Introduction to ESL Literacy Skills Appendix A
Introductionto ESL Literacy Skills
AppendixA
TheSheltered Instruction Observation Protocol (SIOP)
Observer: Teacher:
School:
Grade: Class/Topic: Introduction to ESL Literacy Skills
ESLLevel:2 Lesson:Single-day
TotalPoints Possible: 96 (Subtract 4 points for each NA) given: ­­­(86)
TotalPoints Earned: Percentage Score: 89%
Directions:highlightthe number 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.
LessonPreparation
­­­­­­­­­­­­­­­­­­­­­ 4 3 2 1 0
Content objectives Content objectives No clear defined
clearlydefined, for students implied content objective
displayed,and
reviewed with
students
Comments:Theteacher had a well-planned teaching strategy with a planned studentinvolvement. She also explained what the course expected the studentsto have gained at the end of the session.
4 3 2 1 0
2. LanguageObjectives N/A LanguageObjectives languageobjectives
clearlydefined,displayed forstudents impliedNo clearly defined for students
andreviewed with student
Comments:Theteacher explained what she was to teach during the session. She alsoasked some questions on the previous reading to make the students’mind prepared to learn new concepts.
4 3 2 1 0
3. Content concepts Content concepts Content concepts
appropriatefor age and somewhat inappropriate for
educationalback ground appropriatefor age age and educational
levelof students andeducational level level of students
ofstudents
Comments:The teacher usedsimple vocabulary and introduced a subject which the studentsenjoyed. The topic taught was not advanced and was easy for thestudents to comprehend.
4 3 2 1 0
4.Supplementarymaterial Someuse of Nouse of
usedto a high degree, supplementary supplementary
makingthe lesson clear materials materials
andmeaningful (e.g.,
computerprograms, graphs,
models,visuals)
Comments:Theteacher used some visual examples such as chart and also illustratedsome points using fellow students in a cheerful manner.
.4 3 2 1 0
5.Adaptationsof Someadaptation of Nosignificant
content(e.g., contenttoall levels of adaptationof content
text,assignment) studentproficiency toall levels of student
toall levels of proficiency
studentproficiency
Comments:Theteacher allocated some small assignments to the students. Thelearners gained much of their knowledge from classroom teachings.
4 3 2 1 0
6.Meaningfulactivities Meaningfulactivities Nomeaningfulactivities
thatintegrate lesson thatintegrate lesson that integrate lesson concepts
concepts( e.g., interviews, conceptsbut provide with language practices
letterwriting,simulations, few language practice
models)withlanguage opportunitiesfor reading,
practiceopportunities writing,listening,
forreading,writing,listening, and/or speaking
and/or speaking
Comments:Studentsengaged in some learning groups to discuss in the context of theirstudy. They also practiced the writing skills taught and exchangedtheir written materials for review among the groups formed.
BuildingBackground
4 3 2 1 0
7.Conceptsexplicitly Conceptsloosely Concepts not
linkedto students’ linkedto students’ explicitlylinked
backgroundexperience background to students’
experiences background
experiences.
Comments:Studentsexpressed their enthusiasm to learn, and the number of questionsdecreased. It showed that the students had some basic background onthe topic covered.
4 3 2 1 0
8.Linksexplicitly made Fewlinks made No links made
betweenpast learning betweenpast learning between past
andnew concepts andnew concepts learning and new
concepts
Comments:Mostof the questions asked by the students majored on the past learningsession. Students also had gained the knowledge from the previousdiscussion which had laid a foundation of the current topic.
4 3 2 1 0
9.Keyvocabulary Keyvocabulary Keyvocabulary
emphasized(e.g., introduced,but notintroduced or
introduced,written, notemphasized emphasized
repeated,and highlighted
forstudents to see)
Comments:Theteacher had already introduced some of the vocabularies in theprevious context hence she insisted less on the important concepts asthe students had knowledge of the vocabularies. It increasedcomprehensive rate of the students as they enjoyed learning newconcept.
