Sheltered Instruction Observation Protocal

The SIOP method, Sheltered Instruction Observation Protocal, makes learning accessible to English Language Learners.  The SIOP method provides scaffolding that allows all students to be successful in the classroom.  Below you will find my observations and thoughts on the recorded SIOP lesson provided by Regis.

Before Reading
Strategy	Teacher Action	Student Action	Comments
Set clear expectations and provided an outline of what would happen in the lesson.	The teacher explicitly explained the lesson.  She went over objectives verbally, but also had them written down. The teacher made the students feel more comfortable and worked to take away anxiety.	Students reviewed expectations for the day.  They were following along as the teacher went over what would happen in the lesson.	The teacher clearly outlined the agenda for the lesson, and shared goals with students.  It seemed that students were more relaxed knowing exactly what was expected of them.
Reminded students of the reading strategies they should focus on using.	The teacher explained that the goal would be to focus on inferences.  She said that she wants students to begin to understand how to make inferences.  She then said she wanted to review reading strategies.  She asked students questions about what kind of strategies they have learned that they would need today.	Students answered the teacher's questions about what reading strategies they should be using.	The teacher reviewed the focus for the day, which allows ELLs to focus on the important goals of the lesson.
Previews key vocabulary from chapter	The teacher has pictures for students to look at and pass down the row.   She then discusses the meaning of each of the words, and references the pictures when speaking about each words.  She points out obscurities in spelling.  She tells stories to build connections to the words.  Occasionally she uses synonyms to help students understand the meanings of the words.  She also uses the students' native language to build connections with vocabulary words.	The students answered the teacher's questions.   They provided connections to words. They shared the names of words in their first language.	The teacher used pictures, words, verbal definitions, and stories to build vocabulary knowledge.  Students shared names of the words in their first language, and were engaged in the vocabulary discussion.
Makes connections to culture	The teacher links the lesson to students' background experiences by inviting the students to talk to their parents about superstitions in their culture.	Students listened, but would need to take action on this connection once they are home.	The teacher worked to make connections to culture.  Furthermore, the teacher has increased language output if students do in fact go home and talk to their family about superstitions.
During Reading
Strategy	Teacher Action	Student Action	Comments
Clear Directions	The teacher sheltered the directions and made sure students knew exactly what to do.  She asked students if they understood where they were starting.	Students found the necessary page, and confirmed that they knew where they were beginning the lesson.	It is important that all students are following along and know what is expected of them.  The teacher set all students up for success by making sure they were in the right place at the right time.  All students quickly found the page, and were ready to learn.
Reading aloud	The teacher read clearly, slowly, and with correct pronunciation so students could understand and follow along.	Students followed along as the text was being read aloud.	The teacher helped students with word recognition by reading clearly and at a speed that students could follow.  The students can then see and hear the words at the same time.  The teacher was clear, and all students were following along.
Explicit Instruction on Strategies	The teacher providing scaffolding by reminding the students how to use strategies, asking questions, and guiding them towards making an inference.  She took notes in front of the class and reminded students to use background knowledge.	Students answered questions, participated in discussions, and wrote down clues to help make inferences.	The teacher did an excellent job providing wait time, scaffolding, and modeling to support student thinking.
Repetition of Key Vocabulary	The teacher pointed out words that were already covered at the beginning of the lesson to solidify knowledge of the words.	Students listened to the repeated explanation of the vocabulary words.	Repetition is important to acquisition of vocabulary for ELLs.  She used a variety of methods to introduce the vocabulary, but confirming the meanings of the words here ensured the words were committed to memory.
After Reading
Strategy	Teacher Action	Student Action	Comments
Review Content, Strategies, and Allow Students to Interact with Text Individually	The teacher sheltered instructions for the review.  The instructions were explained, and written on the board for reference.  She asked the students to complete specific tasks on their Post-It notes for review.	Students listened to instructions, referenced the instructions on the board, and started to work independently.	The teacher did a great job providing an opportunity to interact with the text individually so that they are able to continue to construct meaning with multiple exposures to the text.

The SIOP model is excellent for instructing English Language Learners.  The teacher in this video was very intention with her use of strategies.  It was very clear that she had thought through what she was teaching and the students she was teaching.  She did not “dumb down” the lesson or just seek out an easier text.  Instead, she provided the necessary scaffolding so that students could focus on their learning and be successful in doing so.