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  1. Welcome Session Norms: All pagers and cell phones on vibrate Stay on topic being discussed Use professional courtesy

  2. High Quality Sheltered Instruction:Lesson Delivery Presented by Region Specialist June 28, 2007

  3. Housekeeping • Explain the time schedule for your day. Include items like: breaks, location of restrooms, lunch, etc.

  4. High Quality Sheltered Instruction “Sheltered Instruction is an approach to teaching content to English language learners in strategic ways that make the subject matter concepts comprehensible while promoting the students’ English language development.” --Echevarria, Vogt, and Short • Lesson Preparation • Building Background • Comprehensible Input • Strategies • Interaction • Practice/ Application • Lesson Delivery • Review/Assessment

  5. Session Objectives Content Objectives: • List beneficial lesson delivery suggestions. • Describe strategies for improving student time on task. Language Objectives: • Discuss characteristics of an effective HQSI lesson. • Explore the benefits of pacing and student engagement.

  6. Features of Lesson Delivery • Clearly supported content objectives • Clearly supported language objectives • Student engagement • Appropriate pacing

  7. Clearly Supported Content Objectives • Content Objectives are based on Nevada state content standards and learning outcomes. Does my lesson reflect my content objectives? WHAT

  8. Clearly Supported Language Objective • Language Objectives identify how language will be used to learn content objective(s). Does my lesson reflect how the students are using language? HOW

  9. Content Objectives SWBAT differentiate between animal and plant cells. SWBAT correctly place a decimal point in a product. SWBAT explain why the founding fathers sought independence. Language Objectives SWBAT write characteristics of animal and plant cells. SWBAT tell how to correctly place the decimal point in a product. SWBAT list reasons why the founding fathers sought independence. Examples WHAT HOW

  10. It’s Your Turn… • Think of a lesson you recently taught. • Write 1 content objective and 1 language objective that you used. • Share with a partner what you wrote and how you supported each.

  11. Think Pair Share Look at the features of Lesson Delivery and discuss with your group why you feel these features are important for lesson delivery in a sheltered instruction lesson. How do you keep the students engaged?

  12. Four Corners Activity • Are all lessons delivered in the same fashion? • What are some things to consider prior to lesson delivery? • How is effective lesson delivery measured? 4. What are some essential elements to lesson delivery?

  13. Are all lessons delivered in the same fashion?

  14. What are some things to consider prior to lesson delivery?

  15. How is effective lesson delivery measured?

  16. What are some essential elements to Lesson Delivery?

  17. Effective engagement can include: • Modeling • Examples and non-examples 3. Hands-on manipulatives 4. Realia 5. Commercially made pictures 6. Teacher made pictures 7. Use of technology

  18. Pacing Pacing refers to the rate at which information is presented during a lesson. Not too fast, not too slow, but just right!

  19. Lesson Delivery Video Presentation

  20. Teaching Scenarios Refer to Lesson Delivery section for teaching scenarios.

  21. Teaching Scenarios • All participants will read the lesson overview. • Participants will number off into threes. • Ones will read first scenario and so forth. • Rate the teacher using rating scale provided. • Discuss your rating with group and come to consensus.

  22. Review Session Objectives Content Objectives: • List beneficial lesson delivery suggestions. • Describe strategies for improving student time on task. Language Objectives: • Discuss characteristics of an effective SIOP lesson. • Explore the benefits of pacing and student engagement.

  23. Insanity is doing the same thing over and over again and expecting a different result. --Albert Einstein

  24. References • Echevarria, J., Short, D., & Vogt, M. (2004). Making Content Comprehensible for English Language Learners: The SIOP Model. 2nd Ed. Upper Saddle River, NJ: Pearson Education, Inc. • Nixon-Peterson, E., & Shotts M., Consultants. (2004). High Quality Sheltered Instruction Training. The Center for the Education and Study of Diverse Population at New Mexico Highlands University.