1. Getting to Know You
In a leisurely fashion, mingle with your classmates while following the instructions on the activity card.

2. Today’s Goals / Objectives
Content Objectives
Know 6 features of SIOP component, Lesson Preparation.
Select ELD standards that can be used as language objectives in your classroom.
Language Objective:
Read about the features of SIOP component 1, Lesson Preparation; summarize details in writing, and teach concepts to classmates.

3. Sheltered Instruction
Why do we call it "sheltered” instruction?
…such instruction provides refuge from the linguistic demands of mainstream instruction which without modifications is often beyond the comprehension of EL's (45).

4. Sheltered Instruction 6. Practice & Application
1. Lesson Preparation
5. Interaction
2. Building Background
6. Practice & Application
3. Comprehensible Input
7. Lesson Delivery
4. Strategies
8. Assessment & Feedback

5. Component 1: Lesson Preparation
Language Objectives
Content Objectives
Appropriate Content Concepts
Lesson Preparation
Supplementary Materials
Meaningful Activities
Adaptation of Content

6. Lesson Preparation Content Objectives Language Objectives
Appropriate Content Concepts
Supplementary Materials
Adaptation of Content
Meaningful Activities

7. Interaction / Cooperative Learning
Read / highlight pages assigned to your group from the SIOP text (see below).
Content Objectives: Supplementary Materials: 33-34
Language Objectives: Adaptation of Content: 34-38
Appropriate Content Concepts: Meaningful Activities: 38-39
On your poster, list examples, facts, and details gleaned from your group’s reading. Please be thorough and as well-organized as possible.

8. Interaction / Cooperative Learning Stay and Stray
In your group, number off from 1-5.
Person ___ stays with the team’s poster and explains it to a different group of classmates.
After three minutes, a new person will be selected to teach the next team.
Continue until each person has learned about each feature of Lesson Preparation.
Person ___ from each group, please bring your poster to the front.

9. Where do we locate content objectives? (The WHAT of Teaching)
From district / State / CORE content standards

10. Where do we locate language objectives? (The HOW of Teaching)
From ELD standards

11. Effective Use of Objectives
Students can tell others what they are learning and why.
Effective Use of Objectives
Students read Content Objectives & Language Objectives before and after each lesson
Teacher Student
Students know where to find objectives in my classroom.
Make arrow more transparent
Make balance between items
Box Key words from continuum
On Toolbox – write out complete directions
Welcome group.
Say aloud, before we start take a few moments to mark where you are with relation to objectives both in your toolbox (handout) and on the large chart poster.
Place where the majority of your staff are…
I have posted the agenda and assignments on the board
I know where to find objectives in the curriculum guides and textbooks 11

12. Examples

13. Science Objectives Content Objective (What we are learning)
Know the characteristics of the 6 terrestrial biomes
Language Objectives (How we are we learning)
Summarize notes on chart paper
Read Chapter 6
Discuss and write biome characteristics using a Stay and Stray

14. Newcomer Health Objectives
Content Objective (What we are learning)
Define emotional, social and physical health
Language Objectives (How we are learning)
Look at pictures
Say and Write a sentence about each picture
Orally defend the 3 categories you created

15. Math Objectives Content Objective (What we are learning)
Use variables (the unknown) in algebraic expressions
Language Objectives (How we are learning)
Read word sentences
Rewrite words into algebraic expressions
Collaborate in small groups

16. Reading Objectives Content Objective (What we are learning)
Identify and analyze story elements as story develops
Language Objectives (How we are learning)
Read Chapter 8
Write/draw definitions of vocabulary words
Discuss developing story elements in 4 corners
Analyze connections/observations whole group and in journal

17. Social Studies Objective
Social Studies Performance Objective U.S. History / ELD 2.1.2
Language Objectives
(How we are learning)
Discuss the causes of the Civil War with your group.
List the causes of the Civil War by order of importance.
Content Objective
(What we are learning)
Debate the causes of the Civil War and evaluate the importance of slavery as a principal cause of the conflict.

18. Science Objectives Language Objectives (What we are learning)
Grade 3
Performance Objective There are six simple machines.
Content Objective
(What we are learning)
Identify the six simple machines and how each works (wedge, screw, inclined plane, pulley, lever, wheel & axle).
Language Objectives
(How we are learning)
Examine pictures of simple machines and listen to descriptions
Read and discuss the main function of a simple machine

19. The Idaho Map of Standards for English Learners
Workshop title slide:
Text box bottom left for presenter’s name, affiliation, and contact information ( ).
Workshop materials:
Presenter’s table for laptop, projector; transparency projector; room-size screen
Device (bell) to signal table groups to stop discussions, get attention
Yellow highlighter pen for each participant; small & larger Post-Its, markers in a few dark colors for each table group
Poster paper sticky-backed or add tape (1-2 sheets for each table group); easel optional; copy of the Pig Test from URL on Resources slide
Handout stapled, PPT Title & Target slides as page 1 (2 slides/page); remaining slides minus cartoon slides (Hide) 4 slides/page (B&W); student book report, signal words list
Product of Idaho State Board of Education©

20. Creating Language Objectives
ELD Standards:
correlated to State Language Arts standards;
include Reading, Writing, Speaking, and Listening;
are divided into K-2, 3-5, 6-8, and 9-12; and
are grouped by language acquisition levels.

