Sheltering Instruction for ELLs

Sheltering Instruction for ELLs
Room set up: Flip chart Markers Lap Top/Projector Materials Table stuff: sticky notes, pens, markers, note cards Have slide showing as participants enter room Second Language Department Ivanna Thrower, CMS SIOP Coach CMS 2 Day SIOP Overview Version IV 2005

CMS 2 Day SIOP Overview Version IV 2005
So, why are we here? “So why are we here” and picture appear with slide Ask p to think about why they are here. Put your finger on your temple to show you are thinking. Click for “because…” Ask P to shout out why they are attending the training List on flip chart Before showing next slide say,” Here are some of the reasons why we NEED to be here!” Because… CMS 2 Day SIOP Overview Version IV 2005

There were over 5.1 million K-12 English language learners in the U.S. in Picture and words appear – no click Ask P to read out loud Pause for number to sink in but do not speak Click for next slide CMS 2 Day SIOP Overview Version IV 2005

ELL Demographics Nearly one of every 5 students entering U.S. schools speaks a language other than English. One in 10 is born outside the U.S. (2000 Census) Hola! One in 3 school children is from an ethnic or racial minority group. Title and language words run automatically After Namasthe (10th word) click for “Nearly one of every five students … Some words disappear Click again: “One in 3 school children is from an ethic or racial minority group.” More words disappear Click again: “One in ten is born outside the U. S.” More words disappear Pause for P to think, Do not discuss Say: Maybe we should say HELLO! (shocked sounding) instead of hello (greeting type) Click for next slide CMS 2 Day SIOP Overview Version IV 2005

North Carolina experienced a 700% growth in the # of LEP students from 1995 to 2003! Need to update these numbers – total # 04-05 Charlotte is second to Nashville in the nation for ELL growth Expanded from 1 to 12 high school ESL sites since with addition of N Meck for 03-04 Total number of new secondary arrivals = 789 60.9% of students enrolled during the school year More than half with proficiency level 1 We are known as one of the “New Destination” states. HELLO! CMS 2 Day SIOP Overview Version IV 2005

How can YOU help YOUR ELLs?
Words appear automatically Have P turn to a partner and discuss 2 ways When they are done have them hold their thumbs up together After all show thumbs up or you call time, Have everyone stand up Ask someone to tell one idea If you also had that idea, sit down Allow several to answer Debrief on partner, thumbs up and stand up techniques Explain that you will always try to model the model as you teach about SIOP Say: Here are some of our ideas – Special thanks to Jo ____ for her creativity and artistic talents Click – wait about 5 seconds (Only read if P cannot see clearly) Click for next slide CMS 2 Day SIOP Overview Version IV 2005

WAIT, smile, put your finger beside your head like in the picture to show you are thinking, Smile again and Click for next slide CMS 2 Day SIOP Overview Version IV 2005

Read only if P cannot see clearly Model the questioning skill by asking: WHY do you think I showed you these tips? How can such simple strategies help the ELL’s? Timing: Total so far 10 mins Point out that what we will be discussing is not really new. It is good teaching practices plus a focus on the needs of the English Language Learners. Ask if that is something they think they can use? Click for next slide CMS 2 Day SIOP Overview Version IV 2005

Training Overview: Day 1
Content Objectives Language Objectives Participants will: Explore aspects of SLA become familiar with the SIOP® Model engage in practice with 3 or4 components of the SIOP® Model Participants will: begin to develop a SIOP® -related lexicon discuss aspects of SLA, strategies for sheltered instruction and components and features of the SIOP® Model Click for Content Obj. Mention that all T’s are used to doing this. Click for Lng. Obj. Ask what they think this may look like? Is it something they already do? Explain that you are modeling the model by presenting the learners with the Content AND Language objectives. A very important feature of SIOP is the development and use of both kinds of objectives. So, what are we going to do today? Click to each objective 1 by 1 Have P read each objective out loud as it comes up Comment as you feel necessary CMS 2 Day SIOP Overview Version IV 2005

Second Language Acquisition
At your table, discuss factors that affect language learning. Assign a scribe, a reporter and a time keeper. (2 minutes) After 2 mins click for next slide CMS 2 Day SIOP Overview Version IV 2005

Second Language Acquisition
Factors which affect SLA (SLA BLM#1) Age Personality and learning style Peers and role models Quality of Instruction Cultural background Motivation First language development Language distance and attitude Access to the language Call on tables to tell you one factor they discussed Call on the person with the X colored dot on their nametag to answer Write on chart paper Click for Factors header Click for each factor. Ask if we have it on the list already. Place a check mark beside it if we do. Praise the group on a job well done! (Need to do dots) Some organization problems with hand out packet – fix at this point CMS 2 Day SIOP Overview Version IV 2005

Social and Academic Language
BICS (Basic Interpersonal Communication Skills) Watch your BICS and CALP! Review Cummins model –BLM #3 Have participants work in pairs at their tables to complete BLM#4 What is the purpose of doing this activity? Show classroom teachers the importance of CONTEXT for ELLs CALP (Cognitive Academic Language Proficiency) CMS 2 Day SIOP Overview Version IV 2005

Social and Academic Language
Cummins’ Model of Academic Language Range of Communication Context Embedded Lesson Click: Have groups of 4 do BLM#6 – content embedded lesson All in one group do first , second group do 2nd, etc. Point out that they can use the stickies instead of writing on the page. Good skill to teach Ss as well! Answers? Let’s take a look at how important context is. Click for next slide Time 10+30=40 CMS 2 Day SIOP Overview Version IV 2005

The Iceberg Theory BICS CALP BICS are the tip of the iceberg. Mention the new IPT as a better test of CALP. Refer to the yellow ESL standards Why is understanding this concept so important? SLA blm 2 CMS 2 Day SIOP Overview Version IV 2005

Rauche Favorable rauche conditions are necessary for this activity. You have to have enough rauche to make it work. If you have too much rauche, it will break. What do you think Rauche is? There is only 1 word you don’t understand. What if it were 2, 3, 10? What are you missing? Context! CMS 2 Day SIOP Overview Version IV 2005

Restate the following:
The authors book was rather sesquipedalian. Clinching the piece before the end of the volation nonplused us to say the least. Click to show statements In groups (at your table) please restate this Please stand as soon as you think you have it. Solicit answers CMS 2 Day SIOP Overview Version IV 2005

Answer: The author’s book was full of long words. Finishing the piece before the end of the flight surprised us to say the least. Show answer Why were you unsuccessful? Lack of context-lack of background knowledge How could we teach this in a way that would help make the content accessible to you even though you don’t have the background knowledge? See if this is better. Click CMS 2 Day SIOP Overview Version IV 2005

Defenestrate Have $, pretend to throw it out the window Repeat the word several times as repeating the motion Click for next CMS 2 Day SIOP Overview Version IV 2005

Echinated Repeat the word Click for PP to grow Pretend to be poked with the points Ask Can you think of something else that is echinated? CMS 2 Day SIOP Overview Version IV 2005

Purchase Show pictute Ask what it means Give an example other than what is in the picture CMS 2 Day SIOP Overview Version IV 2005

Restate the following:
The cat defenestrated the dog with an echinated bat. However, the dog purchased the sill to save himself. When you think you have it stand up. WOW much more interaction and light bulbs going off! Was this passage easier for you to comprehend than the first one? Why or why not? What did I do differently? Why was it helpful? Would it help your ELL’s? What about other learners in your class? After discussion is finished, Click for echinated dog picture. Click for next slide Time = 50 CMS 2 Day SIOP Overview Version IV 2005

Program Descriptions How many ESL students are in the program? Where are the students from and what L1’s are in the school? What are the proficiency levels in the school? Likes and challenges Similarities and differences Find a partner that is not from your school. Discuss the following questions. (2 minutes) So, you all have groups that speak the same languages and come in at the same level for BICS and CALP, so there are no challenges, right? Discuss. Ask if they would like help in these areas? CMS 2 Day SIOP Overview Version IV 2005

Teachers and the Integrated Approach
content related language skills + language skills related to the content + curricula for content area + curricula for language learning + modified instructional methods + assessment = INTEGRATED APPROACH Can’t we just look at Intro BLM#4? I need a visual! Click to show definition of Integrated Approach. Tell P that this slide is for those who have to see things in print. Some of us might be overwhelmed by it, but don’t worry, I have a trick up my sleeves to address other learning styles. Take a minute to absorb this. Click when ready for trick up my sleeve P look at and discuss Intro BLM#4 Discuss different ways of presenting info to address learning styles We teach in our LS – Joan’s PP’s have no pics, mine are full. Some love my style, others love hers BUT we all have meet the needs of ALL LS. Click for next slide CMS 2 Day SIOP Overview Version IV 2005

What is Sheltered Instruction?
Write your own definition of sheltered instruction. Write your own definitions. Work alone and then discuss it with your group. Be ready to share. Discuss any misconceptions/Answer Q’s Turn to Intro BLM #7 Compare your answer. Time = 1 hr Point out 3 parts: Content accessible, Key language and strategies, added language support CMS 2 Day SIOP Overview Version IV 2005

Multiple Meanings What subject area might you find these words used with different meanings? What can the teacher do to help clarify content-specific vocabulary? Face Tree Cone Plane Pictures show automatically Ask P what work they think ELL’s would know for each picture. Click to reveal each word. Hint that 1st one is face by gesturing with your hand around your face. Hint that 3rd one is just the cone by saying that it is the part you hold. After all 4 are revealed, click for Q1. Discuss (Math, English, PE) Plane/plain Click for Q 2. Think about your content area. When you are ready with an answer – pencils up – if not sure wiggle it. Keep in front of chest so only I can see. Click for Q2. Click to discuss by subject area CMS 2 Day SIOP Overview Version IV 2005

In Science Label Equipment Illustrate Safety Regulations
CMS 2 Day SIOP Overview Version IV 2005

In Social Studies All students may not have lived in a democratic society…. Consider holding mock elections to “build” background experiences HINT: The History Alive curriculum does this for you!! CMS 2 Day SIOP Overview Version IV 2005

Math or English Problem 4 divided into 2= 4 divided by 2= CMS 2 Day SIOP Overview Version IV 2005

Word Problems Math is NOT a universal language, is it? Word problems are a big problem! What can the math teacher do? CMS 2 Day SIOP Overview Version IV 2005

How many ways can you say…
X  add subtract multiply divide plus minus times quotient and less product over together few a factor gozinta combine take away by Symbols automatic. Discuss then show table. As talking calculator will dissolve. Point out personal favorite – gozinta. Any trouble teaching that one? Time 1 hr 10 mins ( 1 hr 30 mins) Break? CMS 2 Day SIOP Overview Version IV 2005

The SIOP® Model HELPING ENGLISH LEARNERS SUCCEED
An Overview of the SIOP® Model Show video Video lasts 26 minutes Have the T/F CMS 2 Day SIOP Overview Version IV 2005

True or False T F: Can be used in ALL classes F: More than highly qualified teaching! F: Context=Meaning=Faster Learning Intro BLM 1 Refer to Yellow Book with #6 1: = 2hr CMS 2 Day SIOP Overview Version IV 2005

SIOP® Model Components
Preparation Building Background Comprehensible Input Strategies Interactions Practice Lesson Delivery Assessment Read components CMS 2 Day SIOP Overview Version IV 2005

SIOP® Pre-Test OOPS! I Mean Checklist (RB pp ) What do you already do well? What could you improve on to better meet the needs of your ELL’S? checklist in red book Suggest using stickies if don’t want to mess page or write on another piece of paper. Discuss word choice Just like the protocol itself this was to look at components of the lessons you now teach, not to evaluate you as a teacher. MUST stress this point to admins when using the SIOP to observe t’s CMS 2 Day SIOP Overview Version IV 2005

Preparation WWII and the Atomic Bomb Barbara Formoso Gunston Middle School Arlington, VA Now that you know a little more about SIOP as a whole, let’s break it down into the 8 components. Look at the features of Preparation on the checklist again. Turn to Prep BLM#7 As you watch the video consider those 2 questions. Fill in the chart as you watch the video or quickly after 10 min Show video-Atomic Bomb Discuss/Q’s Look at BLM #8 – another tool CMS 2 Day SIOP Overview Version IV 2005

Preparation Clearly defined content and language ________. Content ________ appropriate for age and educational background. Supplementary __________ used to a high degree. Adaptation of _______ to all levels of proficiency. Meaningful _______ that integrate lesson concepts with language practice in reading, writing, listening and/or speaking. objectives concepts materials materials Cloze exercise – how is it different form plain old FIB? Way to review features also teaches vocabulary and grammar point – all missing words are nouns. How could I adapt this for my diverse learners? activities CMS 2 Day SIOP Overview Version IV 2005

Writing Language Objectives
Make a list of action verbs that could be used to begin language objectives. Discuss Organize Analyze Explain Debate Define Ask Respond CMS 2 Day SIOP Overview Version IV 2005

THIS IS A TEST What is a blue tick? What is the best method for catching catfish? What is a Hana Butta? What is Jun Ken Po? Am I testing your IQ or your cultural knowledge? How can cultural bias interfere? Know where your students are coming from-starting-know their background to move them ahead. Answers: 1. Hound Dog 2. With your hands 3. Snot/Runny Nose in Hawaii 4. Rock Scissors paper Lots of fun tests like this on the internet CMS 2 Day SIOP Overview Version IV 2005

Building Background The English Settle America Robin Liten-Tejada Gunston Middle School Arlington, VA Do BLM #5 Refer to check list you did earlier Show the video (10 minutes) Add what T did Discuss CMS 2 Day SIOP Overview Version IV 2005

Building Background Concepts explicitly linked __ students’ background experiences. Links explicitly made _____ past learning and new concepts. Key vocabulary emphasized. to between What did you have to fill in here? CMS 2 Day SIOP Overview Version IV 2005

Building Background Teach KEY Vocabulary Let students create a Picture Dictionary. Post new vocabulary words. Have students practice academic vocabulary. Make students accountable for vocabulary!! Brainstorm ways to do this CMS 2 Day SIOP Overview Version IV 2005

Comprehensible Input _peech appropriate for students’ proficiency level. _lear explanation of academic tasks. _ variety of techniques used to make content concepts clear. S C A What do you have to fill in here? Is this easy or hard? Why? One way to to think about what will be easy and hard for your learners. Look at BLM 1 Why do you think we discussed the features before the video this time? About how many times have you seen/heard them now? Spiral Spiral CMS 2 Day SIOP Overview Version IV 2005

Comprehensible Input Magnets Angela Bennett Gunston Middle School Arlington, VA Magnets How long? CMS 2 Day SIOP Overview Version IV 2005

Comprehensible Input Southern’ Style Vocabulary!
‘Sum’ and ‘some’ sound the same in the South! The math teacher said ‘SUM’ (that means total) but the ESL student heard ‘some.’ Hmmmm… CMS 2 Day SIOP Overview Version IV 2005

Comprehensible Input Teaching Language Model pronunciation and let students practice. Have students practice what they will say. Say it as you think it or write it. (Verbalize your thoughts.) Teach prefixes, suffixes, and root words. CMS 2 Day SIOP Overview Version IV 2005

Comprehensible Input Do you follow me? Avoid complicated directions. Stand near the student when possible. Give examples. Provide verbal and written directions. Present only 1 or 2 directions at a time. CMS 2 Day SIOP Overview Version IV 2005

Did we cover our objectives?
Content Objectives Language Objectives Participants will: Explore aspects of SLA become familiar with the SIOP® Model engage in practice with 3 or 4 components of the SIOP® Model Participants will: begin to develop a SIOP® -related lexicon discuss aspects of 2nd language acquisition, strategies for sheltered instruction and components and features of the SIOP® Model Click for Content Obj. Mention that all T’s are used to doing this. Click for Lng. Obj. Ask what they think this may look like? Is it something they already do? Explain that you are modeling the model by presenting the learners with the Content AND Language objectives. A very important feature of SIOP is the development and use of both kinds of objectives. So, what are we going to do today? Click to each objective 1 by 1 Have P read each objective out loud as it comes up Comment as you feel necessary CMS 2 Day SIOP Overview Version IV 2005

Ticket Out I still have questions about… I learned … I wish we had… Which components of SIOP correlate to the CMS lesson plan and to TPAIR CMS 2 Day SIOP Overview Version IV 2005

Sheltering Instruction for ELLs
Room set up: Flip chart Markers Lap Top/Projector Materials Table stuff: sticky notes, pens, markers, note cards Have slide showing as participants enter room Second Language Department Ivanna Thrower, CMS SIOP Coach CMS 2 Day SIOP Overview Version IV 2005

Ticket Out Follow Up I still have questions about… I learned … I wish we had… Categorize questions/comment from the day before in order to respond Share responses with group – no more than 5 minutes Have fun with it! Add resources when possible CMS 2 Day SIOP Overview Version IV 2005

Training Overview: Day 2
Content Objectives Language Objectives Participants will: engage in practice with 4 or 5 components of the SIOP® Model begin to determine strategies for implementing the SIOP® Model in their class/school Participants will: explore strategies that can be used to build background, increase interaction, enhance student engagement and make content accessible to ELLs critique lesson components of the SIOP® Model Click for Content Obj. Click for Lng. Obj. (Still have Q’s here) So, what are we going to do today? Click to each objective 1 by 1 Have P read each objective out loud as it comes up Point out that C and L are written separately but overlap – yesterday’s obj were very reflective of each other. Today's complement but cover more territory CMS 2 Day SIOP Overview Version IV 2005

Strategies _______opportunities for students to use strategies Consistent use of _______ techniques throughout the lesson. _______question types used, including those that promote higher-order thinking skills. Ample scaffolding Various CMS 2 Day SIOP Overview Version IV 2005

Strategies Achievements of the Sumerian Empire Randi Gibson Stanford Middle School Long Beach, CA We cannot separate the components, so we have already touched on strategies. In this section you will get some of the more concrete pieces you are craving. Look in red book 1st p.80 for graphic organizer and p.81 for C and L Obj. Point out that the chapter is a terrific resource (as are other parts) Point out Teaching Scenarios in each chapter. Can use with team to dig deeper after initial intro. Watch Video (8.5 mins) Discuss CMS 2 Day SIOP Overview Version IV 2005

Strategies Strategies BLM #2 Discuss at table different kinds of strategies – generate a list for each kind. Remind you of anything? Look at some other suggestions on p.83 of red book Refer to page 87 as well. Discuss CMS 2 Day SIOP Overview Version IV 2005

Strategies Mark important concepts on worksheets and notes. Teach Highlighting/Underlining Use sticky notes on texts, novels, etc. Adapting text is time consuming Class text set that is highlighted Use higher level ss to determine what is Key and do highlighting after T checks Erasable highlighters Teach Ss to make Q’s from headings CMS 2 Day SIOP Overview Version IV 2005

Strategies Graphic Organizers Venn Diagrams Story Maps KWL Others? School called Thinking Map school – both? Tell me more CMS 2 Day SIOP Overview Version IV 2005

Interaction Frequent opportunities for interactions and/or discussion between teacher/student and among students. Grouping configurations support language and content objectives of the lesson. Sufficient wait time for student response. Ample opportunities for students to clarify key concepts in L1 (with peers and/or text). Click to show 1st – read very quickly Click for next – 1st disappears – read quickly and repeat for next 2 Click to make final go away and say, any questions? No, great let’s move on. Ask what you were doing? Covering the material to check it off my pacing guide – we are behind you know – not assessing and addressing the needs of the learners Would you like to go through these again? Click for next slide CMS 2 Day SIOP Overview Version IV 2005

Interaction Frequent opportunities for interactions and/or discussion between teacher/student and among students. Grouping configurations support language and content objectives of the lesson. Sufficient wait time for student response. Ample opportunities for students to clarify key concepts in L1 (with peers and/or text). Go through more slowly Discuss as needed CMS 2 Day SIOP Overview Version IV 2005

Interaction Addition Stories Angie Aldrich Robert E. Lee Elementary Long Beach, CA Refer to chapter 6 p.98 in red book. Look at C and L obj PA BLM #5 Video T chart Fill in while watching or after video Video (10 mins) Discuss CMS 2 Day SIOP Overview Version IV 2005

Interaction: Cooperative Learning
Think-Pair-Share Jigsaw Activities Others? PA BLM#3 – coop learning, BLM 4 resources CMS 2 Day SIOP Overview Version IV 2005

Practice and Application
Hands-on materials and/or manipulatives for students to practice using new content knowledge. Activities for students to apply content language knowledge in the classroom. Activities that integrate all language skills (reading, writing, listening, and speaking). Refer to page 116 and 117 in red book Do BLM #3 Group by clothing Pants Shorts Skirts Or color of shirt – primary colors, pastels, patterns Decide at beginning of class CMS 2 Day SIOP Overview Version IV 2005

Practice and Application
Parts of the Cell Gerry Hoyos Jordan High School Long Beach, CA With the same group review the PMI chart PABLM#4 Watch the video and fill in the chart Video (9 min) Discuss (Point out he is LATERAL entry for those who have been whining about lat teachers) CMS 2 Day SIOP Overview Version IV 2005

Lesson Delivery Content objectives clearly supported by lesson delivery. Language objectives clearly supported by lesson delivery. Students engaged % of the period. Pacing of the lesson appropriate to the students’ ability level. Refer to Ch 8 p for graphic and obj. CMS 2 Day SIOP Overview Version IV 2005

Lesson Delivery WWII and the Atomic Bomb Barbara Formoso Gunston Middle School Arlington, VA Look at LD BLM#4 Read the Q and ponder as you watch Video (6 min) Discuss in pairs CMS 2 Day SIOP Overview Version IV 2005

Review and Assessment Comprehensive review of key vocabulary. Comprehensive review of key content concepts. Regular feedback to students on their output. Assessment of student comprehension and learning of all lesson objectives. How could we review this material using the erasure method and differentiate it for varied learners? CMS 2 Day SIOP Overview Version IV 2005

Review and Assessment Addition Stories Angie Aldrich Robert E. Lee Elementary Long Beach, CA Refer to RB Ch 9 p for graphic and obj. Look at cycle on p.145 Ongoing assessment as said yesterday – not just at end ideas for ongoing assessment RA BLM #2 Use it or use a strategy of your own to synthesize the information in the video – focus on review and assessment Video (10 mins) CMS 2 Day SIOP Overview Version IV 2005

Review and Assessment Active Response TPR (like Simon Says) Thumbs up/ pencils up Response boards Response pads Stand up/sit down Good for ‘silent period’ Discuss as needed CMS 2 Day SIOP Overview Version IV 2005

SIOP® Lesson Plan Activity
Pair English Language Development Objective with Content Objective List supplementary materials needed Develop one meaningful activity that integrates lesson concepts with language practice in reading, writing, listening and/or speaking Allow P to choose groups 10 Mins Share with whole OR Put on poster and gallery walk making comments on posters Use all your resources CMS 2 Day SIOP Overview Version IV 2005

The SIOP® Model HELPING ENGLISH LEARNERS SUCCEED
Summary of the SIOP® Model Video (8 mins) Q/A Mention SIOP Lesson Plan – not a set format, can make your own, examples in book on 212, 213 – will hear more from site coaches Actual Protocol – Appendix A, p Any guesses why I didn’t show you this first? CMS 2 Day SIOP Overview Version IV 2005

NC Standard Course of Study for LEP Students Grades 9-12
Federal law requires LEP students be provided with an equal opportunity to access curriculum and instruction. NC state regulations require LEP services while students meet content standards prescribed by the SCS and performance standards. Allow P to read silently or have one read aloud CMS 2 Day SIOP Overview Version IV 2005

Classroom Mods for LEP Students
LEP students may have: extra time dictionaries electronic translators abbreviated assignments Comment: REMEMBER: To use on the test you must use on the rest! CMS 2 Day SIOP Overview Version IV 2005

Teacher Made TEST MODS Extra time Alternate test formats Taping tests Taping responses Using notes Reduced choices on multiple choice Word list for fill-in-the-blank Shorten test Allow P to read Discuss only if Q’s CMS 2 Day SIOP Overview Version IV 2005

WARNING!! No Teacher should FAIL an LEP student if that teacher has not offered instructional and testing accommodations to the student. Click for picture to disappear and words to show Allow P to read Comment only if there are questions CMS 2 Day SIOP Overview Version IV 2005

Summary What CMS faces with ELLs. Second Language Acquisition and factors which impact the process. The benefits of Sheltered Instruction. The SIOP Model Read each line and have P shout out answers Keep the pace brisk CMS 2 Day SIOP Overview Version IV 2005

More SIOP® Training !?!? SIOP® Strategies Friday, August 19 8:30-3:30
PDC Register on Line Open to anyone with background in SIOP® CMS 2 Day SIOP Overview Version IV 2005

More SIOP® Training !?!? CMS/CAL SIOP® Training September November January March April You’ll hear more about this soon! CMS 2 Day SIOP Overview Version IV 2005

More SIOP® Training !?!? SIOP® Site Coach Monthly Meetings
SIOP® School Level Team Meetings (Schedule may vary by school) Suggestions for team to function as a committee Expectations for Site Coaches (read) CMS 2 Day SIOP Overview Version IV 2005

Did we cover our objectives?
Content Objectives Language Objectives Participants will: engage in practice with 4 or 5 components of the SIOP® Model begin to determine strategies for implementing the SIOP® Model in their class/school Participants will: explore strategies that can be used to build background, increase interaction, enhance student engagement and make content accessible to ELLs critique lesson components of the SIOP® Model Click for Content Obj. Click for Lng. Obj. (Still have Q’s here) Review – did we cover? Click CMS 2 Day SIOP Overview Version IV 2005

Ticket Out/Evaluation
Name _____________ I got… (G) I came here expecting… (E) I would suggest… (S) I really like… (L) Remember box at back for further Q’s My contact info for further Q’s CMS 2 Day SIOP Overview Version IV 2005

For the Overachievers in the Group
Use with an extra assignment if training goes faster than expected CMS 2 Day SIOP Overview Version IV 2005

Sheltering Instruction for ELLs

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