Sheltered Instruction Training: Session Three Building Background

1. Sheltered Instruction Training: Session Three Building Background presenters:

2. ReviewContentandLanguage ObjectivesOn the Entrance Slip, respond to the following: • What is the purpose for writing content objectives (learning targets)? • What is the purpose for writing language objectives? • List at least two ways to share objectives with students. • Why do we share objectives with students? • Why do we return to the objectives at the end of the period? • List at least two ways to do that. Entrance Slip Small Group Share (5-7 min) and Whole Group Share (10-12 min)

3. ReviewContent objectives/learning targetsTable Brainstorm: what do you know in 60 seconds ? • are connected to grade level standards • clearly state what the student is expected to learn • are clearly written in student-friendly terms • establish key concepts and key content vocabulary ~ Can our students explain the learning targets to us, to a visitor to the class, or to their parents? ~ Will they clearly understand how to prepare for the assessment? Knock Three Times

4. ReviewLanguage objectivesTable Brainstorm: what do you know in 60 seconds ? • support content objectives • provide access to content • include how students will communicate content • will require students to use a language domain for communication • can include language forms and functions We always include reading, listening, speaking and writing in our lessons. Now we will make their purpose more explicit for ourselves and our students. Knock Three Times

5. Practice Time Write a Content Objective for a lesson you will deliver this week Write a Language Objective that describes how you will include reading, writing, speaking, or listening to do one or more of the following: support content objectives provide access to content tell how students will communicate content engage students in a language domain teach language forms or functions • connected to grade level standards • clearly stating what the student is expected to learn • written in student-friendly terms • establishing key concepts and key content vocabulary Use the Lesson Template for writing these - 10 minutes

6. WE WILL Review Content and Language Objectives 2. Planan activity to build background with students in an upcoming lesson. 3. Learn ways to link to student experience , to bridge to students’prior learning, to help students understand purpose for learning, to introduce key vocabulary Today’s Content and Language Objectives(the what and the how) • WE WILL • Write and orally share Content and Language Objectives • 2. Describean activity to build background with students • Discuss with a partner how an activity: connects to student experience links to students’ prior learning, clarifies purpose for learning, introduces key vocabulary A B Partners

7. Today’s Agenda • Write an entrance slip (CO and LO) • Review and write C and L Objectives for a new lesson • Share our use of Content and Language Objectives since last time • Explore Building Background • Video Observation • Gallery Walk • Add a Background Building feature to your lesson • Fill some gaps and clear up some misconceptions. • Complete a Midterm Assessment of Training

8. Find 2 partners before we get started. Find a 12and 3 O’clock partner. EX: 1. Find one partner. 2. I fill in my partner’s name on my 12 O’clock.3. She fills my name on her 12 O’clock. 4. Then I find another partner. *After you have your 2 partners filled in, please sit with your 3 O’clock partners for the next activity. Clock partners

9. Meet with your 3 o’clock partner 10 minutes total How’d it go? The content objective I wrote for the lesson I planned last time was _____________________. The language objective I wrote was ________________. Two things that worked were _______________. Two ways that my objectives could be improved are __________. What is working? What is not working? Clock partners Sentence starters

10. Components of Sheltered Instruction Preparation Building Background Comprehensible Input Strategies Practice & Application Interaction Strategies Review and Assessment

11. What is this about? With Hocked Gems Financing him Our hero bravely defied All scornful laughter That tried to deceive his scheme. An egg, not a table typify Unexplored planet. Now three sturdy sisters sought proof Forging sometimes through calm vastness Yet, more often over turbulent peaks and valleys Days became weeks as many doubters spread fearful rumors about the edge. At last, welcome winged creatures appeared signifying momentous success.

12. Background Knowledge Reading Will having these words help you understand the passage? Columbus Earth Niña, Pinta, Santa Maria Waves in the ocean People believed the earth was flat and you could fall off the edge Seagulls

13. “Mismatch in Schema”

14. Building Background Link conceptsto students’ background experiences. Bridgepast learning to new concepts. Emphasizekey vocabulary. T.P.R.

15. What did the teacher do well? What would support ELLs even further? Talking Stick (all observations) Non-Volunteers

16. An Interview • How do you link a lesson to your students’ background experience? • How do bridge your lesson to a previous lesson? • How do you teach and emphasize vocabulary? On Sticky Notes! Clock Partners Sticky Notes

17. Gallery Walk Post your sticky note ideas on the appropriate posters (link, bridge, and key vocabulary) Using your teacher techniques sheet, visit each poster and add any new ideas. Gallery Walk

18. “Plan” for a future lesson • Think about the background knowledge your students need before you can begin to teach the Content and Language Objectives you wrote earlier • Select and write (in the lesson template) appropriate Background Building techniques (and think about your prep) • Additional ideas (next slide) and binder and online Building Background Resource • I will signal you when it is time to share with your table group (___ min) Talking Stick

19. Input Charts Picture Cards/Charts/Maps Films/You Tube/Teacher Tube KWL Experiences/Field Trips Stories/Books Realia Guest Speakers Bilingual Dictionaries Review Class Notes and Graphic Organizers Turn and Talks Think Alouds Observational Charts Role Plays Modeling Reference Points: Anchor Charts; Word Walls and Banks Quick Writes/Student Journals Questioning Techniques Etc… Some ideas for Building Background: Think/Wait Time

20. Making a plan...

21. Teacher TechniquesProcess Chart Time to write up and reflect on how you might use today’s techniques. AB Partners Clock Partners Gallery Walk Talking Stick Sticky Notes Think/Wait Time

22. WE WILL Review Content and Language Objectives 2. Planan activity to build background with students in an upcoming lesson. 3. Learn ways to link to student experience , to bridge to students’prior learning, to help students understand purpose for learning, to introduce key vocabulary Did we meet today’s Content and LanguageObjectives?(the what and the how) • WE WILL • Write and orally share Content and Language Objectives • 2. Orally describean activity to build background with students • Discuss with a partner how an activity: connects to student experience links to students’ prior learning, clarifies purpose for learning, introduces key vocabulary Thumbs Up and Thumbs Down

23. Mid-term!

24. Midterms Filling in the blanks Clearing up misconceptions

25. How Sheltered Instruction training is aligned with… • Equity • Teacher Evaluation • K-5 Math • MS Science • TAG

26. “Planning” in SI training means… • Bringing to the session your thoughts about a lesson you will be teaching soon • Writing at least one content and language objective for that lesson at the session • Writing an idea for how to incorporate the component discussed at the session (background building, comprehensible input, strategies, etc.) “Debriefing” a lesson in SI training means… • Remembering how you incorporated the component in at least one lesson since the previous session • Sharing how you did that – and how it went – with another teacher at the beginning of the session.

27. Thanks for completing the survey! Next time: We will share our Building Background experiences. Please be prepared to incorporate our next components, Comprehensible Input and Strategies, in a lesson plan