for students to practice using new content knowledge NA
21. Activities provided for students to apply content and ☐ ☐ ☐ ☐ ☐ ☐
language knowledge in the classroom
22. Activities integrate all language skills (i.e., reading, ☐ ☐ ☐ ☐ ☐
writing, listening, and speaking)
Comments: Click or tap here to enter text.
Lesson Delivery
4 3 2 1 0
23. Content objectives clearly supported by lesson delivery ☐ ☐ ☐ ☐ ☐
24. Language objectives clearly supported by lesson delivery ☐ ☐ ☐ ☐ ☐
25. Students engaged approximately 90% to 100% of the period ☐ ☐ ☐ ☐ ☐
26. Pacing of the lesson appropriate to students’ ability level ☐ ☐ ☐ ☐ ☐
Comments: Click or tap here to enter text.
Review & Assessment
4 3 2 1 0
27. Comprehensive review of key vocabulary ☐ ☐ ☐ ☐ ☐
28. Comprehensive review of key content concepts ☐ ☐ ☐ ☐ ☐
29. Regular feedback provided to students on their output ☐ ☐ ☐ ☐ ☐
(e.g., language, content, work)
30. Assessment of student comprehension and learning of all ☐ ☐ ☐ ☐ ☐
lesson objectives (e.g., spot checking, group response)
throughout the lesson
Comments: Click or tap here to enter text.
(Reproduction of this material is restricted to use with Echevarría, Vogt, and Short (2017), Making Content Comprehensible for English Learners: The SIOP® Model.)