Clinical Field Experience A: ELL Classroom Observation Using SIOP

302

Observer(s): Teacher: Date: School: Grade: Class/Topic: ESL Level: Lesson: Multi-day Single-day (circle one)

Total Points Possible: 120 (Subtract 4 points for each NA given: ) Total Points Earned: Percentage Score:

Directions: Choose 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.

■ Lesson Preparation 4 3 2 1 0

1. Content objectives clearly defined, displayed and reviewed with students

Content objectives for students implied

No clearly defined content objectives for students

Comments:

4 3 2 1 0

2. Language objectives clearly defined, displayed and reviewed with students

Language objectives for students implied

No clearly defined language objectives for students

Comments:

4 3 2 1 0

3. Content concepts appropriate for age and educational background level of students

Content concepts somewhat appropriate for age and educational background level of students

Content concepts inappropriate for age and educational background level of students

Comments:

(Echevarría, Vogt, & Short, 2000, 2004, 2008, 2013, 2017)

SIOP (Sheltered Instruction Observation Protocol)Appendix A

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4 3 2 1 0

4. Supplementary materials used to a high degree, making the lesson clear and meaningful (e.g., computer programs, graphs, models, visuals)

Some use of supplementary materials

No use of supplementary materials

Comments:

4 3 2 1 0 NA

5. Adaptation of content (e.g., text, assignment) to all levels of student proficiency

Some adaptation of content to all levels of student proficiency

No significant adaptation of content to all levels of student proficiency

Comments:

4 3 2 1 0

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

Meaningful activities that integrate lesson concepts but provide few language practice opportunities for reading, writing, listening, and/or speaking

No meaningful activities that integrate lesson concepts with language practice

Comments:

■ Building Background 4 3 2 1 0 NA

7. Concepts explicitly linked to students’ background experiences

Concepts loosely linked to students’ background experiences

Concepts not explicitly linked to students’ background experiences

Comments:

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4 3 2 1 0

8. Links explicitly made between past learning and new concepts

Few links made between past learning and new concepts

No links made between past learning and new concepts

Comments:

4 3 2 1 0

9. Key vocabulary emphasized (e.g., introduced, written, repeated, and highlighted for students to see)

Key vocabulary introduced, but not emphasized

Key vocabulary not introduced or emphasized

Comments:

■ Comprehensible Input 4 3 2 1 0

10. Speech appropriate for students’ proficiency levels (e.g., slower rate, enunciation, and simple sentence structure for beginners)

Speech sometimes inappropriate for students’ proficiency levels

Speech inappropriate for students’ proficiency levels

Comments:

4 3 2 1 0

11. Clear explanation of academic tasks

Unclear explanation of academic tasks

No explanation of academic tasks

Comments:

4 3 2 1 0

12. A variety of techniques used to make content concepts clear (e.g., modeling, visuals, hands-on activities, demonstrations, gestures, body language)

Some techniques used to make content concepts clear

No techniques used to make concepts clear

Comments:

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■ Strategies 4 3 2 1 0

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 3 2 1 0

14. Scaffolding techniques consistently used, assisting and supporting student understanding (e.g., think- alouds)

Scaffolding techniques occasionally used

Scaffolding techniques not used

Comments:

4 3 2 1 0

15. A variety of questions or tasks that promote higher- order thinking skills (e.g., literal, analytical, and interpretive questions)

Infrequent questions or tasks that promote higher-order thinking skills

No questions or tasks that promote higher-order thinking skills

Comments:

■ Interaction 4 3 2 1 0

16. Frequent opportunities for interaction and discussion between teacher/student and among students, which encourage elaborated responses about lesson concepts

Interaction mostly teacher-dominated with some opportunities for students to talk about or question lesson concepts

Interaction teacher-dominated with no opportunities for students to discuss lesson concepts

Comments:

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4 3 2 1 0

17. 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 3 2 1 0

18. Sufficient wait time for student responses consistently provided

Sufficient wait time for student responses occasionally provided

Sufficient wait time for student responses not provided

Comments:

4 3 2 1 0 NA

19. Ample opportunities for students to clarify key concepts in L1 as needed with aide, peer, or L1 text

Some opportunities for students to clarify key concepts in L1

No opportunities for students to clarify key concepts in L1

Comments:

■ Practice & Application 4 3 2 1 0 NA

20. Hands-on materials and/or manipulatives provided for students to practice using new content knowledge

Few hands-on materials and/ or manipulatives provided for students to practice using new content knowledge

No hands-on materials and/ or manipulatives provided for students to practice using new content knowledge

Comments:

4 3 2 1 0 NA

21. Activities provided for students to apply content and language knowledge in the classroom

Activities provided for students to apply either content or language knowledge in the classroom

No activities provided for students to apply content and language knowledge in the classroom

Comments:

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4 3 2 1 0

22. Activities integrate all language skills (i.e., reading, writing, listening, and speaking)

Activities integrate some language skills

Activities do not integrate language skills

Comments:

■ Lesson Delivery 4 3 2 1 0

23. Content objectives clearly supported by lesson delivery

Content objectives somewhat supported by lesson delivery

Content objectives not supported by lesson delivery

Comments:

4 3 2 1 0

24. Language objectives clearly supported by lesson delivery

Language objectives somewhat supported by lesson delivery

Language objectives not supported by lesson delivery

Comments:

4 3 2 1 0

25. Students engaged approximately 90% to 100% of the period

Students engaged approximately 70% of the period

Students engaged less than 50% of the period

Comments:

4 3 2 1 0

26. Pacing of the lesson appropriate to students’ ability levels

Pacing generally appropriate, but at times too fast or too slow

Pacing inappropriate to students’ ability levels

Comments:

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■ Review & Assessment 4 3 2 1 0

27. Comprehensive review of key vocabulary

Uneven review of key vocabulary

No review of key vocabulary

Comments:

4 3 2 1 0

28. Comprehensive review of key content concepts

Uneven review of key content concepts

No review of key content concepts

Comments:

4 3 2 1 0

29. Regular feedback provided to students on their output (e.g., language, content, work)

Inconsistent feedback provided to students on their output

No feedback provided to students on their output

Comments:

4 3 2 1 0

30. Assessment of student comprehension and learning of all lesson objectives (e.g., spot checking, group response) throughout the lesson

Assessment of student comprehension and learning of some lesson objectives

No assessment of student comprehension and learning of lesson objectives

Comments:

(Reproduction of this material is restricted to use with Echevarría, Vogt, and Short (2008), Making Content Comprehensible for English Learners: The SIOP® Model.)

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appendix a

SIOP (Sheltered Instruction Observation Protocol) (Echevarría, Vogt, & Short, 2000, 2004, 2008, 2013, 2017)

Observer(s): Date: Grade: ESL Level:

School: Teacher: Class/Topic: Lesson: Multi-day Single-day (circle one)

Total Points Possible: 120 (Subtract 4 points for each NA given) Total Points Earned: Percentage Score:

Directions: Choose 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.

Highly Somewhat Not Evident Evident Evident

Lesson Preparation 4 3 2 1 0

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) NA

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 Comments:

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) Comments:

Comprehensible Input 4 3 2 1 0

10. Speech appropriate for students’ proficiency level (e.g., slower rate, ❏ ❏■ ❏ ❏■ ❏ enunciation, and simple sentence structure for beginners)

11. Clear explanation of academic tasks ❏ ❏■ ❏ ❏■ ❏

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appendix a

12. A variety of techniques used to make content concepts clear ❏ ❏■ ❏ ❏■ ❏ (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 ❏ ❏■ ❏ ❏■ ❏ 14. Scaffolding techniques consistently used assisting and supporting ❏ ❏■ ❏ ❏■ ❏

student understanding (e.g., think-alouds) 15. A variety of questions or tasks that promote higher-order thinking ❏ ❏■ ❏ ❏■ ❏

skills (e.g., literal, analytical, and interpretive questions) Comments:

Interaction 4 3 2 1 0

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 ❏ ❏■ ❏ ❏■ ❏ NA 19. Ample opportunities for students to clarify key concepts in L1 as ❏ ❏■ ❏ ❏■ ❏■ ❏

needed with aide, peer, or L1 text Comments:

Practice & Application 4 3 2 1 0 NA

20. Hands-on materials and/or manipulatives provided for students to ❏ ❏■ ❏ ❏■ ❏■ ❏ practice using new content knowledge NA

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) Comments:

Lesson Delivery 4 3 2 1 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:

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appendix a

Review & Assessment 4 3 2 1 0

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 Comments:

(Reproduction of this material is restricted to use with Echevarría, Vogt, and Short (2017), Making Content Comprehensible for English Learners: The SIOP® Model.)

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1. Observers:
2. Teacher:
3. Date:
4. School:
5. Grade:
6. ClassTopic:
7. ESL Level:
8. Total Points Possible 120 Subtract 4 points for each NA given:
9. Total Points Earned:
10. Percentage Score:
11. Observers_2:
12. School_2:
13. Date_2:
14. Teacher_2:
15. Grade_2:
16. ClassTopic_2:
17. ESL Level_2:
18. Total Points Possible 120 Subtract 4 points for each NA given_2:
19. Total Points Earned_2:
20. Percentage Score_2:
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