ELL CLASSROOM OBSERVATION
Title
Name
Grand Canyon University: ESL 533
Date
The Sheltered Instruction Observation Protocol (SIOP)
Observer:
Date:
Grade:
ESL Level:
School:
Teacher:
Class/Topic:
Lesson:
Total Points Possible: (Subtract 4 points for each NA given) _____
Total Points Earned: _____ Percentage Score: _____
Highly Evident | Somewhat Evident | Not Evident | |||
4 | 3 | 2 | 1 | 0 | |
Preparation | |||||
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 | |||||
Comments:
|
|||||
Building Background | |||||
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 | |||||
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) | |||||
Comments:
|
|||||
Strategies | |||||
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 | |||||
16. Frequent opportunities for interaction and discussion between teacher/student and among students, which encourage elaborated responses about lesson concepts | |||||
17. Grouping configuration 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 | |||||
Comments:
|
|||||
Practice & Application | |||||
20. Hands-one 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) | |||||
Comments:
|
|||||
Lesson Delivery | |||||
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 | |||||
Comments:
|
|||||
Review & Assessment | |||||
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 | |||||
Comments:
|
The Sheltered Instruction Observation Protocol (SIOP)
Observer:
Date:
Grade:
ESL Level:
School:
Teacher:
Class/Topic:
Lesson:
Total Points Possible: (Subtract 4 points for each NA given) _____
Total Points Earned: _____ Percentage Score: _____
Highly Evident | Somewhat Evident | Not Evident | |||
4 | 3 | 2 | 1 | 0 | |
Preparation | |||||
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 | |||||
Comments:
|
|||||
Building Background | |||||
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 | |||||
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) | |||||
Comments:
|
|||||
Strategies | |||||
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 | |||||
16. Frequent opportunities for interaction and discussion between teacher/student and among students, which encourage elaborated responses about lesson concepts | |||||
17. Grouping configuration 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 | |||||
Comments:
|
|||||
Practice & Application | |||||
20. Hands-one 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) | |||||
Comments:
|
|||||
Lesson Delivery | |||||
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 | |||||
Comments:
|
|||||
Review & Assessment | |||||
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 | |||||
Comments:
|