Observation Response

Observer:

Date:

Grade:

ESL Level:

Highly

Evident

Somewhat

Evident

Not

Evident

Lesson Preparation 4 3 2 1 0 NA 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)

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

Building Background 4 3 2 1 0 NA 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)

Comprehensible Input 4 3 2 1 0 NA 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)

Strategies 4 3 2 1 0 NA 13. Ample opportunities provided for students to use learning

strategies

14. Scaffolding techniques consistently used assisting and

supporting student understanding (e.g., think-alouds)

Comments:

The Sheltered Instruction Observation Protocol (SIOP) (Echevarria, Vogt, & Short, 2000; 2004; 2008)

Directions: Check the box that best reflects what you observe in a sheltered lesson. You may give a score from 0-4

(or NA on selected items). Cite under Comments specific examples of the behaviors observed.

Class/Topic:

Lesson: (check one) Multiday Single-day

Teacher:

School:

Comments:

Comments:

15. A variety of questions or tasks that promote higher-order

thinking skills (e.g., literal, analytical, and interpretive

questions)

Interaction 4 3 2 1 0 NA 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

19. Ample opportunities for students to clarify key concepts in L1

as needed with aide, peer, or L1 text

Practice and Application 4 3 2 1 0 NA 20. Hands-on materials and/or manipulatives provided for

students to practice using new content knowledge 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)

Lesson Delivery 4 3 2 1 0 NA 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

Review and Assessment 4 3 2 1 0 NA 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

Total Points Earned:

Comments:

Percentage Score:

Comments:

Total Points Possible: 120 (Subtract 4 for each NA given)

Comments:

Comments:

Comments: