Clinical Field Experience A: ELL Classroom Observation Using SIOP
Allocate at least 4 hours in the field to support this field experience.Utilizing the SIOP Checklist from Appendix A in the textbook, observe and assess at least one lesson in a Title I setting that involves ELLs.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: Were the students aware of the class language and content objectives? How did the teacher instruct the content and language objectives? What type of student group configurations were used? How many different types of student configurations were used? How did the teacher accommodate for different ELP levels? GCU format is not required, but solid academic writing is expected.This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion
clinical_field_experience___rubric_.xlsx
coe_making_content_comprehensible_for_english_learners_the_siop_model_appendix_a_5e__1_.pdf
Unformatted Attachment Preview
Course Code
ESL-223N
Class Code
ESL-223N-O102
Criteria
Criteria
Percentage
100.0%
Appendix A
20.0%
Awareness of the Language and Content
Objectives
15.0%
Instruction of the Language and Content
Objectives
15.0%
Student Group Configurations
15.0%
Accommodation
15.0%
Organization
10.0%
Mechanics (spelling, punctuation, grammar, and
language use)
10.0%
Total Weightage
100%
Assignment Title
Clinical Field Experience A: ELL Classroom Observation Using SIOP
No Submission (0.00%)
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Total Points
25.0
Insufficient (65.00%)
Not enough of the aspects of Appendix A are completed for a
lesson in a Title I setting involving ELLs.
The statement regarding student awareness of the class
language and content objectives is not presented well.
The description of how the content and language objectives
were instructed is not presented well.
The statement regarding the types and number of student
group configurations is not presented well.
The statement regarding how the teacher accommodated for
different ELP levels is not presented well.
An attempt is made to organize the content, but the
sequence is indiscernible. The ideas presented are
compartmentalized and may not relate to each other.
Surface errors are pervasive enough that they impede
communication of meaning. Inappropriate word choice or
sentence construction are used.
Approaching (75.00%)
Some aspects of Appendix A are completed for a lesson in a
Title I setting involving ELLs.
The statement regarding student awareness of the class
language and content objectives could be more fully
developed.
The description of how the content and language objectives
were instructed could be more fully developed.
The statement regarding the types and number of student
group configurations could be more fully developed.
The statement regarding how the teacher accommodated for
different ELP levels could be more fully developed.
The content could be organized better even though it
provides the audience with a sense of the main idea.
Frequent and repetitive mechanical errors are present but
are not overly distracting to the reader; or inconsistent
language or word choice is present; or sentence structure
could be more varied.
Acceptable (85.00%)
Many aspects of Appendix A are completed for a lesson in a
Title I setting involving ELLs.
A statement regarding student awareness of the class
language and content objectives is included.
A description of how the content and language objectives
were instructed is included.
A statement regarding the types and number of student
group configurations is included.
A statement regarding how the teacher accommodated for
different ELP levels is included.
The content is logically organized. The ideas presented relate
to each other. The content provides the audience with a clear
sense of the main idea.
Submission includes some mechanical errors, but they do not
hinder comprehension. A variety of effective sentence
structures are used, as well as some practice and contentrelated language.
Target (100.00%)
All aspects of Appendix A are completed for a lesson in a Title
I setting involving ELLs.
A clear and concise statement regarding student awareness
of the class language and content objectives is included.
A thorough description of how the content and language
objectives were instructed is included.
An insightful statement regarding the types and number of
student group configurations is included.
An insightful statement regarding how the teacher
accommodated for different ELP levels is included.
The content is well-organized and logical. There is a
sequential progression of ideas that relate to each other. The
content is presented as a cohesive unit and provides the
audience with a clear sense of the main idea.
Comments
Submission is virtually free of mechanical errors. Word choice
reflects well-developed use of practice and content-related
language. Sentence structures are varied and engaging.
Points Earned
Appendix A
SIOP (Sheltered Instruction
Observation Protocol)
Observer(s):
Date:
Grade:
ESL Level:
Teacher:
School:
Class/Topic:
Lesson: Multi-day Single-day (circle
one)
Choose 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.