ComprehensibleInput
4 3 2 1 0
10.Speechappropriate Speechsometimes Speechinappropriate
forstudents’ inappropriatefor students’ for students’ proficiency
proficiencylevels proficiencylevel level
(e.g.,slower rate,
enunciation,and simple,
sentencestructure for
beginners)
Comments:Thetutor used some simple words and short clear sentences for thestudents to understand. She also had good pronunciation of wordswhich never made confusion among the students during the learningsession. In addition, the tutor used a slow tone which made itpossible for every student to grasp what she was saying.
4 3 2 1 0
11.Clearexplanation Unclearexplanation Noexplanationof academic
ofacademic tasks ofacademic tasks tasks
Comments:Therewas good explanation of the students’ expectation of what to havegained after the end of the session. The teacher explained less onthe assignments she gave to the learners.
4 3 2 1 0
12.Avariety of techniques Sometechniques No techniquesused
usedto make content usedto make to make
conceptsclear (e.g., contentconcepts conceptsclear
modeling,visuals, clear
Hands-onactivities
demonstrations,gestures,
bodylanguage)
Comments:Therewere some visual graphics and charts at the front which were used toillustrate some points. The teacher also involved the students in thediscussions through asking some questions.
4 3 2 1 0
13.Ample opportunities Inadequateopportunities Noopportunities provided
providedfor student providedfor students to forstudents to use
touse learningstrategies uselearningstrategies learningstrategies
Comments:Thestudents demonstrated some understanding on the content indicated inthe charts at the front of the classrooms. However, the teacher didnot give them time to ask some questions they needed clarifications.
4 3 2 1 0
14.Scaffoldingtechniques Scaffoldingtechniques Scaffoldingtechniques
consistentlyused, assisting occasionallyused notused
andsupporting student
understanding(e.g., think-
alouds)
Comments:Theuse of the charts helped a lot in improving the studentsunderstanding of the concepts taught.
4 3 2 1 0
15.Avariety of questions or Infrequentquestions No questions of tasks that
tasksthat promote ortasks that promote promote higher-order
higher-order higher-order thinkingskills
thinkingskills(e.g., literal, thinking skills
analytical,and interpretive
questions)
Comments:Thetutor asked the students some questions meant to improve theircritical thinking capacity on the effective ways of communication.
4 3 2 1 0
16.Frequentopportunities Interactionmostly Interactionteacher
forinteractionand teacher-dominated dominatedwith no
discussionbetween withsome opportunities for students
teacher/studentand opportunitiesfor to discuss lesson concepts-
amongstudents , which studentsto talk
encourageelaborate aboutor question
responsesabout lesson lessonconcepts
concepts
Comments:Thestudents were given time to ask questions and clarifications on theareas they did not understand clearly. Groups among the students alsohelped in comprehensive understanding as they could share the ideasamong them.
4 3 2 1 0
17.Groupingconfigurations Groupingconfigurations Groupingconfigurations
Supportlanguage and content unevenlysupport donot support the language
Objectivesof the lesson thelanguage and content andcontent objectives
Objectives
Comments:Theteacher used some groups but did not give provision for the use ofnative languages which could have made understanding of the concepteasier.
4 3 2 1 0
18.Sufficient waittime Sufficientwaittime Sufficientwait time for
Forstudents responses forstudents responses studentresponses not
Consistentlyprovided occasionallyprovided provided
Comments:Theteacher gave a little time for some students to ask questions andgive their responses. She mostly concentrated on some few studentswho were slow learners.
4 3 2 1 0
19. Ampleopportunities Someopportunities No opportunities for
forstudents to clarify forstudents to clarify studentsto clarifykey
keyconcepts in L1 as keyconceots in L1 concepts in L1
neededwith aide, peer,
orL1 text
Comments:Somestudents who were slow learners received more time for askingquestions to clarify a point.
