SIOP Case Study Analysis: Fifth Grade Math, Phoenix School District

This case study analyzes a fifth-grade math lesson on multiplicative comparisons within a sheltered instruction classroom with ELL students. The analysis focuses on how the teacher utilizes the SIOP (Sheltered Instruction Observation Protocol) model, specifically examining lesson preparation, building background, comprehensible input, and teaching strategies. The study highlights the teacher's use of objectives, supplementary materials, and adaptations for diverse proficiency levels. It also evaluates how the teacher connects concepts to students' prior experiences, emphasizes key vocabulary, and employs various techniques like diagrams and visual aids to enhance understanding. Furthermore, the analysis explores the strategies used to encourage student interaction and problem-solving, including group activities and individual whiteboard exercises. The teacher's approach to seeking student feedback and creating a supportive learning environment for ELL students are also discussed. References to supporting literature such as Kennetz et al., (2019) and Windle & Miller, (2019) are included to support the analysis.

Running Head: SIOP 1
SIOP Case Study Analysis
Name of Student
Name of Professor
Date

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Case Study Analysis
Lesson preparation
The teacher taught multiplicative comparisons which were both appropriate for the age and
educational level of the learners. He also used pictures and diagrams to show comparisons
(Kennetz et al., 2019). He asked students to read and recite chorally the objectives and also
ensured they wrote the correct notes.
Building Background
The teacher also ensured that the concepts of the lessons directly related to past academic
experiences of the students. He did this by teaching the students the concepts within the lesson
and then asking them to use this knowledge to come up with their diagrams to solve problems
(Kennetz et al., 2019). He also contextualized and emphasized key vocabulary such as the term
‘compare’.
Comprehensible Input
The teacher used simple vocabulary to explain the lesson to ensure that the students understood
the concepts. He also explained clearly the tasks used and used different techniques (Windle &
Miller, 2019). These included the picture book, use of squares as well as using vertical and
horizontal lines to demonstrate the concepts of the lesson. This ensured that the students clearly
understood the lessons.
Strategies
The teacher asked the students to create their diagrams and use the same to find solutions to the
problems given during the lesson. This also provided enough opportunities for the students to use

SIOP 3
what they learned in problem-solving. He also asked the students to individually solve problems
in their whiteboards (Kennetz et al., 2019). He also asked questions that encouraged his students
to think deeply such as using the picture book to ask questions on comparative multiplication.
Interaction
He encouraged feedback from the students and also engaged them in reading and drawing. He
also grouped the students hence ensuring that they interacted (Windle & Miller, 2019). He also
gave the students seven minutes to solve problems which is enough time for them to come up
with solutions. He also sought the students' feedback to find out whether the objectives of the
lessons had been achieved.

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References
Kennetz, K., Litz, D., Riddlebarger, J., Tennant, L., Dickson, M., & Stringer, P. (2019). Placing
elementary-school teachers at the vanguard of modernisation: language use and emergent
identity among English-medium teachers in the UAE. English in Education, 1-19.
Windle, J., & Miller, J. (2019). SCAFFOLDING SECOND LANGUAGE LITERACY: A
MODEL FOR STUDENTS WITH INTERRUPTED SCHOOLING. The European
Journal of Applied Linguistics and TEFL, 8(1), 39-60.