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
High Quality Sheltered Instruction:
Comprehensible Input
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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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
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Session Objectives
Content Objectives:
• Explore techniques for presenting content in
ways that students comprehend.
• Review various ways to model and provide
directions for academic tasks.
Language Objectives:
• Identify the language/techniques needed for
students to perform academic tasks to introduce
language to students.
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Features of Comprehensible Input
• Speech is appropriate for students’ proficiency
level.
• Explanation of academic tasks are clear.
• Uses a variety of techniques to make content
concepts clear.
Vogt, M., Echevarria, J. (2006). Teaching Ideas for Implementing the SIOP Model
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Comprehensible Input
Will the students be able to understand what
they read and hear?
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Ways to Make Speech More
Comprehensible
Monitor
• Vocabulary
• Sentence
structure
• Rate of
speech
• Idioms
• Enunciation
• Wait time
Explain
• Each step needed
to complete a task
• Lesson expectations
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Putting on Your Coat
• 1 person provides verbal directions to a partner
for putting on a coat.
• The partner must follow the verbal directions
explicitly.
• Reflect on process.
NEXT …
• Write the steps for putting on a coat using
the sequential organizer on slide 10.
• Try the steps according to what you wrote.
• Reflect on process.
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Graphic Organizer for Putting on
Your Coat
First
Next
Then
Later
Finally
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2
3
4
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Variety of Techniques to Make
Content Concepts Clear
• TPR (Total Physical Response)
• Enlarged, adapted text
• Vocabulary cards, highlighting vocabulary,
and flip books
• Homophones, homographs, synonyms
• Idiom match up
• Taped text (Premier Access through CCSD)
• Framed outlines
• Scaffolding
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Scaffolding
• Telling- Give them the answer…to keep them
going.
• Demonstrating- Demonstrate an act with the
intention of getting the student to employ the same
behavior.
• Prompting- Focus the student’s attention on
meaning, structural, or visual cues… “Look at the
first letter of the word.”
• Coaching- “You said_____: does that make
sense?”
• Discussing- Focus attention on the meaning in the
story: “ What do you think will happen next?”
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Video Presentation
Comprehensible
Input
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Teaching Scenarios
Refer to Comprehensible Input 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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Review Session Objectives
Content Objectives:
• Explore techniques for presenting content in
ways that students comprehend.
• Review various ways to model and provide
directions for academic tasks.
Language Objectives:
• Identify the language/techniques needed for
students to perform academic tasks to introduce
language to students.
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Insanity is doing
the same thing
over and over
again and
expecting a
different result.
--Albert Einstein
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My Aha Moment!
Presentation Topic:
Presenter:
Date:
Two ideas that were interesting to me:
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Two ways I can apply the information presented in my classroom:
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2.
Two questions that I have for the presenter:
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2.
Two things I wish the presenter had done differently:
1.
2.
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References
Echevarria, J., Short, D., Vogt, M. E. (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.
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