Circle the number that best
reflects what you observe in a sheltered lesson. You may give a score from 0-4. FOR USE WITH, MAKING CONTENT COMPREHENSIBLE FOR ENGLISH LEARNERS: THE SIOP MODEL. ALLYN & BACON
The Sheltered Instruction Observer: _______________________ Teacher:
___________________________
Observation Protocol (SIOP) Date:
________________________ School: ___________________________
(Echevarria,
Vogt, & Short,
Grade: ______________________ ESL level:
___________________
2000,
2004, 2008)
Class: _______________________ Lesson: Multi-day Single-day (circle one)
Directions:
Circle the number that best
reflects what you observe in a sheltered lesson. You may give a score from 0-4.
Evident Evident Evident 4 3 2 1 0
Cite under “Comments” specific examples of the
behaviors observed. Total Score:
%Score Tape #:___________
Highly
Somewhat Not NA
1. Content
objectives clearly defined for students
£ £ £ £ £
2. Language
objectives clearly defined for 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 (graphs,
models, visuals)
5. Adaptation
of content (e.g., text, assignment) to all levels of
£ £ £ £ £ NA
student
proficiency
6. Meaningful
activities that integrate lesson concepts
£ £ £ £ £
(e.g., interviews,
letter writing, simulations, models) with
language
practice opportunities for reading, writing, listening, and/or speaking
Comments:
Building
Background
4 3 2 1 0
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)
Comments:
Comprehensible
Input
4 3 2 1 0
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. Variety of techniques used to make content concepts clear (e.g., modeling,
visuals,
hands-on activities, demonstrations, gestures, body language
£ £ £ £ £
Comments:
Strategies
4 3 2 1 0
13. Ample opportunities provided for students to use
learning strategies £ £ £ £ £
14. Scaffolding
techniques consistently used, assisting and supporting
£ £ £ £ £
student
understanding (e.g., think-alouds)
15. A variety of questions or tasks that promote higher-order thinking £ £ £ £ £
skills (e.g., literal, analytical, and interpretive
questions).
Comments:
Interaction
4 3 2 1 0
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 response consistently provided
£ £ £ £ £
19. Ample
opportunities for students to clarify
key concepts in L1 as £ £ £ £ £ £
needed
with aide, peer, or L1 text
Comments:
Practice/Application
4 3 2 1 0
20. Hands-on
materials and/or manipulatives provided for students to practice £ £ £ £ £ £ NA
using
new content knowledge
21. Activities provided for students to apply content and language knowledge in
£ £ £ £ £ £ NA
the
classroom
22. Activities integrate all language skills (i.e., reading, writing,
£ £ £ £ £
listening, and speaking)
Comments:
Lesson
Delivery
4 3 2 1 0
23. Content
objectives clearly supported by lesson delivery
£ £ £ £ £
24. Language
objectives clearly supported by lesson delivery
£ £ £ £ £
25. Students
engaged approximately 90-100% of the period
£ £ £ £ £
26. Pacing
of the lesson appropriate to the students’ ability level
£ £ £ £ £
Comments:
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. Student
comprehension and learning
£ £ £ £ £
of all
lesson objectives (e.g., spot checking, group response)
assessed
throughout the lesson.
Comments: