esse 28 ‘The Sheltered Instruction Observers ramp racr Ho Observation Protocol (SIOP®) Date: B= QF/: School: ‘ ‘Echevarria, Vow. & Short, 2000; 20062008) Grade: Chasse MMe Nong Level Lesson: Multiday Single-day (cirle one) “Total Points Possible: 120 (Subtract 4 points foreach NA given) “Total Points Earned: Percentage Score: ‘Dives: Circle the murber tha best reflects what you obarv ne sheltered leszon. You may give 0 See from 0-6 for NA on selected ems). Ce tinder “Comments” specific examples ofthe behaviors observ Highly Somewhat Not Evident Evident. Evident Preparation heats are 1. Content objectives clearly defined, displayed, and a o oo 90 reviewed with students ie 2. Language objectives clesly die diplyed and a aaa reviewed with stdents ar 4 5. Content concepts sppropriate for age and edcational Saoaoaoa background level of students 4. Supplementary materials used toa high degree, makingthe =O oO O O Jesson clear and meaningful (e.g. computer programs, graphs, models, visuals) 5, Adaptation of content (¢.g., text, assignment) to all Ievels oe o 00 of student proficiency 6. Meaningful activities that integrate lesson concepts foo o ov (eg, surveys, leter writing, simulations, constructing models) with language practice opportunities for reading, writing, listening, andor speaking Comments: Building Background ea 7. Concepts explicitly linked to students’ bckeroynd experiences 2 QO 8. Links explicitly made between past IMmning angisiow concepts @ ooo 9, Key vocabulary emphasized (eg. introduced, written, repeated, o a and highlighted for stadents to see) Comments: oooy vooe Comprehensible Input 10. Speech appropriate for students’ proficiency level (e.g. slower rate, enunciation, and simple sentence structure for beginners) 11. Clear explanation of academic tasks 2. A variety of techniques used to make content concepts clear (e.g, modeling, visuals, hands-on activities, demonstrations, gestures, body language) Comments: ao a Strategies 434 2 4 o 13. Ample opportunities provided for students to use a@oo0 20 learning strategies (Reproduction ofthis material is restricted to use with Echevarria, Vogt, and Shor (2008), Making Conteni Comprehensible for English Learners: The SIOP® Model appendix229 Highly Somewhat Not ‘ Evident Evident Evident af aera 14, Scaffolding techniques consistently used agfisting and a a o 0.0 supporting student understanding (e 15. A variety of questions or tasks that promote higher-order a aw aaa thin cing skills (e.., literal, analytical, and interpretive questions) Comments: Interaction oo 3 +. 0 16, Frequent opportunities for interaction and discussion meee late hetwean leacher/student and among students, which encourage ‘borate! responses about lesson concepts 17. Grouping eon figurations support language and content Waaoa objectives of the lesson |: Sufficient wait time for student responses consistently ao woaaa provided NA 19, Ample opportunities for students to clarify key concepts o wo © oO in L1 as needed with aide, peer, or Ll text Comments Practice/Application 4 20, Hands-on materials and/or manipulatives provided a for students to practice using new content knowledge 2). Activities provided for students to apply content and wooaa|a language knowledge in the classroom are vrepattd langeagesie (reading wing, listening, and speaking) Comments: Lesson Delivery a3 # 4 © 23. Content objectives clearly supported by lesson delivery waaaa 24, Language objectives clearly supported by lesson delivery @eoaea io 25, Students engaged approximately 90% to 100% oftheperiod © a aoa 26, Pacing of the lesson appropyiaty to students' ability level 2 i oo Comins Te sue : Review/Assessment igo art 27, Comprehensive review of key vocabulary ao aaa0 28. Comprehensive review of key content concepts oaoa00 29, Regular feedback provided to students on their output ooaoaaa38 (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: a o o o o (Reprotion of this materi is reste to use with Echevai, Vg, and Short (2008), Making Cone Camper Sgt ‘Learners: The SIOP® Model.) appendix e