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Sheltered Instruction Part III of III Presented by Office of English Language Learners 2013-14 Objectives • Continue to develop an understanding of SIOP • Develop a deeper understanding of how a SIOP lesson is constructed. • Collaboratively construct a SIOP lesson. Why provide Sheltered Instruction? So that students will have meaningful access to the full curriculum. So that students will progress with their English language development while meeting academic content standards. So that students will acquire the language and content necessary to exit the formal ESL program and demonstrate academic achievement as a result of teacher collaboration and planning. 3 Hallmarks of Sheltered Instruction • Clear and explicit learning objectives. – Objectives that are written in a language easily understood by the learner. They also are specific to the desired learning for the activity. • Grade-level appropriateness – ensures that the lessons and activities are aligned with the regular curriculum. • Interactive learning opportunities – guarantee that the language learner has ample opportunities to converse and interact with native speakers, as well as students with high levels of language acquisition Hallmarks of Sheltered Instruction • Kinesthetic learning opportunities – allow for the student to “feel” or “sense” the activity. • Student-centered classroom – has lessons and activities designed around the students’ needs as a group and, more importantly, as individuals, taking into account varying levels of English proficiency. • Student-centered classrooms – Task focus utilizes the learning time for student interactions rather than teacher-directed lecture. The teacher is the facilitator for learning, not the dictator of learning. Hallmarks of Sheltered Instruction • HOTS (higher-order thinking skills) – promotes critical thinking through grade-level appropriate instruction and problem-solving. • Student individuality validation – uses the students’ backgrounds and experiences to enhance instruction, as well as validating the variety of approaches to the same problems, concerns, issues, and situations faced by all. • Variety in instruction – As the instructional facilitator, the teacher continuously monitors the learning, replacing ineffective approaches with more effective ones. Hallmarks of Sheltered Instruction • A nurturing learning environment – allows to students to experience the learning in a nonthreatening, risk-free environment that praises the learning process and mastery of the content equally. SIOP Components • 8 General Components – Lesson Preparation – Building Background – Comprehensible Input – Strategies – Interaction – Practice/Application – Lesson Delivery – Review/Assessment 1. Lesson Preparation 1. Content Objective 2. Language Objective 1. Lesson Preparation 3. Supplemental Materials 4. Curriculum Adaptations 5. Content/Concepts Appropriate for Age 6. Meaningful Activities 2. Building Background 7. Link concepts to background experiences 8. Link concepts to past learning 9. Introduce and teach key vocabulary http://www.youtube.com/watch?v=ytXeEFCTMbg 3. Comprehensible Input 10. Clear articulation of words and sentences 11. Speech is not too fast or too slow 12. Use of visuals, body language, film, etc. to make content accessible 4. Strategies 13. Provide opportunities for students to use learning strategies 14. Use scaffolding techniques consistently 15. Use a variety of question types Anticipation Guide • Consists of a series of agree or disagree statements • Should be used at the beginning of a new lesson or unit • Helps students focus and think about the new material • Can be used to uncover misconceptions or gaps in prior knowledge • Can be returned to at the end of a lesson or unit to see if beliefs have been changed and new learning has actually occurred Gallery Walk Activity Directions: 1. Students work in groups to create posters about a given topic. 2. Display completed posters around the room. 3. Tell students that they will be given time to view other groups’ posters, and set a purpose, such as reading a poster and adding to it. 4. Students then walk around the room and view the posters in the same way they might view art in a gallery: they choose the posters to view and are not required to view all of them. 5. When time is up, have student return to their own posters and ask volunteers to summarize orally the ideas or comments that were added. 5. Interaction 16. Offer frequent opportunities for interaction 17. Use a variety of grouping configurations 18. Use wait time 19. Use native language support when advantageous http://www.youtube.com/watch?v=GjOrFN6PEDg 6. Practice/Application 20. Provide practice opportunities for students to apply content and language objectives 21. Use hands-on activities, manipulatives 22. Integrate reading, writing, speaking and listening http://www.youtube.com/watch?v=hUrQr4GBg0g 7. Lesson Delivery 23. Content objectives covered 24. Language objectives covered 25. Appropriate pacing 26. Active participation/engagement 90%+ of the time http://www.youtube.com/watch?v=GGFTlmJmdmw&feature =relmfu 8. Review/Assessment 27. 28. 29. 30. Review key concepts Review key vocabulary Provide feedback regularly Assess student comprehension of objectives Congratulations!! You have completed your first SIOP lesson. 1. What do you like about the design/format of a SIOP lesson? 2. What is challenging? 3. What would you like more information about? Final Thoughts or Questions • If you have any questions, please feel free to contact the Office of ELLs: – Soledad Barreto, Director • [email protected] – Ronilee Scittarelli, Secondary ELL Specialist • [email protected] – Nelia Fontes, Elementary ELL Specialist • [email protected] – Roland Sasseville, Secondary ELL Specialist • [email protected]