Sheltered instruction is the generic name for an instructional research-based model known as the Sheltered Instruction Observational Protocol or SIOP. The instructional model presents an eight-component lesson plan to facilitate learning in the content areas for English Language Learners. Fifty New Jersey ESL and bilingual educators have been trained in this model. A brief synopsis of this model is presented below. For a sample lesson plan demonstrating the use of the SIOP model, visit the SIOP Institute web site at: http://www.siopinstitute.net/lessonplans.shtml.

Preparation - Teachers prepare lessons with:

• Clearly defined content objectives.
• Language objectives which address the language of content [e.g., language functions, language skills, syntax, and vocabulary].
• Supplementary materials.
• Adaptation of content so that students are learning through meaningful activities.
• Age, grade, language level appropriate topics.

Building Background - Teachers build background knowledge of content topics by:

• Linking concepts to student background and between past and new learning. [See a discussion of concept-linking in Mosaic of Thought.]
• Choose and emphasize key vocabulary.

Comprehensible Input - Teachers provide and use techniques to facilitate understanding of new content:

• Speech appropriate to student proficiency level. [Refer to descriptions and suggestions in "Use a variety of Instructional Strategies."]
• Clear explanation of tasks to be accomplished.
• Variety of techniques are used to make content clear [e.g., visuals, hands-on demonstrations, use of body language, etc.].

Strategies - Teachers use and teach strategies to students. See CALLA.

Summary: The first section discusses culture shock; a "filter" related to anxiety; and differing goals of education between cultures. [2.18 minutes.] Several strategies are then discussed. [5.29 minutes in total.] Listen to audio

Interaction - Teachers provide opportunities for frequent interactions—teacher/student and student/student by:

• Using different grouping configurations.
• Providing wait time for responses.
• Providing opportunities for students to clarify concepts in first language with an aide, peer, or first language resource.

Practice/Application - Teachers develop lessons which include numerous opportunities to practice new content concepts:

• With hands-on and/or manipulatives.
• By developing activities which allow students to apply content and language knowledge using all four language skills [e.g., speaking, listening, reading, and writing].

Lesson Delivery - Teachers insure that their lesson will "work" by:

• Clearly defined and supported content and language objects.
• Making sure students are aware of both content and language objectives for each lesson.
• Making sure students are engaged in the lesson 90-100% of the lesson [meaning lessons are interactive and not lecture].
• Setting the pace according to students' current ability level.

Lesson Review/Assessment - Teachers review concepts and conduct assessments appropriate for students' current ability level through:

• A comprehensive review of key concepts and vocabulary throughout the lesson and unit of instruction.
• Providing students with continuous feedback.
• Ongoing assessment of student comprehension of concepts and learning.