Six teachers from Mickle’s staff joined the ELL Instructional Coaches to learn about the Sheltered Instructional Observation Protocol (SIOP). SIOP is an instructional framework for English learners developed by Jana Echevarria, MaryEllen Vogt, and Deborah Short through the Center for Research on Education, Diversity, & Excellence (CREDE). It provides a resource for planning and implementing high-quality lessons for English learners and other students. Lessons utilizing this model integrate language and content instruction.  To see a copy of the class syllabus click here.

Class 1-Lesson Preparation

In our first session, we focused on Component One: Lesson Preparation. To see a copy of our first presentation click here.  We discussed factors affecting second language acquisition and learned about how to incorporate content and language objectives into a lesson.  For a resource to use when planning language objectives, click here.

Class 2-Building Background

In our second class, we reviewed Component One: Lesson Preparation by discussing teaching scenarios and the important role content and language objectives play in lesson preparation. We explored the features of Component Two: Building Background by viewing a sample lesson and identifying the features the teacher used effectively.  To see a copy of our second presentation, click here.

Class 3-Comprehensible Input

In our third class, we reviewed the first two components and identified techniques for making content comprehensible for language learners. We watched a video to observe strategies a science teacher used to create comprehensible input, and we began working on creating lesson plans incorporating the first three components. To view the presentation, click here.  To download a lesson plan template, click here.  As a tool for writing language objectives, we used this hand-out.

Class 4-Strategies

In our fourth class, we focused on Component 4: Strategies. We examined three types of learning strategies – cognitive, metacognitive, and language learning. We discussed teaching techniques we use to support students in learning these strategies. To see some of our ideas, click here.  We also explored three kinds of scaffolding techniques (verbal, procedural, and instructional) and talked about how each could be implemented in the classroom. We then watched a video to observe a teacher engaging her students in creating higher-order thinking questions. The teacher in the video referenced Costas Levels of Questioning as a resource to support this. Finally, we created our own higher-order thinking questions for students at the earliest stage of language acquisition. To view the presentation, click here.