- 121 Views
- Uploaded on
- Presentation posted in: General

Sheltered Instruction

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.

- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Sheltered Instruction

Our First Steps!

Center for the Education and Study of Diverse Populations

at New Mexico Highlands University

- English Language Learners
- Children of Poverty
- ALL Children

Objectives:

- Participants will develop a working knowledge of the first 3 components of sheltered instruction.
- Participants will brainstorm ideas on how to develop a systemic plan for the implementation of sheltered instruction.

How we will meet our objectives:

- Participants will recall and list topical information from readings, previous trainings and personal experiences.
- Participants will articulate and listen to various points of view related to the day’s topic.
- Participants will negotiate meaning from and respond to essential questions related to sheltered instruction and the SIOP Model.

How we will meet our objectives:

- Participants will practice creating written language objectives as related to the needs of their lessons and the students they serve.
- Individually and in groups, participants will begin to synthesize the day’s information through dialogue and reflection.

- What is sheltered instruction?
- What are our assumptions about the Sheltered Instruction Observation Protocol (SIOP)?

On the surface sheltered instruction represents:

- An instructional model for lesson planning and delivery; and
- The observation instrument for rating the fidelity of lessons to the model.

Two essential tenets of the instructional model include:

- Content Objectives; and
- Language Objectives.

- What do these concepts mean to you?
- Which one is done consistently?
- How is this related to our first dialogue?

- Preparation
- Building Background
- Comprehensible Input
- Strategies

- Interaction
- Practice / Application
- Lesson Delivery
- Review / Assessment

- Building Background
- Schema Theory
What do these concepts mean to you?

How do they apply to our first conversation?

Do we know if this is done?

- Schema Theory

- Comprehensible Input
- Speech
- Wait time
- Clarity
What do these concepts mean to you?

How do they apply to our first conversation?

Do we know if this is done?

What do we need to ensure this will become systemic and effective?

Focus:

Instruction:

Through the lens of the language

demands of the content.

Key Vocabulary

Guided Practice:

Formative Assessment Opportunities

(Informal and Formal)

Opportunity for Interaction: Enhancing

Academic Language Discourse

Independent Practice:

Formative Assessment Opportunities

(Informal and Formal)

Verbs for Language Objectives

Listen

Identify

Classify

Collect

Distinguish

Categorize

Match

Show

Select

Construct

Assemble

Arrange

Name

Recall

Give Examples

Draw

Organize

Decide

Create

Dramatize

Locate

List

Underline

Review

Compose

Dictate

Point out

Record

Report

Predict

Express

Plan

Evaluate

Relate

Interpret

Outline

Summarize

Suppose

Estimate

Judge

Explain

Debate

Illustrate

Infer

Revise

Rewrite

Assess

Justify

Generalize

Demonstrate

Restate

Tell

Observe

Sequence

Synthesize

Recite

Elaborate

Define

Apply

Pre-write

Draft

Publish

Write

Negotiate

Critique

Compare

Contrast

Question

Map

Discriminate

Respond

Describe

Content Objective:

9-12.G.1.2 Find the area and perimeter of a geometric figure composed of a combination of two or more rectangles, triangles, and/or semicircles with just edges in common.

Language Objectives:

With your learning partner you will use mathematical vocabulary to explain the process for finding the area and perimeter of geometric figures.

During a carousel activity, your group will construct a Venn Diagram to contrast and compare the area and perimeter of one geometric figure to another.

Work in pairs to solve and justify statements about the area and perimeter of geometric figures.

- What did I see?
- What did I think about what I saw?
- How consistently and explicitly do we do this?

- Participants will develop a working knowledge of the first 2 components of sheltered instruction.
- Participants will brainstorm ideas on how to develop a systemic plan for the implementation of sheltered instruction.

Adrian Sandoval

Phone: 505-243-4442

Center for the Education and Study of Diverse Populations

at New Mexico Highlands University