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Indicator Q

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Indicator Q. Teaching English Learners with Sheltered Content Instruction. Content Objectives. We will be able to understand that collaboration is necessary between content teachers, special educators, and ESOL teachers.

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Indicator Q

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  1. Indicator Q Teaching English Learners with Sheltered Content Instruction

  2. Content Objectives • We will be able to understand that collaboration is necessary between content teachers, special educators, and ESOL teachers. • We will be able to analyze information about the service provisions for dually identified students. • We will be able to generate scaffolds and teaching techniques to target students’ needs.

  3. Language Objectives • We will be able to complete then discuss Effective Characteristics of Team Members. • We will be able sort and orally discuss Essential Practices and Roles for Co-Taught Classes. • We will be able to compare and contrast service provisions using a Venn Diagram. • We will be able to discuss and select sheltered instruction scaffolds and techniques targeting students’ needs.

  4. Stand up/Sit down • Stand up if you hear a description that applies to you • Sit down if the description does not apply to you

  5. The Effective Characteristics of Team Members • Independently complete this form. • Then, discuss form with your elbow partner.

  6. Rotate Review • Look at posters around the room • Read your descriptor card • Move to the accurate poster that matches the role for your descriptor card • Justify your choice with those at your poster group

  7. Essential Practices and Roles for Co-Taught Classes

  8. Service Provisions • Compare and Contrast with a Venn Diagram • 3 Centers • Service Time • Service Delivery Model • Can-Do Goals and IEP Goals

  9. Circle-Seat-Center How would you like to work? Choose one! • Circle – Work together with a partner or team • Seat – Work alone/individually • Center – Work with a teacher/facilitator

  10. Content Objectives • We will be able to understand that collaboration is necessary between content teachers, special educators, and ESOL teachers. • We will be able to analyze information about the service provisions for dually identified students. • We will be able to generate scaffolds and teaching techniques to target students’ needs.

  11. Language Objectives • We will be able to complete then discuss Effective Characteristics of Team Members. • We will be able sort and orally discuss Essential Practices and Roles for Co-Taught Classes. • We will be able to compare and contrast service provisions using a Venn Diagram. • We will be able to discuss and select sheltered instruction scaffolds and techniques targeting students’ needs.

  12. Ticket Out • What Actions will you take to help your school team be more effective for meeting the needs of dually identified students? • What suggestions do you have for your school team to help better meet the needs of dually identified students? • What questions do you still have and would like to investigate further?

  13. Thanks for coming!

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