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

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

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

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

Sheltered Inst. Components 1. Preparation 2. Building Background 3. Comprehensible Input 4. Strategies 5. Interaction 6. Practice/Application 7. Lesson Delivery 8. Review and Assessment

SIOP Component 1: Preparation 1. Content objectives clearly defined, displayed, and reviewed with students. 2. Language objectives clearly defined, displayed, and reviewed with students. 3. Content concepts appropriate for age and education background. 4. Supplemental materials used to a high degree. 5. Adaptation of content to all levels of student proficiency 6. Meaningful activities that integrate lesson concepts with language practice opportunities.

Language Objectives Should Be Observable  SWBATmake predictions  SWBATuse prior language  SWBAT describe  SWBATrepresent expository text visually  SWBATmake and explain  SWBATread story problems  SWBATsequence  SWBATidentify  SWBATshare his/her opinion  SWBATwrite, provide detail, and meaning

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

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

10 BUILDING BACKGROUND

Building Background  Purpose: to connect students’ personal experiences and past learning to the concepts in the lesson. Do this by… 7. Concepts explicitly linked to students’ background experiences 8. Links explicitly made between past learning and new concepts 9. Key vocabulary emphasized 11

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. 12

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. 13

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. 14

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) 15

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 16

The Rats of NIMH  How did Miss Paige, Mrs. Jarmin, and Mr. Ramirez do? Concepts explicitly linked to students’ background experiences Miss Paige: 4 Mrs. Jarmin: 2 Mr. Ramirez: 1 8. Links explicitly made between past learning and new concepts Miss Paige: 3 Mrs. Jarmin: 4 Mr. Ramirez: 0 9. Key vocabulary emphasized Miss Paige: 1 Mrs. Jarmin: 4 Mr. Ramirez: 0

18 Comprehensible Input

SIOP Component 3 Comprehensible 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. 19

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. 20