Clinical Field Experience A: ELL Classroom Observation Using SIOP

Allocate at least 10 hours in the field to support this field experience.

For this assignment, observe, and assess at least one lesson involving ELLs using the Sheltered Instruction Observation Protocol (SIOP) checklist in Sheltered Content Instruction: Teaching English Learners with Diverse Abilities.

Use any remaining field experience hours to assist the mentor teacher in providing instruction and support to the class.

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?

APA format is not required, but solid academic writing is expected.

The Sheltered Instruction Observation Protocol (SIOP) CHECKLIST

 

Practicum School:

Mentor Teacher:

Grade/Grade range:

Language Proficiency level(s):

 

Observer: (YOUR NAME)

Date:

GCU Course:

GCU Course instructor:

 

 

Directions: During 1 class period, observe a lesson taught by your mentor teacher. Score each of the 30 features below based upon how evident it was presented during the lesson. Points are earned according to the value at the top of each section (maximum of 4 points to minimum of -4). Score each feature by placing an “X” in the box based upon your observation and evaluation of this 1 lesson. Provide a few comments where space is provided to justify the scores earned (i.e. what evidence did you see, not see, or needed improvement that determined the score you selected?)

 

Points Possible – 120 Points Earned: _____ Percentage Score (Earned/Possible): _____

 

	Highly Evident		Somewhat Evident		Not Evident
SIOP Components/Features	4	3	2	1	-4
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 to justify the scores selected above:
Building Background	4	3	2	1	-4
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 to justify the scores selected above:
Comprehensible Input	4	3	2	1	-4
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 to justify the scores selected above:
Strategies	4	3	2	1	-4
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 to justify the scores selected above:
Interaction	4	3	2	1	-4
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 to justify the scores selected above:
Practice & Application	4	3	2	1	-4
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)
Comments to justify the scores selected above:
Lesson Delivery	4	3	2	1	-4
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 to justify the scores selected above:
Review & Assessment	4	3	2	1	-4
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 to justify the scores selected above:

 

 

Provide a brief reflection (approximately 250 words) of your experience observing this lesson. Follow the format below maintaining the headings provided. DELETE THESE DIRECTIONS FROM YOUR FINAL.

 

Reflection

Language and Content Objectives

Include the answers to questions 1 & 2 here. (1. Were the students aware of the class language and content objectives? 2. How did the teacher instruct the content and language objectives?)

Grouping

Include the answer to both parts of question 3 here. (3. What type of group configurations were used? How many different types of student configurations were used?)

Accommodations

Include the answer to question 4 here. (4. How did the teacher accommodate for different ELP levels?)