User:FawnTail/Sheltered instruction
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[edit]Sheltered Instruction Observation Protocol (SIOP)
[edit]The Sheltered Instruction Observation Protocol (SIOP), a research-based methodology, is a sheltered instruction approach to differentiate learning for English Language Learners (ELLs), providing access to content materials in school and meaningful language development opportunities.[1] Sheltered instruction provides modified, but comprehensible grade-level information for students while simultaneously developing their English language skills.[2] The SIOP method uses several related activities to to assist ELLs with second-language acquisition, including detailed lesson plans, comprehensible input activities, scaffolding, learning strategies, student to student interactions, practice and application of content and language objectives, and review and assessment.[3][4][1][2] The method consists of eight main components and 30 features, with a focus on creating a classroom environment where ELLs have meaningful opportunities to develop their academic English skills.[2]
Below is a brief summary of the eight main components and 30 features of the SIOP method.[2]
Lesson Preparation - Component #1
[edit]Content Objectives (Feature 1) are one to two clearly defined objectives, supporting content standards and learning outcomes of the lesson, that are shared both visually and orally with students.[2]
Language Objectives (Feature 2) are clearly defined objectives related to the content objectives that tell students what academic language they will learn and focus on during the lesson.[2][5] In addition to using speaking, listening, reading, and writing language skills, language objects can include a focus on vocabulary development, language learning strategies, and syntax.[2][5]
Content Concepts (Feature 3) provide ELLs with comprehensible access to grade-level content concepts. The materials should be scaffolded and adapted for student age and educational background without diminishing the curriculum concepts.[2]
Supplementary Materials (Feature 4) help clarify the content of the lesson. Materials include, but are not limited to, hands-on manipulatives, realia (real-life objects that help students make connections to their own lives), pictures and other visuals, and multimedia materials.[2]
Adaptation of Content (Feature 5) involves making content materials, such as texts and assignments, accessible to students of all levels of English proficiency. Adaptations include rewriting texts using shorter and simple syntax and utilizing primary language supports to supplement classroom texts.[2]
Meaningful Activities (Feature 6) provide ELLs with opportunities to practice the lesson concepts through reading, writing, speaking, and listening language practice that relates to their own lives. Ideas for meaningful activities include jigsaw text reading and the use of graphic organizers to make connections across key concepts.[2]
Building Background - Component #2
[edit]Concepts explicitly linked to student background experiences (Feature 7) build upon student background knowledge of the world. The goal of this feature is to connect students' background knowledge with content materials to both build upon that knowledge and fill in the knowledge gaps to help students develop meaningful connections with the materials.[2]
Links explicitly made between past learning and new concepts (Feature 8) create a bridge between the new information and pervious lesson content and language by explicitly pointing out the connections between past learning and the new lesson materials. A few ways to make these critical connections is through questioning, referring to word banks, graphic organizers, maps, and other visuals.[2]
Key vocabulary emphasized (Feature 9). Vocabulary knowledge is a key component to EL student success in comprehending content materials and lesson instruction.[2][6]
Comprehensible Input - Component #3
[edit]Appropriate Speech (Feature 10) assists ELLs in understanding the oral aspect of a lesson. Teachers should, if necessary, such as for classes with beginning ELLs, adjust their rate of speech and simplify their oral sentence structure by reducing the use of idioms, choosing less complex vocabulary words, and using repetition frequently.[2]
Clear explanation of academic tasks (Feature 11) provided through use of clear, oral, written, and, if needed, modeled instructions, so students understand what they are expected to accomplish. By providing an example of the completed product, ELLs are able to reference the example, in addition to the written instructions, when they need clarification while completing the assignment.[2]
A variety of techniques used (Feature 12) help make lesson concepts clear. These techniques include previewing the materials, hand-on activities, using gestures, visuals, and objects to assist ELLs in understanding what is being said. Additionally, modeling the assignment or task, using multimedia and audio supports, reinforcing the concepts through use of graphic organizers, and using repetition throughout the lesson help make the lesson concepts clear to ELLs.[2]
Strategies - Component #4
[edit]Learning strategies (Feature #13) include cognitive, metacognitive, and language learning strategies. Students use cognitive learning strategies when they manipulate, either physically or mentally, information. Examples include previewing text, taking notes, using a graphic organizer, and analyzing text. When using metacognitive strategies, students practices include predicting, clarifying, evaluating, synthesizing, and summarizing information. Language learning strategies focus on the use of English through, among other methods, analyzing the morphology and syntax of the language used and guessing or deducing meaning of a word or phrase based on context.[2]
Scaffolding techniques (Feature #14) include verbal, procedural, and instructional. Verbal scaffolding can be provided through the use of think-alouds, paraphrasing, and asking questions to encourage students to elaborate their responses. Procedural scaffolding can be incorporated into lessons through modeling, guided practice, explicit teaching of materials. Instructional scaffolding includes graphic organizers and models of finished tasks.[2]
Higher-order questioning and tasks (Feature #15) are purposeful and preplanned higher-order questions, such as interpretive and analytical questions, and tasks, such as comparing and contrasting information, are developed for each lesson to promote critical thinking skills.[2]
Interaction - Component #5
[edit]Frequent opportunities for interaction (Feature 16) are embedded in the lesson. These opportunities are conversational interactions and oral language practice between the teacher and students, and students with other students. In a conversational approach to teaching, the teacher acts a facilitator, allowing for ample opportunities for students to participate in high-quality discussions.[2]
Grouping configurations (Feature 17) are varied and purposefully used during a lesson. Grouping options include whole class, small group, and partners.[2]
Sufficient wait time (Feature 18) allows ELLs to process and formulate a response. After asking a question, teachers rather than filling the silence.[2]
Clarifying concepts in primary language (Feature 19) helps ELLs deepen their understanding of the content materials. ELLs are given opportunities to clarify or support key lesson concepts in their primary language through use of bilingual dictionaries, questioning a peer, or asking a bilingual aide.[2]
Practice and Application - Component #6
[edit]Hands-on practice with new knowledge (Feature 20) includes multiple opportunities for hands-on activities and/or manipulatives to practice and interact with new information to practice the new content materials.[2]
Application of content and language knowledge in new ways (Feature 21) allows ELLs to apply the new information from the lesson through meaningful activities which personalize the content materials, such as orally explaining the solution or writing a journal entry.[2]
Integration of all language skills (Feature 22) involve activities which reinforce the lesson content and language objectives integrate all four language skills (reading, writing, listening, speaking).[2]
Lesson Delivery - Component #7
[edit]Lesson delivery supports content objectives during lesson (Feature 23). The lesson instruction and activities clearly support the stated content objectives of the lesson.[2]
Lesson delivery supports language objectives during lesson (Feature 24). The lesson instruction explicitly discusses the language objectives and time is provided for students to practice the target language.[2]
Lesson delivery promotes student engagement (Feature 25). Students are paying attention and actively on task approximately 90% to 100% of the class period.[2]
Lesson paced appropriately (Feature 26) based on the ability and needs of the students in the classroom.[2]
Review and Assessment - Component #8
[edit]Review of key vocabulary (Feature 27) during and at the end of each lesson to provide ELL students with repeated exposure in a variety of ways to new words.[2]
Review of key content concepts (Feature 28) throughout lesson and at the end of the lesson by referring to the objectives posted visually for students to reference (such as on the classroom whiteboard).[2]
Regular feedback on student output (Feature 29) provided throughout the lesson, including teacher to student and student to student feedback.[2]
Assess student comprehension of objectives (Feature 30) throughout lesson and at the end of the lesson to determine if students met the content and language objectives. Assessments can include on-the spot checks with thumbs up/down inquiries and exit tickets.[2]
Culturally Responsive Teaching
[edit]While the SIOP method does not include culturally responsive teaching as a component or feature, respecting and affirming the culture of ELL students undergirds the SIOP model.[7] The SIOP method supports culturally responsive teaching by drawing on ELL student background knowledge, choosing topics and readings relevant to the cultures represented in the class, and creating lessons with materials and activities which allow student choice to support and affirm ELL student cultural differences.[7]
By implementing the 8 SIOP components and the corresponding 30 features, a teacher who utilizes the SIOP method helps create a low-risk environment where ELLs learn grade-level content materials while practicing their English language skills.[2]
References
[edit]- ^ a b Postman, Robert (2015). Barron's NYSTCE: EAS, ALST, Multi-Subject CST, Overview of the edTPA (4th ed.). Hauppauge, New York. p. 39. ISBN 978-1-4380-0618-5.
{{cite book}}: CS1 maint: location missing publisher (link) - ^ a b c d e f g h i j k l m n o p q r s t u v w x y z aa ab ac ad ae af ag ah ai aj Echevarria, Jana; Vogt, MaryEllen; Short, Deborah J. (2017). Making Content Comprehensible for English Learners: The SIOP Model. Pearson. ISBN 9780134045238.
- ^ "EAS Secrets Study Guide" (PDF). Metromix. 2017. pp. 22–25. Retrieved May 1, 2017. (work is copyrighted and cannot be copied)
- ^ "Structured Instruction Observation Protocol (SIOP)". North Slope Borough School District (Alaska). Retrieved May 1, 2017.
- ^ a b Himmel, Jennifer. (2012). Language objectives: The key to effective content area instruction for English learners. ¡Colorín colorado! Retrieved September 28, 2021, from https://www.colorincolorado.org/article/language-objectives-key-effective-content-area-instruction-english-learners
- ^ Cárdenas-Hagan, E. (2020) Literacy Foundations for English Learners. Paul H. Brooks Publishing Co. p. 119.
- ^ a b Short, D.J., Himmel, J., Gutiérrez, S., & Hudec, J. (2011) Using the SIOP model: Professional development manual for sheltered instruction (2nd ed.). Center for Applied Linguistics.