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Sheltered Instruction. Our First Steps!. Center for the Education and Study of Diverse Populations at New Mexico Highlands University. The Sheltered Instruction Observation Protocol. Who are our students?. English Language Learners Children of Poverty ALL Children.

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Sheltered Instruction

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Sheltered Instruction

Our First Steps!

Center for the Education and Study of Diverse Populations

at New Mexico Highlands University


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The Sheltered Instruction Observation Protocol


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Who are our students?

  • English Language Learners

  • Children of Poverty

  • ALL Children


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Sheltered Instruction

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.


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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.


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Sheltered Instruction

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.


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Sheltered Instruction

  • What is sheltered instruction?

  • What are our assumptions about the Sheltered Instruction Observation Protocol (SIOP)?


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Sheltered Instruction

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.


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Sheltered Instruction

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?


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Eight Core Componentsof High Quality Sheltered Instruction

  • Preparation

  • Building Background

  • Comprehensible Input

  • Strategies

  • Interaction

  • Practice / Application

  • Lesson Delivery

  • Review / Assessment


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Sheltered Instruction

  • 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?


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Sheltered Instruction

  • 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?


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Thinking Systemically

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


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A TypicalLesson Plan begins with a …

Focus:


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A Typical Lesson Plan Includes …

Instruction:

Through the lens of the language

demands of the content.

Key Vocabulary


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A Typical Lesson Plan Includes …

Guided Practice:

Formative Assessment Opportunities

(Informal and Formal)

Opportunity for Interaction: Enhancing

Academic Language Discourse


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A Typical Lesson Plan Includes …

Independent Practice:

Formative Assessment Opportunities

(Informal and Formal)


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Let’s Practice!


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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


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Lesson Preparation


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Sample Content and Language Objectives9th Grade Geometry

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.


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Let’s Practice Again!


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Building Background


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T-Chart and Conversation 10 mins

  • What did I see?

  • What did I think about what I saw?

  • How consistently and explicitly do we do this?


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Let’s Practice One More Time!


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Did we accomplish our objectives?

  • 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.


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Thank you!

Adrian Sandoval

[email protected]

Phone: 505-243-4442

Center for the Education and Study of Diverse Populations

at New Mexico Highlands University


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