Spend time observing lessons in your field experience classroom. Focus your observation on Strategies, Interactions, and Practice and Application.
Use any remaining field experience hours to assist the mentor teacher in providing instruction and support to the class.
Assess at least one lesson using the SIOP checklist from Appendix A in the textbook.
302
Observer(s):
Class/Topic:
Lesson: Multi-day Single-day (circle one)
Total Points Possible: 120 (Subtract 4 points for each NA given: )
Directions: Choose the number that best reflects what you observe in a SIOP lesson. You may give a score
from 0–4 (or NA on selected items). Cite under “Comments” specific examples of the behaviors observed.
■ Lesson Preparation
4 3 2 1 0
1. Content objectives clearly
defined, displayed and
reviewed with students
Content objectives
for students implied
No clearly defined content
objectives for students
Comments:
4 3 2 1 0
2. Language objectives clearly
defined, displayed and
reviewed with students
Language objectives
for students implied
No clearly defined language
objectives for students
Comments:
4 3 2 1 0
3. Content concepts
appropriate for age and
educational background
level of students
Content concepts
somewhat
appropriate for age
and educational
background level of
students
Content concepts inappropriate
for age and educational
background level of students
Comments:
(Echevarría, Vogt, & Short, 2000, 2004, 2008, 2013, 2017)
SIOP (Sheltered Instruction
Observation Protocol)Appendix A
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4 3 2 1 0
4. Supplementary materials
used to a high degree,
making the lesson clear and
meaningful (e.g., computer
programs, graphs, models,
visuals)
Some use of
supplementary
materials
No use of supplementary
materials
Comments:
4 3 2 1 0 NA
5. Adaptation of content (e.g.,
text, assignment) to all levels
of student proficiency
Some adaptation
of content to all
levels of student
proficiency
No significant
adaptation of
content to all
levels of student
proficiency
Comments:
4 3 2 1 0
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
Meaningful activities
that integrate
lesson concepts
but provide few
language practice
opportunities for
reading, writing,
listening, and/or
speaking
No meaningful activities that
integrate lesson concepts with
language practice
Comments:
■ Building Background
4 3 2 1 0 NA
7. Concepts explicitly linked
to students’ background
experiences
Concepts loosely
linked to students’
background
experiences
Concepts not
explicitly linked
to students’
background
experiences
Comments:
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4 3 2 1 0
8. Links explicitly made
between past learning and
new concepts
Few links made
between past
learning and new
concepts
No links made between past
learning and new concepts
Comments:
4 3 2 1 0
9. Key vocabulary emphasized
(e.g., introduced, written,
repeated, and highlighted
for students to see)
Key vocabulary
introduced, but not
emphasized
Key vocabulary not introduced or
emphasized
Comments:
■ Comprehensible Input
4 3 2 1 0
10. Speech appropriate for
students’ proficiency
levels (e.g., slower rate,
enunciation, and simple
sentence structure for
beginners)
Speech sometimes
inappropriate for
students’ proficiency
levels
Speech inappropriate for students’
proficiency levels
Comments:
4 3 2 1 0
11. Clear explanation of
academic tasks
Unclear explanation
of academic tasks
No explanation of academic tasks
Comments:
4 3 2 1 0
12. A variety of techniques used
to make content concepts
clear (e.g., modeling,
visuals, hands-on activities,
demonstrations, gestures,
body language)
Some techniques
used to make
content concepts
clear
No techniques used to make
concepts clear
Comments:
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■ Strategies
4 3 2 1 0
13. Ample opportunities
provided for students to use
learning strategies
Inadequate
opportunities
provided for
students to use
learning strategies
No opportunity provided for
students to use learning strategies
Comments:
4 3 2 1 0
14. Scaffolding techniques
consistently used, assisting
and supporting student
understanding (e.g., think-
alouds)
Scaffolding
techniques
occasionally used
Scaffolding techniques not used
Comments:
4 3 2 1 0
15. A variety of questions or
tasks that promote higher-
order thinking skills (e.g.,
literal, analytical, and
interpretive questions)
Infrequent questions
or tasks that promote
higher-order thinking
skills
No questions or tasks that promote
higher-order thinking skills
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
Interaction mostly
teacher-dominated
with some
opportunities for
students to talk
about or question
lesson concepts
Interaction teacher-dominated
with no opportunities for students
to discuss lesson concepts
Comments:
305
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4 3 2 1 0
17. Grouping configurations
support language and
content objectives of the
lesson
Grouping
configurations
unevenly support
the language and
content objectives
Grouping configurations do not
support the language and content
objectives
Comments:
4 3 2 1 0
18. Sufficient wait time
for student responses
consistently provided
Sufficient wait time
for student responses
occasionally
provided
Sufficient wait time for student
responses not provided
Comments:
4 3 2 1 0 NA
19. Ample opportunities for
students to clarify key
concepts in L1 as needed
with aide, peer, or L1 text
Some opportunities
for students to
clarify key concepts
in L1
No opportunities
for students
to clarify key
concepts in L1
Comments:
■ Practice & Application
4 3 2 1 0 NA
20. Hands-on materials and/or
manipulatives provided for
students to practice using
new content knowledge
Few hands-on
materials and/
or manipulatives
provided for
students to practice
using new content
knowledge
No hands-on
materials and/
or manipulatives
provided for
students to
practice using
new content
knowledge
Comments:
4 3 2 1 0 NA
21. Activities provided for
students to apply content
and language knowledge in
the classroom
Activities provided
for students to apply
either content or
language knowledge
in the classroom
No activities
provided for
students to
apply content
and language
knowledge in the
classroom
Comments:
306
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4 3 2 1 0
22. Activities integrate all
language skills (i.e., reading,
writing, listening, and
speaking)
Activities integrate
some language skills
Activities do not integrate
language skills
Comments:
■ Lesson Delivery
4 3 2 1 0
23. Content objectives clearly
supported by lesson delivery
Content objectives
somewhat supported
by lesson delivery
Content objectives not supported
by lesson delivery
Comments:
4 3 2 1 0
24. Language objectives clearly
supported by lesson delivery
Language objectives
somewhat supported
by lesson delivery
Language objectives not
supported by lesson delivery
Comments:
4 3 2 1 0
25. Students engaged
approximately 90% to 100%
of the period
Students engaged
approximately 70%
of the period
Students engaged less than 50% of
the period
Comments:
4 3 2 1 0
26. Pacing of the lesson
appropriate to students’
ability levels
Pacing generally
appropriate, but at
times too fast or too
slow
Pacing inappropriate to students’
ability levels
Comments:
307
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■ Review & Assessment
4 3 2 1 0
27. Comprehensive review of
key vocabulary
Uneven review of
key vocabulary
No review of key vocabulary
Comments:
4 3 2 1 0
28. Comprehensive review of
key content concepts
Uneven review of
key content concepts
No review of key content concepts
Comments:
4 3 2 1 0
29. Regular feedback provided
to students on their output
(e.g., language, content,
work)
Inconsistent
feedback provided
to students on their
output
No feedback provided to students
on their output
Comments:
4 3 2 1 0
30. Assessment of student
comprehension and learning
of all lesson objectives
(e.g., spot checking, group
response) throughout the
lesson
Assessment
of student
comprehension and
learning of some
lesson objectives
No assessment of student
comprehension and learning of
lesson objectives
Comments:
(Reproduction of this material is restricted to use with Echevarría, Vogt, and Short (2008), Making Content
Comprehensible for English Learners: The SIOP® Model.)
308
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appendix a
SIOP (Sheltered Instruction
Observation Protocol)
(Echevarría, Vogt, & Short, 2000, 2004, 2008,
2013, 2017)
Observer(s):
Date:
Grade:
ESL Level:
School:
Teacher:
Class/Topic:
Lesson: Multi-day Single-day (circle one)
Total Points Possible: 120 (Subtract 4 points for each NA given)
Total Points Earned: Percentage Score:
Directions: Choose the number that best reflects what you observe in a SIOP lesson. You may give a score
from 0–4 (or NA on selected items). Cite under “Comments” specific examples of the behaviors observed.
Highly Somewhat Not
Evident Evident Evident
Lesson Preparation 4 3 2 1 0
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) NA
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 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)
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 ❏ ❏■ ❏ ❏■ ❏
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appendix a
12. A 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 responses consistently provided ❏ ❏■ ❏ ❏■ ❏ NA
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 NA
20. Hands-on materials and/or manipulatives provided for students to ❏ ❏■ ❏ ❏■ ❏■ ❏
practice using new content knowledge NA
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 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% to 100% of the period ❏ ❏■ ❏ ❏■ ❏
26. Pacing of the lesson appropriate to students’ ability level ❏ ❏■ ❏ ❏■ ❏
Comments:
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311
appendix a
Review & Assessment 4 3 2 1 0
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:
(Reproduction of this material is restricted to use with Echevarría, Vogt, and Short (2017), Making Content Comprehensible
for English Learners: The SIOP® Model.)
Z01_ECHE5238_05_SE_APP-A.indd 311 10/26/15 9:10 PM
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Teacher:
Date:
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Grade:
ESL Level:
Total Points Earned:
Percentage Score: