Transcript Creating Content Area Classrooms that Work for English
Welcome
Session Norms
: •All pagers and cell phones on vibrate •Stay on topic being discussed •Use professional courtesy
H
igh
Q
uality
S
heltered
I
nstruction:
Lesson Preparation
Presented by Region Specialist June 28, 2007
Housekeeping
• Explain the time schedule for your day. Include items like: breaks, location of restrooms, lunch, etc.
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• • • • • • • •
H
igh
Q
uality
S
heltered
I
nstruction
“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
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Session Objectives
• •
Content Objectives: Identify
content and language objectives that align to state standards.
Distinguish
objectives.
between content and language •
Language Objectives: Discuss, align,
objectives.
and
write
content and language 5
Features of Lesson Preparation
• • • Clearly defined
Content Objectives
• • Clearly defined
Language Objectives
• Appropriate
Content Concepts
based age and educational background level of students
Supplementary materials
degree used to a high
Adaptation of content
proficiency to all levels of student
Meaningful activities
with language practice.
integrate lesson concepts 6
Think Pair Share
• What is language?
When I think of language I mean . . .
• What is scaffolding instruction?
When I think of scaffolding instruction I mean . . .
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Objectives
• Content Objectives are based on Nevada state content standards and learning outcomes.
•
What content will be taught?
• Language Objectives identify how language will be used to learn content objective(s).
•
How will the students use language to demonstrate comprehension of content?
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Content Objectives
• Identify what students should know and be able to do in content areas.
• Correlate with the state standards.
• Guide the teaching and learning in the classroom.
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Language Objectives
• Use language to identify what students know.
• Support students’ language development.
• Determine how students will use language skills to demonstrate understanding of content concepts.
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Jigsaw Reading
Developing Language Objectives for English Language Learners in Physical Education Lessons By Clancy, M. and Hruska, B. (2005)
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Jigsaw Reading
• Divide participants into equal size groups.
• Assign each group a section of the chosen reading.
• Each group becomes an expert in their assigned reading material.
• After reading, each group shares out the important information found in the assigned section.
• Return to the original groups and share out.
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Reading Listening
Language Skills
Writing Speaking 13
Content and Language Objectives
Read power standard to obtain content objective.
Find the verb(s) in the power standard.
Use the verb(s) to write a language objective.
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Earth Science
• •
Content Objective (State Standard):
- The student will explain the factors that affect weather patterns (5.3).
Language Objective:
- Students will
describe
the four major types of air masses and how they affect the weather in the United States.
- Students will
illustrate and describe
the effects of fronts.
- Students will
create and share in a presentation
an imaginary weather forecast using meteorological symbols and terminology.
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Mathematics
Content Objective (State Standard):
The student will be able to interpret and solve word problems (7.8.6).
Language Objectives:
Students will
solve problems
in cooperative groups using real life scenarios.
Students will
write the strategies
to solve the given problems.
they use Students will
orally communicate
strategies.
Students will
synthesize strategies
group.
in whole 16
• • • • • •
All Courses:
Band
Students will
explain
how to care for their instrument.
Choir
Students will
pronounce
words containing the sound “th”.
Art
Students will
compare and contrast
different types of media.
Computer
Students will
clarify
the difference between hardware and software.
Health
Students will
explain
what it was like to care for a baby for 24 hours .
PE
Students will
compare
the rules of kickball to the rules of baseball.
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Group Activity
• Select one content objective.
• Write a language objective that aligns with the content objective.
• Be prepared to share your objectives whole group.
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Video Presentation
Lesson Preparation
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Teaching Scenarios
Refer to Lesson Preparation section for teaching scenarios .
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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.
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Supplementary Materials
• Supplementary materials provide real-life context and enable students to bridge prior experiences with new learning.
• Students must be able to hear and experience in order to make connections and construct personal and relevant meanings.
• Supplementary materials create context and support content concepts.
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Examples of Supplementary Materials
Modeling/Demonstrations Realia and Multi-media Pictures Visuals Hands-on Manipulatives 24
3 Minute Quick Write
What parts of the text or supplementary materials will be too difficult for my students?
What can I change to help the students better understand?
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Ways to Adapt Content
•
Pictures
•
Graphic Organizers
•
Time Lines
•
Graphs
•
Tables
•
Diagrams
•
Outlines
•
Webs
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Ways to Adapt Text
• • • • • •
Leveled Study Guides Native Language Text Highlighted Text Taped Text Adapted Text Jigsaw Text Reading
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Meaningful Activities
When students are provided with opportunities to interact, discuss, and think aloud, they can: • Try out ideas.
• Receive feedback.
• Gain clarification.
• Foster a deeper understanding for both the learner and the listener.
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Review Session Objectives
• •
Content Objectives: Identify
content and language objectives that align to state standards.
Distinguish
objectives.
between content and language •
Language Objectives: Discuss, align,
objectives.
and
write
content and language 29
Insanity is doing the same thing over and over again and expecting a different result.
--Albert Einstein 30
My Aha Moment!
Presentation Topic: Presenter: Date: Two ideas that were interesting to me: 1.
2.
Two ways I can apply the information presented in my classroom: 1.
2.
Two questions that I have for the presenter: 1.
2.
Two things I wish the presenter had done differently: 1.
2.
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References
• Echevarria, J., Vogt, M. E., and Short, D. (2004). Making Content Comprehensible for English Language Learners. The SIOP Model. 2 nd Ed. Upper Saddle River, NJ: Pearson Education, Inc.
• Center for the Education and Study of Diverse Populations. (2004). HQSI Racing Towards High Quality Sheltered Instruction. New Mexico: Highlands University.
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