In which area or element of the SIOP® Model do you feel you need to make the most improvement in order to support all students instructional needs? What is your plan for improving in this area?Web-based resources, and the relevant commentary from them, copied and pasted here for you to see:http://www.siopinstitute.net/about.html
Sheltered instruction observation protocol: SIOPhttp://www.misd.net/bilingual/ELL.pdf
This page details all of the stages in SIOP.
The SIOP Model includes teacher preparation, instructional indicators such as comprehensible input and the building of background knowledge. It comprises strategies for classroom organization and delivery of instruction.Teacher Preparation
1. Teachers write clearly defined content objectives on the board for students. These objectives are reviewed at the beginning of a lesson and students should state at the end of the lesson whether the objectives have been met. 2. Teachers should write clearly defined language objectives on the board for students at the beginning of a lesson. Students state at the end of the lesson whether the objectives have been met. 3. Concepts taught should be appropriate for the age and educational background of students; teachers must consider the students L1 literacy, second language proficiency, and the reading level of the materials.4. Supplementary materials are used to promote comprehension. These include charts, graphs, pictures, illustrations, realia, math manipulatives, multimedia, and demonstrations by teacher and other students. 5.Content must be adapted to ELLs needs through use of graphic organizers, outlines, labeling of pictures, study guides, adapted text, and highlighted text.6. Meaningful activities integrate lesson concepts with language practice opportunities in listening, speaking, reading, and writing.Indicators of Instruction:
1. Concepts should be directly linked to students background experience. This experience can be personal, cultural or academic. 2. Links should be explicitly made between past learning and new concepts.3. Key vocabulary is emphasized. New vocabulary is presented in context. The number of vocabulary items is limited. Comprehensible Input
1. Use speech that is appropriate for students language proficiency.2. Make the explanation of the task clear using step-by-step manner with visuals. 3. Use of a variety of techniques to make content concepts clear. Teachers need to focus attention selectively on the most important information. Introduce new learning in context. Help students learn strategies such as predicting and summarizing.Strategies
1. Provide ample opportunities for students to use learning strategies. Learning strategies should be taught through explicit instruction. You want students to develop independence in self-monitoring. 2. Consistent use of scaffolding techniques throughout the lesson. Introduce a new concept using a lot of scaffolding and decrease support as time goes on. Restate a students response or use think-alouds.3. Use of a variety of question types, including those that promote higher level thinking skills. Interaction
Provide the following for ELLs:
1. Frequent opportunities for interactions about lesson concepts which encourage higher level thinking skills. 2. Grouping which supports language and content objectives. Cooperative groups, buddies, pairs, large and small groups.3. Ample wait time for responses.4. Opportunities for clarification in native language, if possible.Application (This one is the one I would work to improve)
Lessons should include:
1. Hands-on materials or manipulatives for student practice.2. Activities for students to apply content and language knowledge in the classroom.3. Activities that integrate all language skills: listening, speaking, reading, and writing.Lesson Delivery
1. Content objectives supported by lesson delivery.2. Language objectives supported by lesson delivery.3. Students engaged 90\% to 100\% of the period.4. Pacing of the lesson appropriate to students ability level.EXPERT COMMENTARY: This is a sample analysis of a teachers use and needs:The one element I would work to improve in my ELL classes and tutoring sessions is the application stage, where I provide more manipulatives for my students, and model or incorporate all input and output skills: speaking, listening, reading, and writing, in each lesson. I need more imaginative activities for students to practice the skills and language components we are studying. I need activities that are age-appropriate and also appropriate for their skill level in the language. This would be the component I would be most likely to devote additional time to, researching additional materials that I can use during my ELL lessons. I have a small stock of manipulatives, but I need additional ones in all the language levels, and some are too young for the older students. Plus, I have some for older students that are too mature for the youngsters, and I need a selection that is appropriate for each age, which I do not now have – at least most of what I need I can manufacture and print for myself, so I do not have to spend money. Plus, I need to tweak all my lessons to be sure that I am including all the input and output areas in each lesson, which I now do not include. This should be fairly simple to fix – as long as I am aware of this need to practice all skill areas in each lesson, and to include each in all my new lessons as well. Finally, the activities I now have tend to lean more heavily towards the older students and the younger students – I have few for the middle grades learner. I know that there are vast resources online that I can use and/or adapt for my middle grades learners, I just need to take a little time and preview some in order to choose what I think will work well with my students. Therefore, I will spend an hour searching for resources on Thursday afternoons planning time for MS learners, and by the end of this month, I will have a variety of manipulatives and ready-to-go lessons for the MS learners.
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