SIOP= Sheltered Instruction Observation Protocol
“Sheltered” means instruction has less language demands than mainstream instruction
SDAIE= Specially Designed Academic Instruction in English
(visuals, modified texts and assignments, attention to language needs)
- content objectives (standards-based)
- languages objectives (written and discourse)
- supplementary materials (differing/modified texts)
- adaption of content
- includes READING, WRITING, SPEAKING, and LISTENING
- concepts linked to experience
- new learning explicitly linked to past learning
- key VOCABULARY emphasized (introduced, written, repeated, highlighted in text)
Comprehensible (Making lesson understandable)
- SPEECH - slower, simple, enunciated
- clear expectations of tasks (written and verbal, checklist)
- Teaching techniques/moves (modeling, visuals, hands-on, demos, gestures, body language)
- modified texts
- time for students to work through strategies
- scaffolding techniques (gradual release)
- Higher Order Thinking/Questions (analysis, synthesis)
- discussion opportunities
- mindful groupings to support language development
- wait time
- ability to clarify in L1
- Hands-on materials, manipulatives
- students use content knowledge and language knowledge to activity/task
- READING, WRITING, SPEAKING, and LISTENING
- clearly connects to content objectives
- clearly connects to language objectives
- students engaged
- pacing/timing appropriate
Review/Assessment/Closure
- review of vocabulary
- review of content goals
- feedback given throughout lesson
- checking for comprehension throughout lesson
- how do you know they have learned at the end?
Ways to Contextualize Lessons (provide “clues”)
- Modeling (behaviors, think-alouds, shows math problems)
- Hands-on manipulatives (index cards, moving words, base ten blocks)
- Real life items/situations
- Pictures/visuals/photographs
- Technology
- Demonstration (science/layers of Earth)
- Multimedia (videos, listening to a speech, websites)
- Timelines (posted in classroom, history/SS)
- Graphs/charts
- Bulletin boards/ Anchor charts (refer back to past learning, strategies posted)
- Maps (refer to in lessons)
SIOP LESSONS (major differences between SEI and regular lessons)
- REAL LIFE activities
- VOCAB is focussed on
- TEXT is modified/adapted
- SPEECH is slower
- INTERACTION between students
Differentiating/Modifying Texts
- Add graphics (charts, graphs, diagrams, maps, timelines, photos, videos)
- Outline the text for them (key points, concise)
- Rewrite the text (small sections, simple sentences, rewrite comprehension questions)
- Directions should be accessible to your lowest reader
- Use audiotapes
- Provide live demos
- Use alternate books
Differentiating/Modifying Assignments
- alternate forms of showing skill
- provide scaffolds (for example: sentence starters, fill in the blank)
- objectives of unit/lesson are simplified/focused and in “kid friendly” language
- drawing understanding
- oral discussion (provide cue/clue cards)
- change assignments/assessments
- note-taking, HW, study sheets
- CHECK INs !! progress monitoring
Discourse for Sheltered Instruction Lessons:
- control syntax of sentences
- slow, clear speech
- no idioms--meaning should be made clear
- use high frequency vocabulary as much as possible
- avoid unclear pronouns
- focus on keywords/phrases
- use same language throughout lesson--do not change when explaining
- use direct questions
- clear instructions/direction
- repetition and redundancy