Sheltered Instruction

Part III of IIIPresented by

Office of English Language Learners

2013-14

Objectives

• Continue to develop an understanding of SIOP

• Develop a deeper understanding of how a SIOP lesson is constructed.

• Collaboratively construct a SIOP lesson.

3

Why provide Sheltered Instruction?

So that students will have meaningful access to the full curriculum.

So that students will progress with their English language development while meeting academic content standards.

So that students will acquire the language and content necessary to exit the formal ESL program and demonstrate academic achievement as a result of teacher collaboration and planning.

• Clear and explicit learning objectives. – Objectives that are written in a language easily understood by

the learner. They also are specific to the desired learning for the activity.

• Grade-level appropriateness– ensures that the lessons and activities are aligned with the

regular curriculum.

• Interactive learning opportunities– guarantee that the language learner has ample opportunities to

converse and interact with native speakers, as well as students with high levels of language acquisition

Hallmarks of Sheltered Instruction

• Kinesthetic learning opportunities– allow for the student to “feel” or “sense” the activity.

• Student-centered classroom– has lessons and activities designed around the students’ needs

as a group and, more importantly, as individuals, taking into account varying levels of English proficiency.

• Student-centered classrooms– Task focus utilizes the learning time for student interactions

rather than teacher-directed lecture. The teacher is the facilitator for learning, not the dictator of learning.

Hallmarks of Sheltered Instruction

• HOTS (higher-order thinking skills)– promotes critical thinking through grade-level appropriate

instruction and problem-solving.

• Student individuality validation– uses the students’ backgrounds and experiences to enhance

instruction, as well as validating the variety of approaches to the same problems, concerns, issues, and situations faced by all.

• Variety in instruction– As the instructional facilitator, the teacher continuously monitors

the learning, replacing ineffective approaches with more effective ones.

Hallmarks of Sheltered Instruction

• A nurturing learning environment– allows to students to experience the learning in a non-

threatening, risk-free environment that praises the learning process and mastery of the content equally.

Hallmarks of Sheltered Instruction

SIOP Components

• 8 General Components– Lesson Preparation– Building Background– Comprehensible Input– Strategies– Interaction– Practice/Application– Lesson Delivery– Review/Assessment

1. Lesson Preparation

1. Content Objective2. Language Objective

1. Lesson Preparation

3. Supplemental Materials

4. Curriculum Adaptations

5. Content/Concepts Appropriate for Age

6. Meaningful Activities

2. Building Background

7. Link concepts to background experiences

8. Link concepts to past learning

9. Introduce and teach key vocabularyhttp://www.youtube.com/watch?v=ytXeEFCTMbg

3. Comprehensible Input

10. Clear articulation of words and sentences

11. Speech is not too fast or too slow

12. Use of visuals, body language, film, etc. to make content accessible

4. Strategies

13. Provide opportunities for students to use learning strategies

14. Use scaffolding techniques consistently

15. Use a variety of question types

Anticipation Guide

• Consists of a series of agree or disagree statements

• Should be used at the beginning of a new lesson or unit

• Helps students focus and think about the new material

• Can be used to uncover misconceptions or gaps in prior knowledge

• Can be returned to at the end of a lesson or unit to see if beliefs have been changed and new learning has actually occurred

Gallery Walk

Activity Directions:1. Students work in groups to create posters about a given

topic.

2. Display completed posters around the room.

3. Tell students that they will be given time to view other groups’ posters, and set a purpose, such as reading a poster and adding to it.

4. Students then walk around the room and view the posters in the same way they might view art in a gallery: they choose the posters to view and are not required to view all of them.

5. When time is up, have student return to their own posters and ask volunteers to summarize orally the ideas or comments that were added.

5. Interaction

16. Offer frequent opportunities for interaction

17. Use a variety of grouping configurations

18. Use wait time

19. Use native language support when advantageous

http://www.youtube.com/watch?v=GjOrFN6PEDg

6. Practice/Application

20.Provide practice opportunities for students to apply content and language objectives

21.Use hands-on activities, manipulatives

22. Integrate reading, writing, speaking and listeninghttp://www.youtube.com/watch?v=hUrQr4GBg0g

7. Lesson Delivery

23. Content objectives covered

24. Language objectives covered

25. Appropriate pacing

26. Active participation/engagement 90%+ of the time

http://www.youtube.com/watch?v=GGFTlmJmdmw&feature=relmfu

8. Review/Assessment

27. Review key concepts

28. Review key vocabulary

29. Provide feedback regularly

30. Assess student comprehension of objectives

Congratulations!!

You have completed your first SIOP lesson.

1. What do you like about the design/format of a SIOP lesson?

2. What is challenging?

3. What would you like more information about?

Final Thoughts or Questions

• If you have any questions, please feel free to contact the Office of ELLs:– Soledad Barreto, Director

• soledad.barreto@ppsd.org– Ronilee Scittarelli, Secondary ELL Specialist

• ronileescittarelli@ppsd.org– Nelia Fontes, Elementary ELL Specialist

• nelia.fontes@ppsd.org– Roland Sasseville, Secondary ELL Specialist

• roland.sasseville@ppsd.org