Session Norms

1
Welcome

• Session Norms
• All pagers and cell phones on vibrate
• Stay on topic being discussed
• Use professional courtesy

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High Quality Sheltered InstructionStrategies
Presented by Region Specialist June 28, 2007
3
Housekeeping

• Explain the time schedule for your day. Include
  items like breaks, location of restrooms,
  lunch, etc.

4
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
• Lesson Preparation
• Building Background
• Comprehensible Input
• Strategies
• Interaction
• Practice/ Application
• Lesson Delivery
• Review/Assessment

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Session Objectives

• Content Objectives
• Select learning strategies that are appropriate
  to a lessons objectives.
• Recognize the value of scaffolding instruction
  and identify techniques used for understanding.
• Language Objectives
• Identify language learning strategies to use with
  students.
• Discuss the importance of asking higher-order
  questions to students of all proficiency levels.

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Features of Strategies

• Provides opportunities for students to use
  strategies.
• Consistently use scaffolding techniques.
• Use multiple questioning strategies that promotes
  higher order thinking, throughout the lesson.

Vogt, M., Echevarria, J. (2006). Teaching
Ideas for Implementing the SIOP Model
7
Strategies

• Mental processes that teach students to
• Access information in memory.
• Make connections between what they know and what
  they are learning.
• Problem-solve.
• Retain new information.

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Strategies

• There is a growing body of research evidence to
  indicate that learning strategies include the
  following three types
• metacognitive
• cognitive
• social affective
• 
  OMalley
  Chamot, 1990

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Learning Strategies

• Numbered heads together Jigsaw
• Number off 1-3
• Read assigned text
• Ones read metacognitive strategies.
• Twos read cognitive strategies.
• Threes read social affective strategies.

OMalley, J.J., Chamot, A.U. (1990) Learning
strategies in second language acquisition.
Cambridge Cambridge University Press (pg.
137-139)
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Learning Strategies Continue

• After reading, discuss
• How does this relate to language learning
  and what strategies you are incorporating into
  daily instruction to support this?
• 4. Re-group to your original tables and share
  your ideas and strategies with the rest of your
  colleagues.

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Strategies

• The mediocre teacher tells.
• The good teacher explains.
• The superior teacher demonstrates.
• The great teacher inspires.
•  
• -William Arthur Ward
•  

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Crystallized (learned) Intelligence
Working Memory
Background Knowledge
Personal Experiences
Permanent Memory
Sensory Memory
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Discuss and Reflect

• What do you have to know in order to complete
  any task?

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Scaffolding Instruction

• Two types of scaffolding Verbal and Procedural
• Verbal scaffolding uses strategies such as
  prompting, questioning, and elaboration to
  facilitate student's movement towards higher
  levels of language.
• Procedural scaffolding incorporates one-to-one
  teaching, small group instruction, partnering and
  cooperative learning.

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Vygotsky Simplified

• I do, you watch
• I do, you help
• You do, I help
• You do, I watch and check

• Tompkins, G. E. (2006). Literacy for the 21st
  century A balanced approach. Boston Pearson.

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Questioning

• Fat Questions
• Require a lot of discussion and explanation with
  interesting examples.
• Take time to think through and answer in depth.

• Skinny Questions
• Require simple yes/no/maybe one-word answers.
• Take up no time or space.

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Our challenge is to develop three-story students

• Read the Three-Story Intellect poem.
• With a partner, discuss your interpretation of
  the poem.
• What are the learning implications in our
  teaching of ELL students?
• How will you plan for students with limited
  proficiency in English?

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ThreeStory Intellect

• There are one-story intellects, two-story
  intellects, and three-story intellects with
  skylights. All fact collectors, who have no aim
  beyond their facts, are one-story men. Two-story
  men compare, reason, generalize, using the labors
  of the fact collectors as well as their own.
  Three-story men idealize, imagine, predict their
  best illumination comes from above, through the
  skylight.
• -Oliver
  Wendell Holmes

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Questioning Techniques

• Teachers promote strategy use by asking questions
  that promote critical thinking.
• Learning proceeds from concrete knowledge to
  abstract values.
• Learning progresses from denotative to
  connotative.

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Blooms Taxonomy

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Educational Objectives
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Time to Discuss

• Questions teachers may ask based on a social
  studies text
• Who was the first President of the United States?
• Given the topic of the presidency, what are
  several additional questions you could ask that
  promote higher-order thinking?
• Why is it important to use a variety of
  questioning strategies?

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Question-Answer Relationships (QAR)
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Other Helpful Strategies for ELLs

• Anticipation/Reaction Guides
• Questioning The Author QtA
• SQ3R/SQP2Rs
• Thinking Maps
• Visualizing
• Literature Circles
• Add your suggestions
• Share with your colleagues

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Anticipation/Reaction Guides

• Used to stimulate student interest in a topic and
  activate their prior knowledge during pre-reading
  phase.
• Prior to reading about a topic or thematic unit,
  teacher prepares a list of 4-8 true and untrue
  statements/misconceptions. Students discuss each
  statement and agree or disagree with it.
• Use the same statements after reading as a
  review.
• Tompkins, G. E. (2006). Literacy for the 21st
  century A balanced approach. Boston Pearson.

26
Anticipation/Reaction Guides

• Tompkins, G. E. (2006). Literacy for the 21st
  century A balanced approach. P.468-469.
  Boston Pearson.

27
Tierney, R. J., Readence, J. E. (2005).
Reading strategies and practices (6th Ed.).
Boston Pearson.

Questioning the Author (QtA)

• Students interact with text in order to
  understand and connect to previous knowledge.
  The teacher facilitates the process.
• Teacher identifies major understandings presented
  by the author.
• Teacher segments the text so discussion can
  begin.
• Teacher develops queries so that students can
  construct meanings during reading. What is the
  author saying here? What is the message? Does
  this make sense with what the author told us
  before? How does this connect to? Does the
  author tell us why? Why do you think the author
  tells us this now? How do things look for this
  character now? What is the character up to now?
  How does the author let you know that something
  has changed? How does the author settle this for
  us?

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Tompkins, G. E. (2006). Literacy for the 21st
century A balanced approach. Boston Pearson.

SQ3R
Survey Question Read Recite Revie
w
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Visualization

• Making mental pictures can facilitate
  comprehension of text.
• Used by strategic readers.
• Teach through Think AloudRead two sentences and
  think aloud what you see in your mind. Use brief
  passages as a read-aloud and encourage students
  to describe what they see.
• Draw a picture/comic strip of what the text is
  describing. Elaborate using the five senses.
• Johns, J., Lenski, S. D. (2001). Improving
  reading strategies and resources. Dubuque, Iowa
  Kendall/Hunt.

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• Literature Circles
• Teacher assembles a collection of books on a
  variety of reading levels (interesting plots,
  well-developed characters, rich language,
  thought-provoking themes). Books can be related
  to a theme. Teacher facilitates discussion.
• Students choose the books they will read and the
  groups in which they will participate. Students
  choose how they will share the book. Students
  collaborate to set their schedules, discuss
  reading, and develop responses. Students
  self-evaluate.
• Choiceliteratureresponse.
• Tompkins, G. E. (2006). Literacy for the 21st
  century A balanced approach. P.468-469.
  Boston Pearson.

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Graphic Organizers Thinking Maps
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Graphic Organizers Thinking Maps
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Video Presentation

• Strategies

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(No Transcript)
35
Teaching Scenarios

• Refer to Strategies 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
• Select learning strategies that are appropriate
  to a lessons objectives.
• Recognize the value of scaffolding instruction
  and identify techniques used for understanding.
• Language Objectives
• Identify language learning strategies to use with
  students.
• Discuss the importance of asking higher-order
  questions to students of all proficiency levels.

38

• Insanity is doing the same thing over and over
  again and expecting a different result.
• --Albert Einstein

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(No Transcript)
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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.
• OMalley, J.J., Chamot, A.U. (1990) Learning
  strategies in second language acquisition.
  Cambridge Cambridge University Press.
• Vogt, M., Echevarria, J. (2006). Teaching ideas
  for implementing the SIOP model. Upper Saddle
  River, NJ Pearson Education, Inc.
• Write Institute. (2005-2006). Standards-based
  professional development in literacy. Learning
  Resources and Educational Technology San Diego
  County Office of Education.