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S.I.O.P.S.I.O.P.The Sheltered The Sheltered
InstructionInstructionObservational Observational
Protocol:Protocol:
Our School Wide Our School Wide ImplementationImplementation
Joslyn Katz, 4Joslyn Katz, 4thth Grade Teacher Grade Teacher
Nirda Derose, 4Nirda Derose, 4thth Grade Bilingual Teacher Grade Bilingual Teacher
Julie Stott, Literacy/ELL coachJulie Stott, Literacy/ELL coach
We teach at Sunny Hill Elementary School We teach at Sunny Hill Elementary School in Carpentersville, Illinois.in Carpentersville, Illinois.
What is S.I.O.P.?What is S.I.O.P.?• Initially created as an evaluation tool, it can Initially created as an evaluation tool, it can
serve as a guide to highly effective serve as a guide to highly effective instruction for ELLs.instruction for ELLs.
• It includes It includes 8 Components8 Components::* Lesson Preparation* Lesson Preparation * Interaction* Interaction
* Building Background* Building Background * * Practice/ApplicationPractice/Application
* Comprehensible Input * Comprehensible Input * Lesson Delivery* Lesson Delivery
* Strategies* Strategies * Review/Assessment* Review/Assessment
Echevarria, Vogt, & Short, Echevarria, Vogt, & Short, Making Content Comprehensible for Making Content Comprehensible for English Learners: The SIOP ModelEnglish Learners: The SIOP Model
Why We Moved to a Why We Moved to a S.I.O.P. model…S.I.O.P. model…
• High percentage of ELL’s in school High percentage of ELL’s in school (approximately 55%)(approximately 55%)
• Desire to keep students in Desire to keep students in classrooms more often for Core classrooms more often for Core InstructionInstruction
• Recognized S.I.O.P. to be effective Recognized S.I.O.P. to be effective instruction design for ALL students instruction design for ALL students
Our Journey with S.I.O.P.Our Journey with S.I.O.P.
1.1. 2005-2006: Optional S.I.O.P. class taught by 2005-2006: Optional S.I.O.P. class taught by Joslyn before school.Joslyn before school.
2.2. 2006-2007: Principal asks a classroom 2006-2007: Principal asks a classroom teacher from each grade level to join teacher from each grade level to join S.I.O.P. committee with the expectation of S.I.O.P. committee with the expectation of learning and implementing components. learning and implementing components. Julie takes on role of S.I.O.P. coach and Julie takes on role of S.I.O.P. coach and works with and supports group. We meet works with and supports group. We meet monthly, discussing one component a monthly, discussing one component a month, and begin cognitive coaching. Great month, and begin cognitive coaching. Great success!success!
3.3. 2007-2008: Teachers are expected 2007-2008: Teachers are expected continue to implement S.I.O.P., without continue to implement S.I.O.P., without coach.coach.
4.4. 2008-2009: Whole staff training on 2008-2009: Whole staff training on S.I.O.P. from Pearson. S.I.O.P. from Pearson.
5.5. 2009-2010: Trainer from Pearson visits 2009-2010: Trainer from Pearson visits classrooms and provides feedback.classrooms and provides feedback.
6.6. 2010-2011: Coaching role returns. Julie 2010-2011: Coaching role returns. Julie asks new representative from each grade asks new representative from each grade level to join as a “Core Group”, along with level to join as a “Core Group”, along with other staff, to “reignite” S.I.O.P. focus. other staff, to “reignite” S.I.O.P. focus. Our focus this year is specifically on Oral Our focus this year is specifically on Oral Language Development.Language Development.
What We’ve LearnedWhat We’ve Learned• Support and ongoing staff Support and ongoing staff
development is critical.development is critical.
• Some form of Some form of accountabilityaccountability may be necessary as ESL may be necessary as ESL minutes are state-required.minutes are state-required.
• An enthusiastic “Core Group” An enthusiastic “Core Group” makes a big difference!makes a big difference!
• Nothing was more effective than Nothing was more effective than Cognitive Coaching.Cognitive Coaching.
• Sharing ACCESS data with staff to Sharing ACCESS data with staff to provide evidence for instructional provide evidence for instructional changes made an impact. changes made an impact.
