Washoe Country School District

April 20, 2014

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SIOP Lesson Plans

Sheltered Instruction Observation Protocol (SIOP)

Jana Echevarria MaryEllen Vogt Deborah J. Short

Improving the Quality of Instruction for English Learners

The Sheltered Instruction Observation Protocol (SIOP) Model (Echevarria, Vogt & Short, 2000) was developed to provide teachers with a well-articulated, practical model of sheltered instruction. The intent of the model is to facilitate high quality instruction for English Learners in content area teaching.

The SIOP Model is based on current knowledge and research-based practices for promoting learning with all students, especially English Learners (ELs). Critical features of high quality instruction for ELs are embedded within the SIOP Model.

The SIOP Model can be viewed as an umbrella under which other programs developed for improving instruction can reside. Administrators and teachers alike are bombarded with new approaches to instruction, reform efforts, and practices that sometimes seem to be in competition with one another. Often what is lacking in schools is coherence, or a plan for pulling together sound practices (Goldenberg, 2004). The SIOP Model is not another "add on" program but rather it is a framework that can bring together a school’s instructional program by organizing methods and techniques, and ensuring that effective practices are implemented - and can be quantified. The SIOP Model is currently used in most of the 50 states and in hundreds of schools across the U.S. as well as in several other countries.

Sheltered Instruction and the SIOP Model

Sheltered instruction (SI) is an approach to teaching that extends the time students have for receiving English language support while they learn content subjects. SI classrooms, which may include a mix of native English speakers and English learners or only ELs, integrate language and content while infusing socio-cultural awareness. Teachers scaffold instruction to aid student comprehension of content topics and objectives by adjusting their speech and instructional tasks, and by providing appropriate background information and experiences. The ultimate goal is accessibility for ELs to grade-level content standards and concepts while they continue to improve their English language proficiency. SI has become a preferred instructional approach for teaching English learners, especially at the secondary level, as schools must prepare students to achieve high academic standards and to demonstrate English proficiency on high-stakes tests.

The Sheltered Instruction Observation Protocol (SIOP®) Model (Echevarria, Vogt & Short, 2000) was developed to provide teachers with a well-articulated, practical model of sheltered instruction. The SIOP Model is comprised of 30 features organized into eight components. Its effectiveness was validated by a research study conducted through Guarino, et al (2001), who determined that it was a highly reliable and valid measure of sheltered instruction.

Although sheltered instruction is widely advocated as an effective instructional strategy for English learners, few research tools allow for the assessment of an effective sheltered lesson. The SIOP Model provides the assessment piece through the observation protocol. The items included in SIOP drew upon the knowledge and experience of professionals working in SI and the research literature. Potential items were narrowed to the final features through field-testing (Short & Echevarria, 1999).

The SIOP evaluates lessons on three dimensions:

1. Preparation (six items) — determining the lesson objectives and content objectives, selecting age-appropriate content concepts and vocabulary, and assembling supplementary materials to contextualize their lesson;

2. Instruction (20 items) — emphasizing the instructional practices that are critical for English language learners, such as making connections with students’ background experiences and prior learning, modulating teacher speech, emphasizing vocabulary development, using multimodal techniques, promoting higher-order thinking skills, grouping students appropriately for language and content development and providing hands-on materials, and

3. Review/Assessment (four items) — conducting informal assessment of student comprehension and learning of all lesson objectives.

Educators observe one another by using the features to assess the level of sheltered instruction in their classroom. Ranging from 0 to 4, observers circle the number that best reflects their assessment of the teacher; ranging from highly evident, somewhat evident and not evident. The information is used to reevaluate sheltered instruction practices, refine and improve lessons. This form of lesson analysis helps educators prepare the appropriate lesson plan, share, and expand their work.

Retrieved from: http://www.siopinstitute.net/about.html

Washoe County School District SIOP Implementation and Development

SIOP I:  All schools in our district are given the opportunity to participate at the site level in SIOP I instruction. This includes 15 hours of professional development delivered by Kimberly Howland. Schools are offered a variety of training opportunities depending on the specific time frame and availability of each school site. As well, all educators in the WCSD are able to participate in Saturday classes offered four times throughout the year. This provides educators who wish to be trained the opportunity even if their school has not been trained.

SIOP II: District personnel who have been SIOP I trained may participate in Component in Depth classes where they are given instruction and planning time. This instruction focuses on one component each session. The session provides opportunities to develop lesson plans that integrate the new learning with a forum that supports the ongoing development and understanding of the SIOP Model.

SIOP III: District personnel who have been selected by principals of SIOP trained schools have the opportunity to participate in summer training that enhances their understanding of the SIOP as well as provide training on SIOP leadership/coaching skills. Currently this class is only offered during the summer. 

 Lesson Plan Repository

The purpose of this repository is to support the ongoing understanding and development of SIOP’s impact on teacher performance and student achievement. The lesson plans that are held here are for the use of Washoe County School District teachers who have participated in at least a 15 hour SIOP training either as an individual or with their school staff. The authors of these lesson plans have graciously allowed us to use them for the purposes of supporting your development and use of SIOP. We are attempting to capture a wide range of grade levels and content areas in this repository and will continue to add to this site over time, so check back with us often. I hope that you find it helpful and supportive to your work.

If you have any questions regarding the content of these lesson plans, don’t hesitate to contact Kimberly Howland, SIOP trainer, at khowland@washoeschools.net. If you happen to work with or run into any of these authors, please share your gratitude for their efforts.

Elementary Lesson Plans

Secondary Lesson Plans