For this assignment, observe, and assess at least one lesson involving ELLs using the Sheltered Instruction Observation Protocol (SIOP) checklist.

Observation video:

Submit a copy of the checklist with a 250-word reflection on this experience. Address the following questions in your reflection:

1. Were the students aware of the class language and content objectives?

2. How did the teacher instruct the content and language objectives?

3. What type of student group configurations were used? How many different types of student configurations were used?

4. How did the teacher accommodate for different ELP levels?

Top of Form

SIOP Checklist

20.0

All aspects of the SIOP checklist are completed for a lesson in a Title I setting involving ELLs.

Awareness of the Language and Content Objectives

15.0

A clear and concise statement regarding student awareness of the class language and content objectives is included.

Instruction of the Language and Content Objectives

15.0

A thorough description of how the content and language objectives were instructed is included.

Student Group Configurations

15.0

An insightful statement regarding the types and number of student group configurations is included.

Accommodations

15.0

An insightful statement regarding how the teacher accommodated for different ELP levels is included.

Organization

10.0

The content is well-organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit and provides the audience with a clear sense of the main idea.

Mechanics (spelling, punctuation, grammar, and language use)

10.0

Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging.

Total Percentage  100

Bottom of Form

Observer:

Date:

Grade:

ESL Level:

Highly

Evident

Somewhat

Evident

Not

Evident

Lesson Preparation 4 3 2 1 0 NA
1. Content objectives clearly defined, displayed, and reviewed

with students
2. Language objectives clearly defined, displayed, and reviewed

with students
3. Content concepts appropriate for age and educational

background level of students
4. Supplementary materials used to a high degree, making the

lesson clear and meaningful (e.g., computer programs, graphs,

models, visuals)

5. Adaptation of content (e.g., text, assignment) to all levels of

student proficiency
6. Meaningful activities that integrate lesson concepts (e.g.,

surveys, letter writing, simulations, constructing models) with

language practice opportunities for reading, writing, listening,

and/or speaking

Building Background 4 3 2 1 0 NA
7. Concepts explicitly linked to students’ background

experiences
8.

Links explicitly made between past learning and new concepts

9. Key vocabulary emphasized (e.g., introduced, written,

repeated, and highlighted for students to see)

Comprehensible Input 4 3 2 1 0 NA
10. Speech appropriate for students’ proficiency level (e.g., slower

rate, enunciation, and simple sentence structure for

beginners)

11. Clear explanation of academic tasks

12. A variety of techniques used to make content concepts clear

(e.g., modeling, visuals, hands-on activities, demonstrations,

gestures, body language)

Strategies 4 3 2 1 0 NA
13. Ample opportunities provided for students to use learning

strategies

14. Scaffolding techniques consistently used assisting and

supporting student understanding (e.g., think-alouds)

Comments:

The Sheltered Instruction Observation Protocol (SIOP) (Echevarria, Vogt, & Short, 2000; 2004; 2008)

Directions: Check the box that best reflects what you observe in a sheltered lesson. You may give a score from 0-4

(or NA on selected items). Cite under Comments specific examples of the behaviors observed.

Class/Topic:

Lesson: (check one) Multiday Single-day

Teacher:

School:

Comments:

Comments:

15. A variety of questions or tasks that promote higher-order

thinking skills (e.g., literal, analytical, and interpretive

questions)

Interaction 4 3 2 1 0 NA
16. Frequent opportunities for interaction and discussion

between teacher/student and among students, which

encourage elaborated responses about lesson concepts

17. Grouping configurations support language and content

objectives of the lesson
18. Sufficient wait time for student responses consistently

provided

19. Ample opportunities for students to clarify key concepts in L1

as needed with aide, peer, or L1 text

Practice and Application 4 3 2 1 0 NA
20. Hands-on materials and/or manipulatives provided for

students to practice using new content knowledge
21. Activities provided for students to apply content and

language knowledge in the classroom

22. Activities integrate all language skills (i.e., reading, writing,

listening, and speaking)

Lesson Delivery 4 3 2 1 0 NA
23. Content objectives clearly supported by lesson delivery

24. Language objectives clearly supported by lesson delivery

25.
Students engaged approximately 90% to 100% of the period

26. Pacing of the lesson appropriate to students’ ability level

Review and Assessment 4 3 2 1 0 NA
27. Comprehensive review of key vocabulary

28. Comprehensive review of key content concepts

29. Regular feedback provided to students on their output (e.g.,

language, content, work)

30. Assessment of student comprehension and learning of all

lesson objectives (e.g., spot checking, group response)

throughout the lesson

Total Points Earned:

Comments:

Percentage Score:

Comments:

Total Points Possible: 120 (Subtract 4 for each NA given)

Comments:
Comments:
Comments: