Sheltered Instruction Observation Protocol (SIOP)
Across
- 3. opportunities for interaction and discussion between teacher/student and among students, which encourage elaborated responses about lesson concepts
- 7. regularly provided to students on their output (e.g., language, content, work)
- 9. explicitly linked to a student’s background experiences
- 10. for students to clarify key concepts in L1 as needed with aide, peer, or L1 text
- 13. questions or tasks that promote higher order thinking skills (e.g., literal, analytical, and interpretive questions)
- 16. for content clearly supported by lesson delivery
- 17. explanation of academic tasks
- 24. of student comprehension and learning of all lesson objectives (e.g., spot checking, group response) throughout the lesson
- 25. content concepts for age and educational background level of students
- 28. SIOP component that necessitates social learning through verbal discussion and structural combinations
- 31. provided for students to apply content and language knowledge in the classroom
- 32. activities for all language skills (i.e., reading, listening, and speaking)
- 33. appropriate for student’s proficiency level (e.g., slower rate, enunciation, and simple sentence structure for beginners)
- 34. of the lesson appropriate to the student’s ability level
- 35. objectives clearly defined, displayed, and reviewed with students
- 37. component of SIOP that should meet students at their individual level
- 38. of techniques used to make content concepts clear (e.g., modeling, visuals, hands-on activities, demonstration, gestures, body language)
Down
- 1. review of key vocabulary
- 2. final element of SIOP that is accomplished through either formative or summative means
- 4. wait time for student response consistently provided
- 5. configurations support language and content objectives of the lesson
- 6. of content (e.g., text, assignment) to all levels of student proficiency
- 8. emphasized (e.g., introduced, written, repeated, and highlighted for students to see)
- 11. key element of SIOP in which students use new knowledge and manipulate materials directly
- 12. techniques consistently used to assist and support student understanding (e.g., think-alouds)
- 14. delivery clearly supports language objectives
- 15. materials used to a high degree, making the lesson clear and meaningful (e.g., computer programs, graphs, models, visuals)
- 18. explicitly made between past learning and new concepts
- 19. SIOP second key element built with the purpose of creating a foundation
- 20. opportunities for students to use learning strategies
- 21. Delivery seventh component of SIOP with focus on teacher’s ability to connect learning goals and convey relevant information
- 22. fourth key element of SIOP that incorporates diverse methods and open-ended questions
- 23. engaged approximately 90% to 100% of the period
- 26. objectives clearly defined, displayed, and reviewed with students
- 27. activities that integrate lesson concepts (e.g., interviews, letter writing, simulations, models) with language practice opportunities for reading, writing, listening, and/or speaking
- 29. first component of SIOP initiated by the teacher in advance of a lesson
- 30. materials and/or manipulatives provided for students to practice using new content knowledge
- 36. of key content concepts