CLASS 1
Welcome to our introduction into the Sheltered Instruction Observation Protocol otherwise known as SIOP. This framework for instruction was developed by Jana Echevarria, Mary Ellen Vogt, and Deborah Short to help create comprehensible learning through content.
This is our first opportunity to provide a course to help us learn about the SIOP together as an ELL learning community. In class 1, participants will receive an opportunity to learn about an overview of the framework and then we will look closer at component 1: Lesson Preparation.
One feature that is very important to discuss is planning your lessons based on content and language objectives. The content objectives are what you are teaching and students need to know. The language objectives support the language that students need in order to access the content. An effective objective is measurable and observable. To find planning guides to help make learning objectives clear, click here.
Class 2
Our second class focused on writing content and language objectives and finding meaningful activities for your students. that are authentic, connected and related to the learning.
There are many factors that influence the writing of language objectives and content objectives. Content objectives define what it is you want your students to learn. Language objectives are the language that students need in order to complete the task and show others what they know. In order to write language objectives, you need to first define the academic vocabulary, language functions and language structure that students are being asked to use in the lesson. Some lessons may have all three components of language present and other lessons may not. Regardless, it is important to define these language traits before you ask students to use them.
To find a worksheet to support writing language objectives, click here. To look at an examplar, click here.
Meaningful activities were also discussed in this session. In order for activities to be effective, you need to make sure that they are meeting your students learning targets and are authentic, connected and relevant to your students. Content and language objectives will help determine how these activities will demonstrate growth and also provide balance in instruction on the four domains of reading, writing, speaking and listening. To see examples of activities that may help find balance in the four domains as well as supporting your learning targets, click here.
Class 3
Our third class reviewed language objectives and the observable behaviors surrounding language function, structure and vocabulary in lesson planning. We also moved forward with Component #2 Building Background.
Building background consists of activating prior knowledge for your ELL students and building background knowledge on unfamiliar topics, vocabulary and finally connecting the concepts to past learning in the classroom. There are many different strategies that can help promote all three components.
You can use this planning guide to help reinforce the first 3 components of the SIOP model.
Class 4
Our fourth and final class focused on Component #3: Comprehensible Input and Component #5: Interaction.
Stephan Krashen defines comprehensible input as “making messages meaningful”. There are many ways to create meaningful messages in instruction but it is very important to be intentional about your strategies and the needs of your students.
The conversation over interaction focused mainly on instructional conversations. Participants discussed how we make messages meaningful so that students are able to rehearse concepts orally and in reading and writing. One of the ways to do this is through cooperative learning. To see examples of a few of the structures we focused on, click here.
We will continue our SIOP 1 course in the classrooms with a coaching model for second semester. Our coaching experiences will be centered around Component 1 and be tailored to each individual participants teaching situation.
It was a great first semester of learning!