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. Components1. Preparation2. Building Background3. Comprehensible Input4. Strategies5. Interaction6. Practice/Application7. Lesson Delivery8. Review and Assessment

SIOP Component 1: Preparation1. 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

proficiency6. Meaningful activities that integrate lesson concepts

with language practice opportunities.

Language Objectives Should Be Observable

SWBAT make predictions SWBAT use prior language SWBAT describe SWBAT represent expository text visually SWBAT make and explain SWBAT read story problems SWBAT sequence SWBAT identify SWBAT share his/her opinion SWBAT write, 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: PreparationIn 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?

17

7. Concepts explicitly linked to students’ background experiences

Miss Paige: 4Mrs. Jarmin: 2Mr. Ramirez: 1

8. Links explicitly made between past learning and new concepts

Miss Paige: 3Mrs. Jarmin: 4Mr. Ramirez: 0

9. Key vocabulary emphasized

Miss Paige: 1Mrs. Jarmin: 4Mr. Ramirez: 0

18

Comprehensible Input

SIOP Component 3Comprehensible 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 Structures11. 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