21. B AB I EF/F ELD Standard 3: Reading ELD Goal 3.1: Reading Process
Grade K
Grade 1
Grade 2
ELD 3.1.1
Use Text Features to Locate Information
K.LA.1.1.1
Hold a book right side up and turn pages in the correct direction.
K.LA Name the parts of a book, including front cover, back cover, and title.
1.LA Match oral words to printed words (e.g., pointing to print as one reads).
1.LA Locate and identify the title, author, and illustrator and table of contents of a book or reading selection.
2.LA Identify titles, tables of contents, and chapter headings to locate information. B
Identify cover and title of a book; hold book right side up and turn pages in the correct direction. AB
Identify words, sentences, and parts of a book (e.g., cover, title). I
Use the title and illustrations to aid comprehension of information in a book or reading selection.
EF/F
Use grade-level text features to locate information in a book or reading selection. [N/A for K]

22. B AB I EF F ELD Standard 3: Reading ELD Goal 3.1: Reading Process
Grade 6
Grade 7
Grade 8
ELD 3.1.1
Use Text Features to Understand Information
6.LA Apply the structural features of popular media.
6.LA Apply text features (e.g., directions, legend, index, and glossary, sequence, bold face print, headings) to explain text.
7.LA Apply knowledge of organizational structures to understand information in text.
7.LA Apply specific features of text to understand a selection including preface and appendix.
8.LA Analyze the organizational structure of printed material and electronic sources to access information.
8.LA Analyze specific features of text, including the preface and appendix, to understand a selection. B
Identify a few basic text features (e.g., title, author, headings, illustrations) in informational text. AB
Use a few basic text features in informational texts to locate a few key points. I
Use text features and basic organizational structures in informational text at independent reading level to locate and describe key points. EF
Use text features and organizational structures in informational text near grade level to locate and describe key points. F
Analyze text features and organizational structures in informational text at grade level to locate and explain key points.

23. Describe Main Idea in Text
ELD 3.2.2
Describe Main Idea in Text
9.LA Identify the thesis, evidence, and argument in informational texts (e.g., newspaper editorials and campaign speeches).
9.LA.2.3.5
Compare and contrast themes across works of prose, poetry, and drama.
10.LA Critique the logic of informational texts by examining the sequence of information and procedures.
10.LA.2.3.4
Compare works that express a universal theme and provide evidence to support the views expressed in each work.
11.LA Analyze the relationships among theses and arguments in informational texts (e.g., newspaper editorials, promotional literature).
11.LA.2.3.3
Analyze the ways in which the theme represents a view or comment on life, using textual evidence to support the claim.
12.LA Analyze the relationships among theses and arguments to evaluate claims made in informational texts (e.g., policy statements, campaign speeches).
12.LA.2.3.3
Evaluate the ways in which the theme represents a view or comment on life, using textual evidence to support the claim. B
Identify orally the main idea in brief, simple text with visuals. AB
Identify the main idea and some supporting details in brief text with visuals using expanded sentences. I
Identify a theme or thesis and supporting evidence in text at independent reading level. EF
Critique a universal theme or a thesis in near grade-level texts and provide supporting evidence from each work. F
Analyze a universal theme or a thesis and arguments in grade-level texts.

24. Share your ideas with your table.
Activity:
With a partner, find and highlight ELD standards that could be added to your content objectives.
Share your ideas with your table.

25. Each E-log should clearly reflect the last class session
Each E-log should clearly reflect the last class session. Points may be earned for the following:
Details about *Case Study Student – BLUE font (2 pts).
Successes / Aha Moments – GREEN font (2 pts).
Analysis of individual student “data” for use in instruction– PINK font (2 pts).
Use of Differentiation Strategies – ORANGE font (2 pts).
Use of Cooperative Learning / Interaction – PURPLE font (2 pts).
Academic Vocabulary Instruction – BROWN font (2 pts).
Strategic Efforts to build community among your students – NAVY font (2 pts).
Obstacles/Questions for Instructor – RED font (0 pts).
Annotate “Writing Content and Language Objectives” pp