Antonia

 Morado  
LCEV  408  
 
The  Sheltered  Instruction  Observation  Protocol  (SIOP)  
 
Lesson  Preparation  
1. Content  objectives  clearly  defined,  displayed,  and  reviewed  with  students    
 
The  teacher  clearly  stated  multiple  times  what  the  students  would  be  learning.  She  
explained  what  the  lesson  meant  and  how  it  would  be  used  in  everyday  life.    
 
 
2. Language  objectives  clearly  defined  displayed  and  reviewed  with  students  
The  teacher  explained  how  the  language  they  were  learning  would  impact  them  in  the  
future  and  why  they  needed  to  learn  it  for  writing  and  speaking.    
3. Content  concepts  appropriate  for  age  and  educational  background  level  of  students  
 
The  students  demonstrated  they  understood  what  the  teacher  was  teaching  while  
presenting  the  lesson.  The  activities  and  lesson  the  teacher  decided  to  use  is  age  
appropriate  for  2nd  grade.    
 
4. Supplementary  materials  used  to  a  high  degree,  making  the  lesson  clear  and  
meaningful  (e.g.  computer  programs,  graphs,  models,  visuals)  
 
The  display  the  teacher  used  to  present  the  lesson  to  her  class  is  great  because  she  
utilized  post-­‐it  notes  to  fill  in  the  blanks  on  her  paper  display.  She  also  used  displays  she  
already  created  to  help  the  students  fill  in  the  blanks  to  create  a  past  tense  sentence.    
 
5. Adaptation  of  content  (e.g.  text,  assignment)  to  all  levels  of  students  proficiency  
N/A    
I  am  not  aware  of  the  proficiency  levels  of  all  the  students.  So  I  wouldn’t  be  able  to  judge  if  
the  assignment  benefitted  all  the  students.  From  what  I  saw  all  the  students  seemed  to  be  
participating  and  answering  the  teacher  well.  
 6. Meaningful  activities  that  integrate  lesson  concepts  (e.g.  surveys,  letter  writing,  and  
simulations.  Constructing  models)  with  language  practice  opportunities  for  reading,  
writing,  listening,  and/or  speaking  
 
The  teacher  had  a  couple  activities  for  the  students  to  participate  in  like  the  
communication  lines  where  the  students  would  ask  questions  to  their  peers.  She  also  
explained  how  past  tense  is  also  used  in  writing  and  had  them  write  on  white  boards  
and  share  with  their  partners.  I  liked  how  she  had  the  students  say  what  their  partner  
wrote.  It  shows  how  well  they  listen.    
Building  Background  
7. Concepts  explicitly  linked  to  students  background  experiences  
 
The  lesson  was  about  Thanksgiving.  She  wrote  statements  about  Thanksgiving  that  
could  be  related  to  the  students’  home  life.  She  also  had  the  students  create  their  own  
past  tense  sentences  from  their  own  Thanksgiving  holiday  experiences.    
 
8. Links  explicitly  made  between  past  learning  and  new  concepts  
 
In  the  video  the  teacher  mentioned  for  the  students  to  use  the  family  members  nouns  
they  learned  in  a  previous  lesson,  she  also  referred  to  her  own  display  in  the  room.    
 
9. Key  vocabulary  emphasized  (e.g.  introduced,  written,  repeated  and  highlighted  for  
students  to  see)  
 
I  gave  this  area  a  2  of  somewhat  evident  because  even  though  she  had  the  words  on  
sticky  notes  in  past  tense  forms  they  weren’t  really  recognized  as  vocabulary  nor  were  
they  repeated  and  emphasized  for  the  students  to  learn.    
Comprehensible  Input  
10. Speech  appropriate  for  students’  proficiency  level  (e.g.  slower  rate  enunciation,  and  
simple  sentence  structure  for  beginners.  
 
The  teacher  speaks  normally  and  clear  with  her  students  but  nothing  noticeably  
obvious.  She  speaks  at  an  appropriate  volume  and  makes  good  eye  contact  with  her  
students.  It  seems  like  all  the  students  are  at  a  proficiency  level  where  they  understand  
and  can  speak  English.    
 
11. Clear  explanation  of  academic  tasks:  
 
 The  teacher  has  great  control  with  her  classroom.  Every  student  is  on  task  and  ready  to  
learn.  You  can  tell  they  all  respect  her.  The  teacher  clearly  explains  all  the  academic  
tasks.  It  seems  like  all  the  tasks  have  been  done  before  and  the  students  have  a  good  
grasp  on  protocol.    
 
12. A  variety  of  techniques  used  to  make  content  concepts  clear  (e.g.  modeling,  visuals,  
hands  on  activities,  demonstration,  gestures,  body  language)  
The  teacher  used  models  and  hand  gestures  to  visually  show  the  students  what  they  will  
be  learning.  She  presents  the  content  clearly.    
Strategies    
13. Ample  opportunities  provided  for  students  to  see  learning  strategies  
 
The  students  had  plenty  of  opportunities  to  use  the  strategies  they  learned  within  class.  
They  practiced  speaking,  writing,  and  reiterating  past  tense  words.  
 
14. Scaffolding  techniques  consistently  used  assisting  and  supporting  students  
understanding  (e.g..  think-­‐aloud)  
 
The  students  have  opportunities  to  speak  out  loud  and  practice  what  they  were  learning  
but  not  many  opportunities  to  speak  out  loud.  Because  if  they  were  to  do  so  it  would  
disturb  their  peers;  however  if  they  were  working  individually  or  in  smaller  groups  
thinking  out  loud  would  be  more  acceptable.    
 
15. A  variety  of  questions  or  tasks  that  promote  higher-­‐  order  thinking  skills  (e.g.  literal,  
analytical,  and  interpretive  questions)  
The  teacher  provides  opportunities  for  the  students  to  create  and  think  of  their  own  sentences.  
This  involves  the  students  to  use  skills  and  techniques  to  formulate  these  statements.    
Interactions  
16. Frequent  opportunities  for  interaction  and  discussion  between  teacher/student  and  
among  student  which  encourage  elaborated  responses  about  lesson  concepts  
The  students  have  plenty  of  opportunities  for  interaction  with  their  peers  and  the  
teacher.  It  is  encouraged  in  this  class  for  students  to  be  vocal  and  speak.    
17. Grouping  configurations  support  language  and  content  objectives  of  the  lesson  
 
The  teacher  has  the  students  work  in  pairs  often.    
 
18. Sufficient  wait  time  for  student  responses  consistently  provided  
 The  teacher  allows  sufficient  wait  tome  for  students  to  respond  the  questions  she  
provides.    
19. Ample  opportunities  for  students  to  clarify  key  concepts  in  L1  as  needed  with  aide,  peer  
or  L1  text.  
 
The  students  are  provided  with  opportunities  to  ask  questions.    
Practice  and  Application  
20. Hands-­‐on  materials  and/or  manipulative  provided  for  students  to  practice  using  new  
content  knowledge  
 
The  teacher  has  set  activities  for  the  students  to  do  to  help  them  in  practicing  the  new  
content  they  received.  They  practice  speaking  with  peers  and  writing.    
21. Activities  provided  for  students  to  apply  content  and  language  knowledge  in  the  
classroom  
 
The  activities  provided  for  students  help  them  in  applying  correct  language  in  the  
classroom.  The  teacher  also  uses  constructive  criticism  in  helping  the  students  speak  
correctly.    
22. Activities  integrate  all  language  skills  (i.e.  reading,  writing,  listening  and  speaking)  
 
 
The  activities  integrate  all  language  skills!  The  lesson  format  and  flow  of  teaching  was  
excellent  and  she  did  a  great  job  at  incorporating  everything.    
Lesson  delivery    
23. Content  objectives  clearly  supported  by  lesson  delivery  
 
The  learning  objectives  were  highly  evident  within  the  lesson.    
 
24. Language  objectives  clearly  supported  by  lesson  delivery  
 Language  learning  objective  is  supported  by  the  lesson    
 
25. Students  engaged  approximately  90%  to  100%  of  the  period    
 
 The  teacher  has  a  wonderful  grasp  on  her  class.  They  are  participating  and  paying  
attention  100%  of  the  time.  You  can  tell  the  learning  process  is  very  evident.    
26. Pacing  of  the  lesson  appropriate  to  students  ability  level    
The  lesson  is  at  a  steady  pace  where  the  students  have  the  ability  to  learn  and  
comprehend  what  the  teacher  is  saying.    
Review  &  Assessment    
27. Comprehensive  review  of  key  vocabulary  
N/A  
 
We  really  didn’t  get  to  see  how  the  lesson  wrapped  up  at  the  end.    
28. Comprehensive  review  of  key  content  concepts  
N/A  
We  really  didn’t  get  to  see  how  the  lesson  wrapped  up  at  the  end.    
 
29. Regular  feedback  provided  to  students  on  their  output  (e.g.,  language,  content,  work)  
The  teacher  was  great  about  providing  feedback  for  the  students.  She  corrected  
mistakes,  but  also  provided  positive  encouraging  feedback  for  her  students.    
 
30. Assessment  of  student  comprehension  and  learning  of  all  lesson  objectives  (e.g.,  spot  
checking,  group  response)  throughout  the  lesson    
 
The  teacher  did  a  great  job  at  spot  checking,  calling  on  students  and  responding  to  
students’  answers.    
 
 
 
Overall  the  teacher  did  a  great  job  in  utilizing  the  SIOP  method.  It  is  evident  that  her  
class  benefits  from  this  style  of  teaching.