Sheltered+Instruction

Sheltered Instruction Observational Protocol (SIOP):Adapted Sheltered Instructional Strategies
Sheltered instruction is the generic name for an instructional research-based model known as the Sheltered Instruction Observational Protocol or SIOP. The instructional model presents an eight-component lesson plan to facilitate learning in the content areas for English Language Learners. A brief synopsis of this model is presented below. For a sample lesson plan demonstrating the use of the SIOP model, visit the SIOP Institute web site at: http://www.siopinstitute.net/lessonplans.shtml.

■Clearly defined content objectives. ■Language objectives which address the language of content [e.g., language functions, language skills, syntax, and vocabulary]. ■Supplementary materials. ■Adaptation of content so that students are learning through meaningful activities. ■Age, grade, language level appropriate topics.
 * Preparation** - Teachers prepare lessons with:

■Linking concepts to student background and between past and new learning. [See a discussion of concept-linking in Mosaic of Thought.] ■Choose and emphasize key vocabulary.
 * Building Background** - Teachers build background knowledge of content topics by:

■Speech appropriate to student proficiency level. [Refer to descriptions and suggestions in "Use a variety of Instructional Strategies."] ■Clear explanation of tasks to be accomplished. ■Variety of techniques are used to make content clear [e.g., visuals, hands-on demonstrations, use of body language, etc.].
 * Comprehensible Input** - Teachers provide and use techniques to facilitate understanding of new content:


 * Strategies** - Teachers use and teach strategies to students.

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■Using different grouping configurations. ■Providing wait time for responses. ■Providing opportunities for students to clarify concepts in first language with an aide, peer, or first language resource.
 * Interaction** - Teachers provide opportunities for frequent interactions—teacher/student and student/student by:

■With hands-on and/or manipulatives. ■By developing activities which allow students to apply content and language knowledge using all four language skills [e.g., speaking, listening, reading, and writing].
 * Practice/Application** - Teachers develop lessons which include numerous opportunities to practice new content concepts:

■Clearly defined and supported content and language objects. ■Making sure students are aware of both content and language objectives for each lesson. ■Making sure students are engaged in the lesson 90-100% of the lesson [meaning lessons are interactive and not lecture]. ■Setting the pace according to students' current ability level.
 * Lesson Delivery** - Teachers insure that their lesson will "work" by:

■A comprehensive review of key concepts and vocabulary throughout the lesson and unit of instruction. ■Providing students with continuous feedback. ■Ongoing assessment of student comprehension of concepts and learning.
 * Lesson Review/Assessment** - Teachers review concepts and conduct assessments appropriate for students' current ability level through: