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

High Quality Sheltered Instruction: Practice/Application Presented by Region Specialist June 28, 2007

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

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

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.

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

Fortune Teller (FT) 1.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. 2.Fold the triangle in half to make a smaller triangle. Crease the edges well. 3.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). 4.Turn the FT over and fold each of the new corners into the center again. Crease all the edges well!

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.

Using New Content Knowledge Material Time Practice Feedback

Material How much material should be practiced at one time? Answer: A short, meaningful amount should be practiced at one time.

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.

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).

Feedback How will students know how well they have done? Whee…Look at me ! Answer: Give specific knowledge of results, i.e. specific feedback.

“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.

Example: “Is it stormy?” Is it stormy Yes, it is See, the wind is blowing See, the leaves are falling See, the clouds Hear, the rain

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 character’s life that are represented on the timeline.

Activity: Problem/Solution Possible solution Problem Solution Possible solution

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.

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.)

Reciprocal Teaching A compilation of four comprehension strategies: Summarizing Questioning Clarifying Predicting

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.

Video Presentation Practice/ Application

Teaching Scenarios Refer to Practice/Application section for teaching scenarios.

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.

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.

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

My Aha Moment! Presentation Topic: Presenter: Date: Two ideas that were interesting to me: Two ways I can apply the information presented in my classroom: Two questions that I have for the presenter: Two things I wish the presenter had done differently: 1. 2.

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.