sheltered instruction observation protocol siop · pictures and visuals 4. multimedia 5....
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Sheltered Instruction
Observation Protocol
SIOP®
Helping English Language Learners Reach
Academic Success: Second 45 Min Session
Karina E. Chapa, M.Ed.
Language Proficiency, Biliteracy and Cultural Diversity Director
Region One ESC
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Professional
Learning
Essential
Agreements
• Be respectful to others
• Be an active participant
• Take care of your needs
• Use electronic devices as
learning tools
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Content Objectives
Today I will:
• Become familiar with the first component of the
SIOP® Model: Lesson Preparation.
• Understand the importance of content and language
objectives and the use of meaningful activities to
make content comprehensible.
©2016 Region One Education Service Center
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Language Objectives
Today I will:
• Write content and language objectives and share them
with my peers.
• Discuss the relevance of the use of meaningful
activities and supplemental materials to create
successful academic experiences for ELLs.
©2016 Region One Education Service Center
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Component 1:
Preparation
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Features1. Clearly defined content objectives for students.
2. Clearly defined language objectives for 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.
5. Adaptation of content for all levels of student proficiency.
6. Meaningful activities that integrate lesson concepts with language
practice.
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Content and Language Objectives
Quick Round Table: Write everything you know about Content and
Language objectives in 20 seconds and pass your paper to the right.
Keep adding information to the new paper in front of you.
Content Objectives Language Objectives
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Feature 1: Content Objectives
Concrete content objectives that identify what
students should know and be able to do must guide
teaching and learning.
For ELLs content objectives need to be stated simply,
orally and in writing, and they need to be tied to
specific grade-level content standards (TEKS).
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Content Objectives - Example
Science TEKS
Differentiate between structure and function in plant
and animal cell organelles, including cell membrane,
cell wall, nucleus, cytoplasm, mitochondria,
chloroplast, and vacuole.
Student Friendly Content Objective
Today I will compare and contrast cell structures
and functions of plants and animals.
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Writing Content Objectives
• Get into grade levels/content areas teams.
• Determine WHAT the students will learn by
selecting a specific TEKS.
• Write it in a student friendly format on blank paper.
• Begin with “Today I will…”
- Handouts Pages 7-8 -
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Feature 2: Language Objectives
As with content objectives, language objectives should
be stated clearly and simply, and students should be
informed of them, both orally and in writing. In Texas,
language objectives must be tied to the ELPS.
Integrate the four language domains:
Listening, speaking, reading and/or writing!
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Language Objective - Example
Student Friendly Content Objective
Today I will compare and contrast cell structures and
functions of plants and animals.
Student Friendly Language Objective
Today I will write an essay comparing and contrasting
plant and animal cells utilizing transitional phrases.
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Areas of Language Objectives
1. Academic Vocabulary
2. Language Skills and Functions
3. Language Structures or Grammar
4. Language Learning Strategies
Quick Jigsaw w/gestures, Making Content book, pages 35-36
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Writing Language Objectives
• Get into grade levels/content areas teams.
• Determine HOW the students will show you that
they learned the concept, through L, S, R, W.
• Write it in a student friendly format on blank paper.
• Begin with “Today I will…”
©2016 Region One Education Service Center
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Evaluating Content and
Language Objectives
1. Review your Content and Language Objectives
with the checklist on page 39 of Making Content
Comprehensible.
2. Review your content and language objective and
write the revised version on chart paper.
3. Gallery Walk with post-its to provide feedback.
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Feature 3: Content Concepts
Carefully consider the content concepts you want
to teach and use district curriculum guidelines and
grade-level content standards to guide you.
Teachers need to take into account their students’background knowledge and experiences before
jumping into a new lesson.
ELLs do not benefit from a watered down
curriculum.
©2016 Region One Education Service Center
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Feature 4: Supplementary
Materials
Information that is embedded in context allows
ELLs to understand and complete more cognitively
demanding tasks.
Supplementary materials are especially
important for students without a grade-level
academic background and/or who have language
and learning difficulties.
©2016 Region One Education Service Center
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Supplementary Materials
Supplementary materials support different
learning styles and multiple ways of knowing
(multiple intelligences) because information and
concepts are presented in a multifaceted manner.
Supplementary materials provide real-life context
and enable students to bridge prior experiences
with new learning.
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1. Hands-on
Manipulatives
2. Realia
3. Pictures and Visuals
4. Multimedia
5. Demonstrations
6. Related literature
7. Hi-lo Readers and
Thematic Sets
8. Chapter Summaries
9. Adapted text
Dynamic Jigsaw w/Foldable,
Making Content pages 42-43
Supplementary Materials
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Feature 5: Adaptation of Content
Teachers can adapt content without watering down
the curriculum, so that concepts are left intact.
• Highlighted text
• Taped text
• Adapted text
• Marginal notes
Handouts, pages 9-14
• Graphic organizers
• Outlines
• Leveled study guides
• Jigsaw text reading
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Feature 6: Meaningful Activities
Lesson activities should be planned to promote
language development in all skills while ELLs are
mastering content objectives.
Students are more successful when they are learning
by relating classroom experiences to their own
lives. These meaningful experiences are often
described as “authentic”, because they represent a
reality for students.
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Meaningful Activities
1. Read the ideas on Page 15 of your Handouts
2. Circle 2 ideas that you have done in the past
3. Draw a star on 2 ideas that you are willing to try in
the future
4. Turn and Talk (Think-Pair-Share) with your partner
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Component 1 Review:
Lesson Preparation
1. Get to your Content and Language Objectives
poster
2. Add a meaningful activity from page 15 of your
Handouts on the bottom of your chart paper
3. Free Gallery Walk!
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Content Objectives
Today I:
• Became familiar with the first component of the
SIOP® Model: Lesson Preparation.
• Understood the importance of content and language
objectives and the use of meaningful activities to
make content comprehensible.
©2016 Region One Education Service Center
![Page 25: Sheltered Instruction Observation Protocol SIOP · Pictures and Visuals 4. Multimedia 5. Demonstrations 6. Related literature 7. Hi-lo Readers and Thematic Sets 8. Chapter Summaries](https://reader034.vdocuments.net/reader034/viewer/2022042921/5f6be9b5e9793f48cf6601ce/html5/thumbnails/25.jpg)
Language Objectives
Today I:
• Wrote content and language objectives and shared
them with my peers.
• Discussed the relevance of the use of meaningful
activities and supplemental materials to create
successful academic experiences for ELLs.
©2016 Region One Education Service Center
![Page 26: Sheltered Instruction Observation Protocol SIOP · Pictures and Visuals 4. Multimedia 5. Demonstrations 6. Related literature 7. Hi-lo Readers and Thematic Sets 8. Chapter Summaries](https://reader034.vdocuments.net/reader034/viewer/2022042921/5f6be9b5e9793f48cf6601ce/html5/thumbnails/26.jpg)
Tickets Out
Please complete these sentence stems on post-its:
I used to think…
But now I know…
©2016 Region One Education Service Center
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Thank you!
Karina E. Chapa, M.Ed.
Facebook: Region One ESC Bilingual
Twitter @bilingualpride @esc1bilingual
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