• Using some staff meetings and Using some staff meetings and Institute Day for whole school work Institute Day for whole school work on S.I.O.P. components was useful.on S.I.O.P. components was useful.
Practical ApplicationPractical Application
• Differentiated assignmentsDifferentiated assignments– Academic needsAcademic needs– Language needsLanguage needs
• Multiple intelligencesMultiple intelligences– Easy integration through choiceEasy integration through choice– Address learning and language needs Address learning and language needs
• Clear, specific expectations!!!Clear, specific expectations!!!
SPELLING Connect Three – 4th Grade
Sort your words. Write each word in a thoughtful question. You may combine two words if it makes sense.
Sort your words. Look up all 10 words in a dictionary. Write each word and an antonym for it. Group by heading.
ex: happy, sad
Write a persuasive commercial for any product. It can be a real or imaginary product. Be creative! Use all 10 words.
Sort your words. Write an analogy for each spelling word. Group by heading.
ex: red is to apple like yellow is to banana
Use spelling words in a meaningful sentence. Use two words per sentence. Correct handwriting, spelling and grammar count!
Sort your words. Look them up in a dictionary. Write each word and a a synonym for it. Group by heading.
ex: dog, canine
Write and solve math story problems. Write as many as you need to use all 10 words.
Write a play or a poem using all 10 words.
Write a song. Be sure that it makes sense! Include all 10 words.
Practical ApplicationPractical Application
• ““I Can” StatementsI Can” Statements– Student-friendly “Students will be able to…”Student-friendly “Students will be able to…”– Work for all content areas, grades, Work for all content areas, grades,
languages, abilitieslanguages, abilities– Attach purpose to student learning, Attach purpose to student learning,
assessmentassessment– AgendasAgendas
• Whole groupWhole group• Small group and centersSmall group and centers
– ResponsesResponses• Copy into spirals for writing about reading, Copy into spirals for writing about reading,
science, etcscience, etc
Sample Agenda—Whole Sample Agenda—Whole GroupGroup
• 9:00-9:50 Writers’ WorkshopI can describe emotions through the use of poetry.I can compose a poem that includes at least one
element of figurative language.• 9:50-10:40 Group 1: PE Group 2: LMC• 10:40-11:30 Readers’ WorkshopI can infer the meaning of a narrative text.I can analyze a narrative text by making an inference. • 11:30-12:00 Guided ReadingI can appropriately apply reading and writing
strategies.I can clearly communicate my ideas.• 12:00-12:20 Word WorkI can apply word solving strategies to learn new
words.I can ask questions to clarify my thinking.
Sample Agenda—Sample Agenda—IndependentIndependent
• Independent Reading: I can independently Independent Reading: I can independently read a book at my level and write a read a book at my level and write a response to my reading in my reading log.response to my reading in my reading log.
• Read to Someone: I can read to a partner Read to Someone: I can read to a partner and write a response to my reading in my and write a response to my reading in my reading log.reading log.
• Compass Learning: I can complete at least Compass Learning: I can complete at least 1 activity with 80% accuracy or better.1 activity with 80% accuracy or better.
• Write: I can write a letter with three Write: I can write a letter with three paragraphs: an introduction, a body, and paragraphs: an introduction, a body, and a conclusion.a conclusion.
Writing Content and Writing Content and LanguageLanguageObjectivesObjectives
• TerminologyTerminology• SpecificitySpecificity• Student-friendlyStudent-friendly
Recommendations for Recommendations for StartingStarting
• Find a core group of enthusiastic Find a core group of enthusiastic teachersteachers
• Focus on one content areaFocus on one content area• Book study on S.I.O.P.Book study on S.I.O.P.• Introduce reflective discussion and Introduce reflective discussion and
observationsobservations• Possible cognitive coachingPossible cognitive coaching
Contact InformationContact Information
Joslyn Katz, 4Joslyn Katz, 4thth Grade Teacher Grade [email protected]
Nirda Derose, 4Nirda Derose, 4thth Grade Bilingual Teacher Grade Bilingual [email protected]
Julie Stott, Literacy/ELL coachJulie Stott, Literacy/ELL [email protected]
http://ww2.barrington220.org/212620413102343853/site/http://ww2.barrington220.org/212620413102343853/site/default.asp?default.asp?
