Welcome Opening Prayer

1. ED 326 SIOP WelcomeOpening Prayer

2. The SIOP Model of Sheltered Instruction Lesson Preparation Review and Assessment Building Background Lesson Delivery Compre-hensible Input Practice and Application Strategies Interaction

3. Review • Lesson Preparation • Content Objectives • Language Objectives • Supplementary Materials • Adapted Text • Meaningful Activities • Building Background • Concepts are explicitly linked to students’ background experiences • Links are explicitly made between past learning and new concepts • Key Vocabulary is Emphasized

4. Assignments: Lesson Prep • Turn in today’s graphic organizer. • Write a lesson plan including the features of SIOP Component 1: Lesson Preparation - Due 19 Feb • Content Objectives • Language Objectives (speaking & writing) • Content concepts appropriate for age • Supplementary Materials • Adapted text • Meaningful activities • Teach the lesson • Write a reflection on the lesson

5. Assignment: Building Background • Write a lesson plan including: • Building Background/Activate knowledge activity • Tier 2 and Tier 3 Vocabulary • Teach the lesson • Write a Reflection Grading Rubric 4 Points - On Time10 - 13 Points - Assigned component and/or features are included in the lesson in the lesson plan. 3 - 6 Points - Components and/or features are highlighted and labeled

6. Comprehensible Input Content Objectives I will identify techniques for presenting content information in ways that students can understand. I will review various ways to model and provide directions for academic tasks. Language Objectives: I will discuss modifications to teacher speech that can increase student understanding. I will write a lesson plan that includes the features of comprehensible input.

7. Comprehensible Input Does every student know what you are saying? You can do some things to help make sure they do…

8. F10: Appropriate speech:HOW you speak • Rate, Enunciation, and Support: Adjust your rate of speech and enunciation for the students’ level of proficiency. • Speak in a natural rhythm; more slowly for beginning learners of English. • Enunciate your English clearly. • Repeat important language several times. • Use gestures to support your language if possible. • As you model the task you expect students to do, describe each step very clearly.

9. F10: Appropriate speech: WHAT you say • Complexity of Speech • Avoid idioms (less of a problem for you!). • Monitor vocabulary and sentence structure. • Use straightforward and clear speech, and support it with pictures and realia as much as possible. Think, Pair, Share What are some modifications to your own speech that you can make to increase student understanding?

10. F11: Clear Explanation of Academic Tasks • Present instructions in a step-by-step manner. • Oral directions should always be accompanied by written instructions. • Show the students an example of the finished product so they understand the expectations.

11. F11: Clear Explanation of Academic Tasks Text pg. 87: As Mr. Lew gave the instructions orally, he wrote the instructions on the board, and modelled each step. Get into your assigned groups and prepare to perform the role that has been assigned to you. Make shapes out of aluminium foil and try to get them to float. Calculate the object’s volume and write it on the worksheet. Calculate the mass/volume ratio and write all of these numbers on the worksheet.

12. F11: Clear Explanation of Academic Tasks Activity With your group Choose an academic task you want the students to perform, e.g. Group work, experiment, reading/writing assignment, etc. Write the steps to the academic task you want the students to perform. Share with the class

13. F12: A Variety of Techniques Used to make content concepts Clear Activity: With a partner, turn to page 82 Fill in the blanks on Feature 12 of the graphic organizer Correct and discuss with the class.

14. F12: A Variety of Techniques Used to make content concepts Clear • Use gestures, body language, pictures, and objects • Provide a model of the process, task, or assignment. • Preview materials for optimal learning • Allow alternative forms for expressing understanding, e.g. drawing • Use multimedia e.g. power points • Provide repeated exposure to words, concepts, skills • Use sentence strips to show language, key vocabulary, and sequence.

15. F12: A Variety of Techniques Used to make content concepts Clear • Adapt content to students’ proficiency level • Highlight key vocabulary • Use graphic organizers • Use scaffolding techniques • Provide activities that allow students to apply newly acquired content and language knowledge. • Model, model, model.

16. Comprehensible Input Content Objectives I will identify techniques for presenting content information in ways that students can understand. I will review various ways to model and provide directions for academic tasks. Language Objectives: I will discuss modifications to teacher speech that can increase student understanding. I will write a lesson plan that includes the features of comprehensible input.

17. Comprehensible Input Assignment: • Write a lesson plan which includes: • The steps to complete an academic task. • At least one technique to make content concepts clear. • Teach the lesson • Write a Reflection • Due 26 March Grading Rubric • 4 Points - On Time • 10 - 13 Points - Assigned component and/or features are included in the lesson in the lesson plan. • 3 - 6 Points - Components and/or features are highlighted and labeled

18. Next Time Wednesday, March 26, 3:15 “Strategies”