FIR3303 Columbia Southern Fire Prevention SOP Office Records Essay The Sheltered Instruction Observation Protocol (SIOP) CHECKLIST Practicum School: Labru

FIR3303 Columbia Southern Fire Prevention SOP Office Records Essay The Sheltered Instruction Observation Protocol (SIOP) CHECKLIST
Practicum School: Labrum Middle School
Mentor Teacher:
Grade/Grade range:6/8
Language Proficiency level(s): Proficient to non
Profient
Observer: Diane Tschopp
Date:1/29/18
GCU Course: ESL 433n
GCU Course instructor: Katie Kosier
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: ___103__
Percentage Score (Earned/Possible): _____
Highly
Evident
4
Somewhat
Evident
2
Not
Evident
-4
SIOP Components/Features
3
1
Preparation
1. Content objectives clearly defined, displayed, and
X
reviewed with students
2. Language Objectives clearly defined, displayed and
X
reviewed with students
3. Content concepts appropriate for age and educational X
background level of students
4. Supplementary materials used to a high degree,
X
making the lesson clear and meaningful (e.g., computer
programs, graphs, models, visuals)
5. Adaptation of content (e.g., text, assignment) to all
X
levels of student proficiency
6. Meaningful activities that integrate lesson concepts
X
(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: The teacher has tried to make adaptions for the
student in her own native language by putting a template on the assignment for her to learn
vocabulary words by giving the English word and having her put the Portuguese word for it.
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)
4
3
2
1
-4
X
X
X
Comments to justify the scores selected above: The teacher has not had time to bring the new
students background into the lesson because she has only been there for 2 weeks. But he has a great
lesson plan for all students.
Comprehensible Input
4
3
2
1
-4
10. Speech appropriate for students’ proficiency level
X
(e.g., slower rate, enunciation, and simple sentence
structure for beginners)
11. Clear explanation of academic tasks
X
12. A variety of techniques used to make content
X
concepts clear (e.g., modeling, visuals, hands-on
activities, demonstrations, gestures, body language)
Comments to justify the scores selected above: I feel the teacher has tried to give the student ample
opportunity to model the English language and has not tried to speak clearly and precisely for the
student to understand the language.
Strategies
4
3
2
1
-4
13. Ample opportunities provided for students to use
X
learning strategies
14. Scaffolding techniques consistently used assisting
X
and supporting student understanding (e.g., think-alouds)
15. A variety of questions or tasks that promote
X
higher-order thinking skills (e.g., literal, analytical, and
interpretive questions)
Comments to justify the scores selected above: The teacher used great strategies to help the student
with learning strategies. The teacher used supportive strategies by assisting her in when she needed
help. They used google translate to help her understand the assignment.
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 to justify the scores selected above:
Practice & Application
4
3
2
1
-4
4
3
2
1
-4
X
X
X
X
20. Hands-on materials and/or manipulatives provided X
for students to practice using new content knowledge
21. Activities provided for students to apply content
X
and language knowledge in the classroom
22. Activities integrate all language skills (i.e., reading,
X
writing, listening, and speaking)
Comments to justify the scores selected above: He gave plenty of ample opportunity for the students
to practice the material and apply what they learned.
Lesson Delivery
4
3
2
1
-4
23. Content objectives clearly supported by lesson
X
delivery
24. Language objectives clearly supported by lesson
X
delivery
25. Students engaged approximately 90% to 100% of
X
the period
26. Pacing of the lesson appropriate to students’ ability
X
level
Comments to justify the scores selected above: The teacher used the appropriate content he felt was
good for the students engagement in the lesson.
Review & Assessment
4
3
2
1
-4
27. Comprehensive review of key vocabulary
X
28. Comprehensive review of key content concepts
X
29. Regular feedback provided to students on their
X
output (e.g., language, content, work)
30. Assessment of student comprehension and
X
learning of all lesson objectives (e.g., spot checking,
group response) throughout the lesson
Comments to justify the scores selected above: The teacher made a good comprehensive review of all
content here. He assessed the students in an appropriate way whether a regular ed student or an Ell.
Provide a brief reflection (approximately 250 words, +/- 25 words, in paragraph form.) of your experience
observing this lesson. Follow the format below maintaining the headings provided.
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?)

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