Transcript High Quality Sheltered Instruction: Practice/Application

Welcome
Session Norms:
•All pagers and cell
phones on vibrate
•Stay on topic being
discussed
•Use professional
courtesy
High Quality Sheltered Instruction:
Practice/Application
Presented by Region Specialist
June 28, 2007
Housekeeping
• Explain the time schedule for your day.
Include items like: breaks, location of
restrooms, lunch, etc.
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
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Lesson Preparation
Building Background
Comprehensible Input
Strategies
Interaction
Practice/Application
Lesson Delivery
Review/Assessment
Session Objectives
Content Objective:
• Create application activities that extend the
learning in new ways.
Language Objectives:
• Discuss the importance of linking practice
and application activities to objectives.
• Discuss how you would implement hands-on
activities and build academic vocabulary.
Features of Practice/Application
• Provide hands-on materials and/or
manipulatives for students to practice using new
content knowledge.
• Provide activities for students to apply content
and language knowledge in the classroom.
• Use activities that integrate all language skills
(listening, speaking, reading, writing).
Vogt, M., Echevarria, J. (2006). Teaching Ideas for Implementing the SIOP Model
Fortune Teller (FT)
1. Fold the bottom (short end) of a sheet of paper
so that it is aligned with one side of the paper.
Crease side making a big triangle. Cut the
extra piece of the paper so that only the triangle
remains.
2. Fold the triangle in half to make a smaller
triangle. Crease the edges well.
3. Unfold the FT completely (square with lines to
the center). Fold each of the four corners into
the very center of the square (do not let the
sides overlap).
4. Turn the FT over and fold each of the new
corners into the center again. Crease all the
edges well!
Fortune Teller (FT) continued
5. Fold the FT in half to form a rectangle.
6. Fold the FT in half one more time so that it is
one small square.
7. Unfold the last two folds
8. Gently pull out the square flaps and insert your
index fingers and thumbs of the FT in order to
use.
Using New Content Knowledge
Material
Time
Practice
Feedback
Material
How much material should be practiced at one
time?
Answer:
A short, meaningful amount
should be practiced at one time.
Time
How much time should a practice period be?
Answer:
A practice period should be a short
time so the student exerts intense
effort and has intent to learn.
Practice
How often should students practice?
Answer:
Students should practice for several
periods of time for new learning
(massed practice).
Students should practice older learning
every other day/every four days
(distributed practice).
Feedback
How will students know how well they have
done?
Answer:
Give specific knowledge of results,
i.e. specific feedback.
Whee…Look
at me !
“Are You Sleeping?”
CO: SWBAT create songs based on the content
concepts related to the topic.
LO: SWBAT generate vocabulary related to the
topic and create phrases that can be sung to a
familiar melody.
• Integrate all language skills using lesson content.
• Use familiar melodies to summarize content
information into 4 to 8 phrases that fit the melody.
• List on chart paper so students can sing together.
Example: “Is it stormy?”
Is it stormy
Is it stormy
Yes, it is
Yes, it is
See, the wind is blowing
See, the leaves are falling
See, the clouds
Hear, the rain
Go graphic…
• Graphic organizers help students organize their
thought processes.
• Example
CO: SWBAT depict the life of a character in
graphic and written form.
LO: SWBAT use regular and irregular pasttense verbs to describe the different phases of a
character’s life that are represented on the
timeline.
Activity: Problem/Solution
Possible solution
Possible solution
Problem
Possible solution
Possible solution
Solution
Virginia Reel Activity
• Students form two lines facing each other.
• One line of students has a question, statement, or
problem written on the card, along with the answer.
• One student reads the word, equation, or clue to his or
her partner, waits for a response, and then checks to
see if the response is correct.
• Next, shift one partner to the right while the person on
the end goes around to the beginning of the line to
meet a person without a partner.
• After the students with the cards have asked several
students, they hand the cards to their partners, and
the activity is repeated.
Virginia Reel Example
CO: SWBAT identify words, idiomatic expressions,
or equations, etc., and guess their meaning.
LO: SWBAT use the following sentence frames
when making guesses about idiomatic
expression (words, idiomatic expresses, or
equations, etc.)
Reciprocal Teaching
A compilation of four comprehension
strategies:
• Summarizing
• Questioning
• Clarifying
• Predicting
Reciprocal Teaching Steps
• Put students in groups of four and distribute role
cards.
• Students read and take notes on a few paragraphs of
the assigned selection.
• At the given stopping point :
– The summarizer highlights key points;
– The questioner poses questions;
– The clarifier addresses confusing parts and
answers the questions posed;
– The predictor guesses about what will occur next.
• Repeat the process switching roles one person to the
right until complete.
Video Presentation
Practice/
Application
Teaching Scenarios
Refer to Practice/Application section for teaching
scenarios.
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.
Review Session Objectives
Content Objective:
• Create application activities that extend the
learning in new ways.
Language Objectives:
• Discuss the importance of linking practice and
application activities to objectives.
• Discuss how you would implement hands-on
activities and build academic vocabulary.
Insanity is doing
the same thing
over and over
again and
expecting a
different result.
--Albert Einstein
My Aha Moment!
Presentation Topic:
Presenter:
Date:
Two ideas that were interesting to me:
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2.
Two ways I can apply the information presented in my classroom:
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2.
Two questions that I have for the presenter:
1.
2.
Two things I wish the presenter had done differently:
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2.
References
Beninghof, A. (2003). Meeting standards:
Instructional strategies for struggling students.
Frederick, CO: Sopris West.
Echevarria, J. Short, D. Vogt, M. (2004). Making
Content Comprehensible: The SIOP Model 2nd ed.
Upper Saddle River, NJ: Pearson Education, Inc.
Vogt, M., Echevarria, J. (2006). Teaching Ideas for
Implementing the SIOP Model. Upper Saddle River,
NJ: Pearson Education, Inc.