Practice& Application
­­­­­­­­­­­­­­­­­­­­­­­­
4 3 2 1 0
20. Hands-on materials Fewhands-on materials Nohands-on materials and
and/or manipulatives and/or manipulatives /ormanipulative provided
providedfor students to providedfor students to forstudents to practice using
practiceusing new content practiceusing new newcontent knowledge
knowledge contentknowledge
Comments:Theteacher sued a chart which had less content on the in the session.She could have used several charts each with a different concept forthe easy understanding of the idea by the student.
4 3 2 1 0
21. Activities provided for Activitiesprovided Noactivities provided
Studentsto apply forstudents to apply forstudents to applycontent
Contentand Language eithercontentor language andlanguage knowledge
Knowledge knowledgein the classroom inthe classroom
Comments:Theteacher asked the students some questions which they were required tothink critically from the knowledge they acquired.
4 3 2 1 0
22.Activities integrate Activitiesintegrate Activitiesdo not
alllanguage skills somelanguageskills integratelanguageskills
(i.e.,reading, writing,
Listening,and speaking)
Comments:Theteacher engaged in some oral narratives with the students with theaim of enhancing the practical application of what they had learned.She corrected the students in case they made some errors during thespeech.
LessonDelivery
4 3 2 1 0
23.Contentobjectives Contentobjectives Content
clearlysupported somewhatsupported objectivesnot supported by
bylesson delivery bylesson delivery lesson delivery
Comments:Theuse of the charts helped in sound delivery of the content of thetopic under study.
4 3 2 1 0
24.Languageobjectives Languageobjectives Language
clearlysupported somewhatsupported objectivesnot
bylesson delivery bylesson delivery supported by lesson delivery
Comments:Theteacher used simple sentences but failed to give the students sometime to interact in their native languages which could have made themunderstand better.
4 3 2 1 0
25.Studentsengaged Students engaged Studentsengaged
Approximately90% to approximately 70% of lessthan 50% of the period
100%of the period the period
Comments:Althoughthe teacher asked the students some questions, she majored on theslow learners leaving out the fast leaners. It could have been betterif she engaged the whole class which could have made her to movefaster. She received a low score on this issue.
4 3 2 1 0
26.Pacingofthe lesson Pacinggenerally Pacinginappropriate
appropriateto students’ appropriate,butat times tostudents’ ability levels
abilitylevels toofast or too slow
Comments:Thetutor made less use of the fast-learners in the class in enhancingthe slow learners’ abilities to grasp concepts. It made the sessionbe a little bit slow.
Review& Assessment
4 3 2 1 0
27.Comprehensive Unevenreviewof Noreview of key
Reviewof key keyvocabulary vocabulary
Vocabulary
Comments:Theteacher reviewed the key vocabularies to emphasize on the key pointsat the end of the lesson. It acted as a summary of the whole sessionsince she reviewed key vocabularies on each concept.
4 3 2 1 0
28.Comprehensivereview Unevenreviewof Noreviewof the
Ofkey content concepts keycontent concepts content concepts
Comments:Reviewingof the key vocabularies in each concept made it easier for acomprehensive review of each concept.
4 3 2 1 0
29.Regular feedback Inconsistent Nofeedback provided
Providedto students feedbackprovided tostudents on their output
Ontheir output ( e.g., tostudents on their output
Language,content,
Work)
Comments:Theteacher gave feedback on the students’ assignments. She alsocorrected the students’ mistakes as the session progressed.
4 3 2 1 0
30.Assessmentof student Assessmentsof student No assessment of student
Comprehensionand learning comprehensionand learning comprehension and
Ofchecking, group responses) ofsome lesson objectives learningoflesson objectives
Throughoutthe lesson
Comments:Theteacher gave frequent visits on the various groups formed by thestudents. She advised and gave the responses to the groups on thedifficult issues they encountered. It made her realize the commonmistakes and issues that the students did not understand. She was torepeat those areas in the next session.
Reference
Echevarría,J., Vogt, M., & Short, D. (2012). TheSIOP Model: Making Content Comprehensible for English Learners(4th ed.). Pearson.
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