ESL- Assignment 3
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ESL-Assignment3.docxSIOP (Sheltered Instruction Observation Protocol)
IX
Observer(s):
Teacher: _ _
_ _ _
_ _ _
_ _ _
_ _ _ _ _ _
Date: _ _
_ _ _
_ _ _
_ _ _
_ _ _ _ _ _ _
School:
Grade:
Class/Topic:
ESLevel: _
Lesson: Multi-day
Single-day
(circle onei
Total Points Possible: I20 (Subtract 4 points for each NA given:- - - - - )
Total Points Earned: _ Percentage Score:
Directions: Circle the number that best reflects what you observe in a SIOP lesson. You may give a score from 0-4 (or NA on selected items). Cite under "Comments" specific examples of the behaviors observed.
II Lesson Preparation
4 3 2 l 0
1. Content objecth·es clearly defined, displayed and reviewed with students
Comments:
4
2. Language objectives clearly defined, displayed and reviewed with students
Comments:
4
3. Content concepts appropriate for age and educational background level of students
Comments:
Content objectives
for students implied
3 2
Language objectives
for students implied
3 2
Content concepts somewhat appropriate for age and educational background level of students
No clearly defined content
objectives for students
l 0
No clearly defined language
objectives for students
l 0
Content concepts inappropriate for age and educational background level of students
(Echevarria, Vogt, & Short, 2000, 2004, 2008. 1013. :u:-•
4
4. Supplementary materials used to a high degree, making the lesson clear and meaningful (e.g., computer programs, graphs, models, visuals)
Comment s:
3 2
Some use of supplementary materials
1 0
No use of supplementary materials
4 3 2
I 0 NA
5. Adaptation of content (e.g., text, assignment) to all levels of student proficiency
Comments:
Some adaptation of content to all le vels of student proficiency
No significant adaptation of content to all levels of student proficiency
4
6. Meaningful activities that integrate lesson concepts (e.g., interviews, letter writing, simulations, models) with language practice opportunities for
reading, writing, listening, and/or speaking
Comments:
3 2
Meaningful activities
that integrate lesson concepts but provide few language practice opportunities for reading, writing, listening, and/or speaking
I 0
No meaningful acfuities th.a: integrate lesson concept..; 'liiT language practiee
ii Building Background
4
7. Concepts explicitly linked to students' background experiences
,Comments:
3 2
Concepts loosely linked to students' background experiences
1 0
Concepts not e;qilicitl:r linked to st udents' background experiences
NA
APPENDIX A
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304 |
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4 |
3 |
2 |
1 |
0 |
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· I.inks explicitly made between past learning and new concepts |
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Few links made between past learning and new concepts |
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No links made between past learning and new concepts |
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Comments: |
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4 |
3 |
2 |
1 |
0 |
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9. Key vocabulary emphasized |
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Key vocabulary |
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Key vocabulary not introduced or |
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(e.g., introd uced, written, repeated, and highlighted for students to see) |
|
introduced, but not emphasized |
|
emphasized |
Comments:
C Comprehensible Input
|
4 |
3 |
2 |
1 |
0 |
|
10. Speech appropriate for students' proficiency |
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Speech sometimes inappropriate for |
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Speech inappropriate for students' proficiency levels |
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levels (e.g., slower rate, |
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students ' proficiency |
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|
enunciation , and simple |
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levels |
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|
sentence structure for |
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beginners) |
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Comments: |
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4 |
3 |
2 |
1 |
0 |
|
1 I. Clear explanation of |
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Unclear explanation |
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No explanation of academic tasks |
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academictasks |
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of academic tasks |
|
|
G ..,. ,.ri?.lltS:
4 3 2 1 0
A \·ariety of techniques used
:o make content concepts
_:_'"2r (e.g ., modeling,
-..:.; ::.a.ls. bands-on activities,
...:..:-:istration s, gestures,
-:o;:_ z guage)
Some techniques used to make content concepts clear
No techniques used to make concepts clear
II Strategies
4 3 2 1 0
305
13. Ample opportunities provided for students to use learning strategies
Inadequate opportunities provided for students to use learning strategies
No opportunity provided for students to use learning strategies
Comments:
4
14. Scaffolding techniques consisten tly used, assisting and supporting student understanding (e.g., think alouds)
Comments:
3 2
Scaffolding techniques occasionally used
1 0
Scaffolding teclmiqnes ::io: ::...
4 3 2 1 0
|
15. A variety of questions or |
Infrequent questions |
No questions or tasks that promote |
|
tasks that promote higher- order thinking skills (e.g., literal, analytical, and interpretive questions) |
or tasks that promote higher-order thinking skills |
higher-order thinking skills |
Comments:
II Interaction
4 3 2 I 0
|
16. Frequent opportunities for |
Interaction mostly |
Interaction teacher-dominated |
|
interaction and discussion |
teacher-dominated |
with no opportunities for students |
|
between teacher/student |
with some |
to discuss lesson concepts |
|
and among students, which |
opportunities for |
|
|
encourage elaborated |
students to talk |
|
|
responses about lesson concepts |
about or question lesson concepts |
|
Comments:
APPENDIX :.
306
4 3 2 1 0
-1 . Grouping configurations support language and content objectives of the lesson
Grouping configurations unevenly support the language and content objectives
Grouping configurations do not support the language and content objectives
Comments:
4
18. Sufficient wait time for student responses consistently provided
Comments:
3 2
Sufficient wait time for student responses occasionally provided
1 0
Sufficient wait time for student responses not provided
4 3 2 1 0 NA
19. Ample opportunities for Some opportunities No opportunities students to clarify key for students to for students
concepts in Lt as needed clarify key concepts to clarify key
with aide, peer, or L1 text in Lt concepts in LI
Comments:
Practice & Application
4 3 2 1 0 NA
|
20. Hands-on materials and/or |
Few hands-on |
No hands-on |
|
manipuJatives provided for |
materials and/ |
materials and/ |
|
students to practice using |
or manipulatives |
or manipulatives |
|
new content knowledge |
provided for students to practice |
provided for students to |
|
|
using new content knowledge |
practice using new content |
|
|
|
knowledge |
Comments:
4 3 2 1 0 NA
|
21. Activities provided for |
Activities provided |
No activities |
|
students to apply content |
for students to apply |
provided for |
|
and language knowledge in |
either content or |
students to |
|
the classroom |
language knowledge in the classroom |
apply content and language |
|
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|
knowledge in the |
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|
|
classroom |
C Of'r.!T .7rJS:
APPENDIX A
-
-
307
4 3 2
22. Activities integrate all Activities integrate language skills (i.e., reading, some language skills writing, listening, and
speaking)
Comments:
Lesson Delivery
4 3 2
23. Content objectives clearly Content objectives
supported by lesson delivery somewhat supported
by lesson delivery
1 0
Activities do not integrate
language skills
1 0
Content objecmes nC>. s.c:...1-,u:-.trl by lesson delivery
"- Comments:
4 3 2 1 •
24. Lan2Ua2e objectives clearly supported by lesson delivery
Comments:
Language objectives somewhat supported by lesson delivery
Language objecti,:es.:....:
supported by ----= ce:a;;=_ _
4 3 2 1 •
|
25. Students engaged |
Students engaged |
Students enga.,oal |
5.: |
:{ |
|
approximately 90% to I00% |
approximately 70% |
the period |
|
|
|
of the period |
of the period |
|
|
|
Comments:
4 3 2 1 •
26. Pacing of the lesson
Pacing generally
Pacing inap ,- ,- :.:- sn.5:-::::.::.-
appropr iate to students'
appropriate, but at
ability Jew:;
ability levels
times too fast or too slow
Comments:
APPENDIX A
308
Review & Assessment
4 3 2 1 0
- Comprehensive review of key vocabulary
Comments:
4
28. Comprehensive review of key content concepts
Comments:
4
29. Regular feedback provided to students on their output (e.g., language, content, work)
Comments:
4
30. Assessment of student comprehension and learning of all lesson objectives (e.g., spot checking, group response) throughout the lesson
r - :ments:
Uneven review of key vocabulary
3 2
Uneven review of key content concepts
3 2
Inconsistent feedback provided to students on their output
3 2
Assessment of student
comprehension and learning of some lesson objectives
No review of key vocabulary
1 0
No review of key content concepts
1 0
No feedback provided to students on their output
1 0
No assessment of student comprehension and learning of lesson objectives
ifR cp roduction of this material is restricted to use with Echevarria, Vogt, and Short (2008), Making Content
Comprehensible for English Learners: The SIO Model.) ,!
SIOP (Sheltered Instruction Observation Protocol)
(Echevarria, Vogt, & Short, 2000, 2004, 2008,
2013,2017)
Observer(s): _ Date: _ Grade: _
ESL Level: _
309
School: _ _ _ _ _ _ _ _ _ _
T eache r. _ Oass/ofp ci : _ I..!sson: .\1:ulti-daySingle-day (cirdeone)
Total Points Possible: 120 (Subtract 4 points for each NA given) Total Points Earned: Percentage Score:
Directions: Circle the number that best reflects what you observe in a SIOP lesson. rou may give a score from
0-4 (or NA on selected items). Cite under "Comments" spectfic exam ples of the behm·iors obsen-ed
Highly Somewhat ot
Evident Evident Kiident
·-
Lesson Preparation 4 3 2 1 0
|
1. Content objectives clearly defined, displayed, and reviewed with |
0 |
a a 0 |
0 |
|||
|
students |
|
|
|
|||
|
2. Language objectives clearly defined, displayed, and reviewed with |
0 |
0 |
a 0 |
0 |
||
|
students |
|
|
|
|
||
|
3. Content concepts appropriate for age and educational background |
0 |
0 |
a 0 |
0 |
||
|
level of students |
|
|
|
|
||
|
4. Supplementary materials used to a high degree, making the lesson |
0 |
0 |
0 |
0 |
::J |
|
|
clear and meaningful (e.g., computer programs, graphs, |
|
|
|
|
|
|
|
models, visuals) |
|
|
|
|
|
:\"A |
|
5. Adaptation of content (e.g., text, assignment) to all levels of student |
a |
0 |
0 |
0 |
::J |
::J |
pro ficiency
6. Meaningful activities that integrate lesson concepts (e.g., surveys, 0 0 0 ::J i
letter writing, simulations, constructing models) with language practice opportunities for reading, writing, listening, and/or speaking
Comments:
,I
Building Background 4 3 2 1 0 NA
7. Concepts explicitly linked to students' background experiences Q ::J ::J 0 0 0
8. Links explicitly made between past learning and new concepts 0 ::J ::J 0 0
9. Key vocabulary emphasized (e.g., introduced, written, repeated, 0 ::i ::i 0 0
and highlighted for students to see)
Commems:
|
Comprehensible Input |
4 |
3 |
2 |
1 |
0 |
|
10. Speech approp riate for students' proficiency level (e.g., slower rate, |
0 |
::J |
0 |
0 |
0 |
enunciation, and simple sentence structure for beginners)
11. Clear explanation of academic tasks 0 ::J 0 0 0
APPENDIX A
310
12. A rnriety of techniques used to make content concepts clear 0 0 a 0 0
(e.g., modeling, visuals, hands -on activities, demonstrations, gestures, body language)
Comments:
|
Strategies |
4 |
3 |
2 |
1 |
0 |
|
13. Ample opportunities provided for students to use learning strategies |
0 |
0 |
0 |
0 |
0 |
|
14. Scaffolding techniques consistently used assisting and supporting |
0 |
0 |
0 |
0 |
0 |
student understanding (e.g., think-alouds)
15. A variety of questions or tasks that promote higher-order thinking a 0 0 a 0
skills (e.g., literal, analytical, and interpretive questions)
Comments:
|
Interaction |
4 |
3 |
2 |
1 |
0 |
|
|
16. Frequent opportunities for interaction and discussion between |
0 |
0 |
0 |
0 |
0 |
|
|
teacher/student and among students, which encourage elaborated |
|
|
|
|
|
|
|
responses about lesson concepts |
|
|
|
|
|
|
|
17. Grouping configurations support language and content objectives |
0 |
0 |
0 |
0 |
0 |
|
|
of the lesson |
|
|
|
|
|
|
|
18. Sufficient wait time for student responses consistently provided |
0 |
0 |
0 |
0 |
0 |
NA |
|
19. Ample opportunities for students to clarify key concepts in Ll as |
0 |
0 |
a |
0 |
0 |
0 |
|
needed with aide, peer, or LI text |
|
|
|
|
|
|
|
Comments: |
|
|
|
|
|
|
Practice & Application 4 3 2 1 0 NA
20. Hands-on materials and/or manipulatives provided for students to 0 0 a 0 0 0
practice using new content knowledge NA
21. Activities provided for students to apply content and language 0 0 0 a 0 0
knowledge in the classroom
22. Activities integrate all language skills (i.e., reading, writing, 0 0 a 0 0
listening, and speaking)
Comments:
Lesson Delivery 4 3 2 1 0
0
0
0
0
0
a
a
a
0
0
0
0
0
0
0
a
0
0
0
0
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
Comments:
APPENDIX A
Renew & Assessment
4 3 2 1 0
311
|
27 . Comprehensive review of key vocabulary |
0 |
0 |
0 |
0 |
0 |
|
28. Comprehensive review of key content concepts |
0 |
0 |
0 |
0 |
0 |
|
29. Regular feedback provided to students on their output |
0 |
0 |
0 |
0 |
0 |
(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
Comments:
0 Cl 0 0 0
(Reproduction of this material is restricted to use with Echevarria, Vogt, and Short (2017). .\lakir._g CoP".:a-.; Ccv,;m..n.r.1:,':.?
=-
for English Le rr.,r-s: SJO JfcJei.)
APPENDIX A
