Session Norms

1
Welcome

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

2
High Quality Sheltered Instruction
Practice/Application
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

5
Session Objectives

• Content Objective
• Create application activities that extend the
  learning in new ways.
• 
  
  
  
  
  
• Language Objectives
• Discuss the importance of linking practice
  and application activities to objectives.
• Discuss how you would implement hands-on
  activities and build academic vocabulary.

6
Features of Practice/Application

• Provide hands-on materials and/or manipulatives
  for students to practice using new content
  knowledge.
• Provide activities for students to apply content
  and language knowledge in the classroom.
• Use activities that integrate all language skills
  (listening, speaking, reading, writing).

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

• Fold the bottom (short end) of a sheet of paper
  so that it is aligned with one side of the paper.
  Crease side making a big triangle. Cut the extra
  piece of the paper so that only the triangle
  remains.
• Fold the triangle in half to make a smaller
  triangle. Crease the edges well.
• Unfold the FT completely (square with lines to
  the center). Fold each of the four corners into
  the very center of the square (do not let the
  sides overlap).
• Turn the FT over and fold each of the new corners
  into the center again. Crease all the edges
  well!

8
Fortune Teller (FT) continued

• 5. Fold the FT in half to form a rectangle.
• 6. Fold the FT in half one more time so that it
  is one small square.
• 7. Unfold the last two folds
• 8. Gently pull out the square flaps and insert
  your index fingers and thumbs of the FT in order
  to use.

9
Using New Content Knowledge
Material
Time
Practice
Feedback
10
Material

• How much material should be practiced at one
• time?

Answer A short, meaningful amount should be
practiced at one time.
11
Time

• How much time should a practice period be?

Answer A practice period should be a short
time so the student exerts intense effort and has
intent to learn.
12
Practice

• How often should students practice?

Answer Students should practice for several
periods of time for new learning (massed
practice). Students should practice older
learning every other day/every four days
(distributed practice).
13
Feedback

• How will students know how well they have done?

Answer Give specific knowledge of results, i.e.
specific feedback.
WheeLook at me !
14
Are You Sleeping?

• CO SWBAT create songs based on the content
  concepts related to the topic.
• LO SWBAT generate vocabulary related to the
  topic and create phrases that can be sung to a
  familiar melody.
• Integrate all language skills using lesson
  content.
• Use familiar melodies to summarize content
  information into 4 to 8 phrases that fit the
  melody.
• List on chart paper so students can sing
  together.

15
Example Is it stormy?

• Is it stormy
• Is it stormy
• Yes, it is
• Yes, it is
• See, the wind is blowing
• See, the leaves are falling
• See, the clouds
• Hear, the rain

16
Go graphic

• Graphic organizers help students organize their
  thought processes.
• Example
• CO SWBAT depict the life of a character in
  graphic and written form.
• LO SWBAT use regular and irregular past-tense
  verbs to describe the different phases of a
  characters life that are represented on the
  timeline.

17
Activity Problem/Solution
Possible solution
Possible solution
Problem
Possible solution
Possible solution
Solution
18
Virginia Reel Activity

• Students form two lines facing each other.
• One line of students has a question, statement,
  or problem written on the card, along with the
  answer.
• One student reads the word, equation, or clue to
  his or her partner, waits for a response, and
  then checks to see if the response is correct.
• Next, shift one partner to the right while the
  person on the end goes around to the beginning of
  the line to meet a person without a partner.
• After the students with the cards have asked
  several students, they hand the cards to their
  partners, and the activity is repeated.

19
Virginia Reel Example

• CO SWBAT identify words, idiomatic expressions,
  or equations, etc., and guess their meaning.
• LO SWBAT use the following sentence frames when
  making guesses about idiomatic expression (words,
  idiomatic expresses, or equations, etc.)

20
Reciprocal Teaching

• A compilation of four comprehension strategies
• Summarizing
• Questioning
• Clarifying
• Predicting

21
Reciprocal Teaching Steps

• Put students in groups of four and distribute
  role cards.
• Students read and take notes on a few paragraphs
  of the assigned selection.
• At the given stopping point
• The summarizer highlights key points
• The questioner poses questions
• The clarifier addresses confusing parts and
  answers the questions posed
• The predictor guesses about what will occur next.
• Repeat the process switching roles one person to
  the right until complete.

22
Video Presentation

• Practice/
• Application

23
(No Transcript)
24
Teaching Scenarios

• Refer to Practice/Application section for
  teaching scenarios.

25
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.

26
Review Session Objectives

• Content Objective
• Create application activities that extend the
  learning in new ways.
• 
  
  
  
  
  
• Language Objectives
• Discuss the importance of linking practice and
  application activities to objectives.
• Discuss how you would implement hands-on
  activities and build academic vocabulary.

27

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

28
(No Transcript)
29
References

• Beninghof, A. (2003). Meeting standards
  Instructional strategies for struggling students.
  Frederick, CO Sopris West.
• Echevarria, J. Short, D. Vogt, M. (2004). Making
  Content Comprehensible The SIOP Model 2nd ed.
  Upper Saddle River, NJ Pearson Education, Inc.
• Vogt, M., Echevarria, J. (2006). Teaching Ideas
  for Implementing the SIOP Model. Upper Saddle
  River, NJ Pearson Education, Inc.