Re:Learning New Mexico

Effective Sheltered Instruction

KWLQ

Know Want to Know

Learned Questions

Language Cont ent

u

Pract iceA pplicat ion

Components of S heltered I nst ruct ion

Re: Learning N ew M ex ico

Where are we going?

Essential Question: “What proven effective teaching

strategies should teachers use to connect language and content for the success of ALL students?”

Content Objective

Participants will be able to explain basic definitions for the eight Effective Sheltered Instructional Components for ALL students. (SIOP=Sheltered Instruction Observation Protocol)

Language Objective Participants will be able to experience a

variety of significant tasks/activities to support explanation of the eight SIOP components through the literacy processes of listening, viewing, speaking, reading, and writing.

Agenda Overview “Have I Got a Story For YOU!” Effective Sheltered Instruction

Components Meaningful Tasks Lunch Jigsaw/Grazing/Gallery Walk/

Presentations Closure

Task #1

Have I got a story for you!

“Have I Got a Story!”Directions:

A. Take a story B. Look at pictures C. Read D. Find a partner E. Share your tale (Move from reading to

telling) F. Find a new partner and repeat 3x with

new partners

Processing/Reflection

How comfortable were you the first time you told the story?

The final time? How did you make it your own? Did you all have the same sized story? What does this tell us about literacy? What does this tell us about learning? What does this tell us about students?

Reflection

1. What was the purpose of task #1?

2. Why and how might you use this in your classroom?

How do we learn any content?

Literacy Processes

•Listening•Viewing

•Speaking•(Asking & Answering)

•Reading•Writing

•Thinking

“The question is not so much, “How can I teach?” as it is, “How can I support

learning?”

……….Caleb Gattegno

Task #2

Building Background for Sheltered Instruction

Building Background Directions: In groups discuss: What do I already do

to “shelter” instruction for my students?

Write about what you are doing to “shelter” instruction on a Post-it

Post on the poster

Our Ideas and Connections to Effective Sheltered

Instruction

Effective Sheltered Instruction

Reflection What information did you gain as a

group by doing this?

How can you use this task with your classes in the content you teach?

Task #3

Learning Through Multiple Intelligence

Get students to use as many ways of learning as possible

Provide opportunities to do this in groups

Learning Through Multiple Intelligence Directions:

1. In groups create a visual using a poem/song/rap that includes a metaphor or simile representing your group’s meaning of Sheltered Instruction.

2. Present to large group.

Metaphor: A figure of speech containing an implied

comparison. (all the world’s a stage, curtain of the night)

Simile: Two dissimilar nouns are compared using “like” or “as”. (sly as a fox)

Reflection How can you use a significant task like

this in your content/s?

Task #4

Summarizing Key Vocabulary

Summarizing Key Vocabulary Directions:

Read through the history, format, and benefits of SIOP and highlight main ideas

Circle all key sheltered instruction words Create a list of words to be used in a word

wall Create a Word Wall

Effective Sheltered Instruction

History

Format

Benefits

Reflection1. Why is it important to highlight main ideas

for ELL students?

2. How does this process help make sense for the reader?

3. How could you apply this strategy in your content areas?

Task #5

Book Browse Critically skim and scan the lay out of

the SIOP book

Jig Saw/Graphic Organizer/Grazing Gallery Walk Directions:

Number off from 1 – 8

Find your number group. Be responsible for the information as follows:1. Lesson Preparation (Planning)2. Building Background3. Comprehensible Input4. Strategies5. Interaction6. Practice/Application7. Lesson Delivery8. Review/Assessment (Reflection)

Directions--continued Browse your chapter Create a graphic organizer (provide

models of master copies for ideas) Put in poster form Do a gallery walk to graze information

Reflection

List all the positive ideas you gained from doing this significant task.

How could you use this in your classroom? What skills were used in this task? How does this task address the needs of ALL

learners? How does this lesson provide success for all

students?

Daily Assessment for Objectives: Exit Cards

On an index card at your table, write the 8 components of SIOP. Include a brief description of what you learned about each component. Drop this in the Exiting Card Basket by the door before you leave.

Rubric Overview

http://apex1.inetu.net/horizon_ped/src

Survey Link

Return to the KWLQ Chart

Fill in the L (What I Learned) and Q (Questions I still have) with Post-it

Do the evaluation

“You can lead a horse to water but you can’t make him drink. If you make him thirsty, however, he will eat sand from your hand.”

Contact

Re:Learning New Mexico505-983-0404Fax: 505-989-3882130 Siringo Road Suite 203Santa Fe, New Mexico 87505patriciacloud@relnm.org