1 / 17

Housekeeping ( 5 Min)

Housekeeping ( 5 Min). Attendance Please take a piece of candy but do not eat until instructed ITEP/PD Name Pull Assignments/Calendar. Portfolio. 11 Sections Title Page Lesson Preparation Building Background Comprehensible Input Strategies Interaction Practice/Application

brandon-sargent
Télécharger la présentation

Housekeeping ( 5 Min)

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Housekeeping ( 5 Min) • Attendance • Please take a piece of candy but do not eat until instructed • ITEP/PD • Name Pull • Assignments/Calendar

  2. Portfolio 11 Sections • Title Page • Lesson Preparation • Building Background • Comprehensible Input • Strategies • Interaction • Practice/Application • Lesson Delivery • Review/Assessment • Observations • Lesson Plan

  3. Review (10 min) SIOP = SIOP • Sheltered Instruction • Observation Protocol (written procedural method) Goal of SIOP To prepare teachers to teach content effectively to English learners while developing the students’ language ability.

  4. The SIOP Model of Sheltered Instruction Lesson Delivery Compre-hensible Input Little Boys Can SIP in LA

  5. Content ObjectivesIdentify what students should be able to know and do Language Objectives Support students’ language development. Listen for Retell Define Find the main idea Compare Summarize Rehearse Persuade Write Identify Solve Investigate Distinguish Hypothesize Create Select Draw Conclusions about

  6. Consume Produce Receptive Language Productive Language Listening Reading Speaking Writing

  7. Checklist: Evaluate My Objective • Is it observable? • Is it student friendly—written in language the student can understand? • Is it related to the key concept of the lesson? • Were students informed orally and in writing? • Do I have a plan to assess student progress? • SWBAT will use descriptive adjectives to write sentences about the characters of the story.

  8. Content Objective:I will be able to identify the factors of changes in Kiribati culture. Language Objective: I will write a sentence explaining what a factor is. I will list 3 things that causes changes to peoples lives.

  9. Content Objective:I will be able to differentiate between change in quantity demand and change in demand. Language Objective: Read a note on quantity change in demand and in demand I will use the graphical analysis to explain change in demand and quantity change in demand. I will discuss the concept with class peers.

  10. F3 Content Concepts (10 min) Content Objectives I will create supplementary materials, an adaptation of content, or a meaningful activities that will assist students in reaching the classroom objective. Language Objective I will write a reflection paper describing the supplementary materials, adaptation of text, or meaningful activity, and the effects it had on the lesson.

  11. F3 Content Concepts • Use Ministry of Education guidelines • Grade level concepts Things to consider • Students first language literacy(L1) • Students second language proficiency (L2) • Their reading ability • Cultural and age appropriateness • Difficulty of material

  12. Task Analysis Analyze the knowledge a student must possess in order to understand what is being taught Purpose: To lessen the gap between what a student knows and what he or she must learn.

  13. Example • I will be able to describe in writing the setting, the three parts of the story plot, and the names of the characters. • I will use the Pythagorean formula to find the missing sides of a right-angled triangle • I will be able to draw and label a water cycle. Ask yourself: What do the students need to know before they can meet the objective?

  14. Teachers YOUare the one who decides when and how to modify the content concepts!!! How are you going to modify the content concepts to help close the gap between what they know and what they need to learn? Feature 4: Supplementary Materials Used to a High Degree Feature 5:Adaptation of Content Feature 6: Meaningful Activities

  15. Activity (10 min) • Quickly get with others who have the same kind of candy (30 sec.) Supplementary Materials Pg 33 (thru Multimedia) Supplementary Materials Pg 34 (Demonstrations-Adapted Text) Adaptation of Content Pg 34-36 (thru Taped Text) Adaptation of Content Pg 36-38 (Adapted text – Native language text) Meaningful Activities Pg 38 Meaningful Activities Pg 38

  16. Activity (continued) • With your group determine who will be the facilitator, scribe, spokesman, time keeper • Read and discuss the assigned text • Be prepared to share with the group ideas for supplementary materials, adaptation of content, or meaningful activities

  17. Ticket Out the Door • Each group will turn in a list of the ideas discussed in your group. (Write each person’s name in group on paper.) • Sister Rasmussen will insert the ideas into a power point for next week’s lesson. • Next Week: The spokesman will share in less than five minutes the ideas discussed.

More Related