■ Lesson Preparation
4
3
1. Content objectives clearly
defined, displayed and
reviewed with students
2
1
Content objectives
for students implied
0
No clearly defined content
objectives for students
Comments:
4
3
2. Language objectives clearly
defined, displayed and
reviewed with students
2
1
Language objectives
for students implied
0
No clearly defined language
objectives for students
Comments:
4
3. Content concepts
appropriate for age and
educational background
level of students
3
2
1
Content concepts
somewhat
appropriate for age
and educational
background level of
students
0
Content concepts inappropriate
for age and educational
background level of students
Comments:
(Echevarría, Vogt, & Short, 2000, 2004, 2008, 2013, 2017)
302
303
4
3
4. Supplementary materials
used to a high degree,
making the lesson clear and
meaningful (e.g., computer
programs, graphs, models,
visuals)
2
1
0
No use of supplementary
materials
Some use of
supplementary
materials
Comments:
4
3
5. Adaptation of content (e.g.,
text, assignment) to all levels
of student proficiency
2
1
Some adaptation
of content to all
levels of student
proficiency
0
NA
No significant
adaptation of
content to all
levels of student
proficiency
Comments:
4
3
2
1
No meaningful activities that
integrate lesson concepts with
language practice
Meaningful activities
that integrate
lesson concepts
but provide few
language practice
opportunities for
reading, writing,
listening, and/or
speaking
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
0
Comments:
■ Building Background
4
7. Concepts explicitly linked
to students’ background
experiences
3
2
Concepts loosely
linked to students’
background
experiences
1
0
NA
Concepts not
explicitly linked
to students’
background
experiences
Comments:
appendix A
304
4
3
8. Links explicitly made
between past learning and
new concepts
2
1
0
No links made between past
learning and new concepts
Few links made
between past
learning and new
concepts
Comments:
4
3
2
1
Key vocabulary
introduced, but not
emphasized
9. Key vocabulary emphasized
(e.g., introduced, written,
repeated, and highlighted
for students to see)
0
Key vocabulary not introduced or
emphasized
Comments:
■ Comprehensible Input
4
3
2
1
Speech inappropriate for students’
proficiency levels
Speech sometimes
inappropriate for
students’ proficiency
levels
10. Speech appropriate for
students’ proficiency
levels (e.g., slower rate,
enunciation, and simple
sentence structure for
beginners)
0
Comments:
4
3
2
1
Unclear explanation
of academic tasks
11. Clear explanation of
academic tasks
0
No explanation of academic tasks
Comments:
4
12. A variety of techniques used
to make content concepts
clear (e.g., modeling,
visuals, hands-on activities,
demonstrations, gestures,
body language)
Comments:
appendix A
3
2
Some techniques
used to make
content concepts
clear
1
0
No techniques used to make
concepts clear
305
■ Strategies
4
3
13. Ample opportunities
provided for students to use
learning strategies
2
1
0
No opportunity provided for
students to use learning strategies
Inadequate
opportunities
provided for
students to use
learning strategies
Comments:
4
3
2
1
Scaffolding
techniques
occasionally used
14. Scaffolding techniques
consistently used, assisting
and supporting student
understanding (e.g., thinkalouds)
0
Scaffolding techniques not used
Comments:
4
3
2
1
No questions or tasks that promote
higher-order thinking skills
Infrequent questions
or tasks that promote
higher-order thinking
skills
15. A variety of questions or
tasks that promote higherorder thinking skills (e.g.,
literal, analytical, and
interpretive questions)
0
Comments:
■ Interaction
4
16. Frequent opportunities for
interaction and discussion
between teacher/student
and among students, which
encourage elaborated
responses about lesson
concepts
3
2
Interaction mostly
teacher-dominated
with some
opportunities for
students to talk
about or question
lesson concepts
1
0
Interaction teacher-dominated
with no opportunities for students
to discuss lesson concepts
Comments:
appendix A
306
4
3
2
1
Grouping configurations do not
support the language and content
objectives
Grouping
configurations
unevenly support
the language and
content objectives
17. Grouping configurations
support language and
content objectives of the
lesson
0
Comments:
4
3
18. Sufficient wait time
for student responses
consistently provided
2
1
0
Sufficient wait time for student
responses not provided
Sufficient wait time
for student responses
occasionally
provided
Comments:
4
3
2
1
NA
No opportunities
for students
to clarify key
concepts in L1
Some opportunities
for students to
clarify key concepts
in L1
19. Ample opportunities for
students to clarify key
concepts in L1 as needed
with aide, peer, or L1 text
0
Comments:
■ Practice & Application
4
3
2
1
NA
No 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
20. Hands-on materials and/or
manipulatives provided for
students to practice using
new content knowledge
0
Comments:
4
21. Activities provided for
students to apply content
and language knowledge in
the classroom
Comments:
appendix A
3
2
Activities provided
for students to apply
either content or
language knowledge
in the classroom
1
0
No activities
provided for
students to
apply content
and language
knowledge in the
classroom
NA
307
4
3
2
1
Activities integrate
some language skills
22. Activities integrate all
language skills (i.e., reading,
writing, listening, and
speaking)
0
Activities do not integrate
language skills
Comments:
■ Lesson Delivery
4
3
23. Content objectives clearly
supported by lesson delivery
2
1
Content objectives
somewhat supported
by lesson delivery
0
Content objectives not supported
by lesson delivery
Comments:
4
3
24. Language objectives clearly
supported by lesson delivery
2
1
Language objectives
somewhat supported
by lesson delivery
0
Language objectives not
supported by lesson delivery
Comments:
4
3
2
1
Students engaged
approximately 70%
of the period
25. Students engaged
approximately 90% to 100%
of the period
0
Students engaged less than 50% of
the period
Comments:
4
26. Pacing of the lesson
appropriate to students’
ability levels
3
2
Pacing generally
appropriate, but at
times too fast or too
slow
1
0
Pacing inappropriate to students’
ability levels
Comments:
appendix A
308
■ Review & Assessment
4
3
27. Comprehensive review of
key vocabulary
2
1
Uneven review of
key vocabulary
0
No review of key vocabulary
Comments:
4
3
28. Comprehensive review of
key content concepts
2
1
Uneven review of
key content concepts
0
No review of key content concepts
Comments:
4
3
29. Regular feedback provided
to students on their output
(e.g., language, content,
work)
2
1
0
No feedback provided to students
on their output
Inconsistent
feedback provided
to students on their
output
Comments:
4
30. Assessment of student
comprehension and learning
of all lesson objectives
(e.g., spot checking, group
response) throughout the
lesson
3
2
Assessment
of student
comprehension and
learning of some
lesson objectives
1
0
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.)
appendix A
309
SIOP (Sheltered Instruction
Observation Protocol)
(Echevarría, Vogt, & Short, 2000, 2004, 2008,
2013, 2017)
Observer(s):
Date:
Grade:
ESL Level:
School:
Teacher:
Class/Topic:
Choose One:
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.
Lesson Preparation
Highly Somewhat Not
Evident Evident Evident
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)
❏
❏
❏
❏
❏
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
❏
❏
❏
❏
❏
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)
❏
❏
❏
❏
❏
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
❏
❏
❏
❏
❏
NA
❏
Comments:
Building Background
Comments:
appendix A
310
12. A variety of techniques used to make content concepts clear
(e.g., modeling, visuals, hands-on activities, demonstrations,
gestures, body language)
❏
❏
❏
❏
❏
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)
❏
❏
❏
❏
❏
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
❏
❏
❏
❏
❏
❏
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)
❏
❏
❏
❏
❏
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:
Strategies
Comments:
Comments:
Comments:
Comments:
appendix A
311
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.)
appendix A
…
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