Characteristics of Sheltered Instruction

1. Characteristics of Sheltered Instruction • Warm, affective environment • High levels of student interaction, including small-group and cooperative learning • Student-centered • More hands-on tasks • Careful, Comprehensive Comprehensible Input • Planning, including selecting key concepts from core curriculum

2. Characteristics of Sheltered Instruction (cont.) • Well-planned lessons • Time-on-task • Use of student background knowledge and experience • Variety of delivery modes • Grade-level content • Checks for understanding • Use of higher-order thinking skills • Explicitly-stated lesson objectives

3. Resources and Techniques for Sheltered Instruction • Modeling • Hands-on activities • Real world • Commercially-made pictures • Teacher-made pictures • Overhead projector • Demonstrations • Multimedia • Timelines • Graphs • Bulletin boards • Maps • Globes • Computers

4. What is Sheltered Instruction? • English is the primary language of instruction • Strategies help ELL students access the curriculum • Classes may be all ELL or heterogeneous • Fluent English speakers serve as models

5. Sheltered Inst. Components • Preparation • Building Background • Comprehensible Input • Strategies • Interaction • Practice/Application • Lesson Delivery • Review and Assessment

6. SIOP Component 1: Preparation • Content objectives clearly defined, displayed, and reviewed with students. • Language objectives clearly defined, displayed, and reviewed with students. • Content concepts appropriate for age and education background. • Supplemental materials used to a high degree. • Adaptation of content to all levels of student proficiency • Meaningful activities that integrate lesson concepts with language practice opportunities.

7. Language Objectives Should Be Observable • SWBAT make predictions • SWBAT use prior language • SWBAT describe • SWBAT represent expository text visually • SWBAT make and explain • SWBAT read story problems • SWBAT sequence • SWBAT identify • SWBAT share his/her opinion • SWBAT write, provide detail, and meaning

8. Adaptation of Content Increase use of……………… • Graphic organizers • Native language texts • Framed sentences or outlines • Taped texts • Marginal notes • Modified texts/reading materials

9. Group Activity: Preparation In groups, choose a topic and grade level. Create: • Content objectives • Language objectives • List of possible supplementary materials

10. BUILDING BACKGROUND SIOP COMPONENT 2

11. Building Background • Purpose: to connect students’ personal experiences and past learning to the concepts in the lesson. Do this by… • Concepts explicitly linked to students’ background experiences • Links explicitly made between past learning and new concepts • Key vocabulary emphasized

12. 7. Concepts explicitly linked to students’ background • Readers schemata provide a basis for understanding learning. • Children from culturally diverse backgrounds may struggle with comprehending a text or concept because their schemata do not match those of the culture in which it was written. • What may appear to be poor comprehension may actually be a failure to activate background knowledge about the concept.

13. 7. Concepts explicitly linked to students’ background • Read a story, article, etc. about the topic. • View a video. • Use the Insert Method. • Pretest with a Partner.

14. 8. Links explicitly made between past learning and new concepts • It is important to link past learning (yesterday’s learning, last year’s project, etc.) to the day’s lesson. (i.e. explicitly build upon prior knowledge) • How? • Class discussion, graphic organizers, reviewing instructional materials, etc.

15. 9. Key vocabulary emphasized • Vocabulary is strongly related to academic achievement. • We must teach students “academic language” • Content words (e.g. photosynthesis, civics, etc.) • Process/function words (e.g. pair up, graph, summarize, etc.) • Words and word parts that teach English structure (roots and base words)

16. Teaching vocabulary in context • Word sorts • Contextualizing key vocabulary • Vocabulary self-collection strategies • Personal dictionaries • Word wall • Concept definition map • Cloze sentences • List-group-label • Word generation • Word study books • Vocabulary games • Self-assessment of levels of word knowledge

17. The Rats of NIMH • How did Miss Paige, Mrs. Jarmin, and Mr. Ramirez do?

18. Comprehensible Input SIOP COMPONENT 3

19. SIOP Component 3Comprehensible Input 10. Speech appropriate for student’s proficiency • Slower rate • Careful enunciation • Careful use of idioms (“see eye to eye”) • Paraphrasing and repetition • Simple Sentence Structures 11. Clear explanation of academic tasks • Include: modeling, visuals, hands-on activities, demonstrations, gestures, body language.

20. Strategies for Comprehensible Input 12. A variety of techniques used to make content concepts clear • Gestures, body language, pictures and object to accompany speech. • Provide a model of a process, task, or assignment. • Preview material. • Repeated exposure to words, concepts, or skills. • Use graphic organizers. • Etc.