1. Re:Learning New Mexico Effective Sheltered Instruction

2. KWLQ KnowWant to Know LearnedQuestions

4. 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?”

5. 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)

6. 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.

7. Agenda Overview “Have I Got a Story For YOU!” Effective Sheltered Instruction Components Meaningful Tasks Lunch Jigsaw/Grazing/Gallery Walk/ Presentations Closure

8. Task #1 Have I got a story for you!

9. “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

10. 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?

11. Reflection 1. What was the purpose of task #1? 2. Why and how might you use this in your classroom?

12. How do we learn any content?

13. Literacy Processes Listening Viewing Speaking (Asking & Answering) Reading Writing Thinking

14. “The question is not so much, “How can I teach?” as it is, “How can I support learning?” ………. Caleb Gattegno

15. Task #2 Building Background for Sheltered Instruction

16. 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

17. Our Ideas and Connections to Effective Sheltered Instruction Effective Sheltered Instruction

18. 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?

19. Task #3 Learning Through Multiple Intelligence Get students to use as many ways of learning as possible Provide opportunities to do this in groups

20. 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.

21. 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)

22. Reflection How can you use a significant task like this in your content/s?

23. Task #4 Summarizing Key Vocabulary

24. 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

25. Effective Sheltered Instruction History Format Benefits

26. Reflection 1. 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?

27. Task #5 Book Browse Critically skim and scan the lay out of the SIOP book

28. 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 Background 3. Comprehensible Input 4. Strategies 5. Interaction 6. Practice/Application 7. Lesson Delivery 8. Review/Assessment (Reflection)

29. 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

30. 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?

31. 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.

32. Rubric Overview http://apex1.inetu.net/horizon_ped/src Survey Link

33. Return to the KWLQ Chart Fill in the L (What I Learned) and Q (Questions I still have) with Post-it Do the evaluation

34. “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.”

35. Contact Re:Learning New Mexico 505-983-0404 Fax: 505-989-3882 130 Siringo Road Suite 203 Santa Fe, New Mexico 87505 patriciacloud@relnm.org