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Welcome Session Norms: All pagers and cell phones on vibrate Stay on topic being discussed Use professional courtesy.

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Presentation on theme: "Welcome Session Norms: All pagers and cell phones on vibrate Stay on topic being discussed Use professional courtesy."— Presentation transcript:

1 Welcome Session Norms: All pagers and cell phones on vibrate Stay on topic being discussed Use professional courtesy

2 High Quality Sheltered Instruction: Comprehensible Input Presented by Region Specialist June 28, 2007

3 3 Housekeeping Explain the time schedule for your day. Include items like: breaks, location of restrooms, lunch, etc.

4 4 High Quality Sheltered Instruction “Sheltered Instruction is an approach to teaching content to English language learners in strategic ways that make the subject matter concepts comprehensible while promoting the students’ English language development.” --Echevarria, Vogt, and Short Lesson Preparation Building Background Comprehensible Input Strategies Interaction Practice/ Application Lesson Delivery Review/Assessment

5 5 Session Objectives Content Objectives: Explore techniques for presenting content in ways that students comprehend. Review various ways to model and provide directions for academic tasks. Language Objectives: Identify the language/techniques needed for students to perform academic tasks to introduce language to students.

6 6 Features of Comprehensible Input Speech is appropriate for students’ proficiency level. Explanation of academic tasks are clear. Uses a variety of techniques to make content concepts clear. Vogt, M., Echevarria, J. (2006). Teaching Ideas for Implementing the SIOP Model

7 7 Comprehensible Input Will the students be able to understand what they read and hear?

8 8

9 9 Ways to Make Speech More Comprehensible Monitor Vocabulary Sentence structure Rate of speech Idioms Enunciation Wait time Explain Each step needed to complete a task Lesson expectations

10 10 Putting on Your Coat 1 person provides verbal directions to a partner for putting on a coat. The partner must follow the verbal directions explicitly. Reflect on process. NEXT … Write the steps for putting on a coat using the sequential organizer on slide 10. Try the steps according to what you wrote. Reflect on process.

11 11 Graphic Organizer for Putting on Your Coat FirstNextThenLaterFinally 12345

12 12 Variety of Techniques to Make Content Concepts Clear TPR (Total Physical Response) Enlarged, adapted text Vocabulary cards, highlighting vocabulary, and flip books Homophones, homographs, synonyms Idiom match up Taped text (Premier Access through CCSD) Framed outlines Scaffolding

13 13 Scaffolding Telling- Give them the answer…to keep them going. Demonstrating- Demonstrate an act with the intention of getting the student to employ the same behavior. Prompting- Focus the student’s attention on meaning, structural, or visual cues… “Look at the first letter of the word.” Coaching- “You said_____: does that make sense?” Discussing- Focus attention on the meaning in the story: “ What do you think will happen next?”

14 14 Video Presentation Comprehensible Input

15 15

16 16 Teaching Scenarios Refer to Comprehensible Input section for teaching scenarios.

17 17 Teaching Scenarios All participants will read the lesson overview. Participants will number off into threes. Ones will read first scenario and so forth. Rate the teacher using rating scale provided. Discuss your rating with group and come to consensus.

18 18 Review Session Objectives Content Objectives: Explore techniques for presenting content in ways that students comprehend. Review various ways to model and provide directions for academic tasks. Language Objectives: Identify the language/techniques needed for students to perform academic tasks to introduce language to students.

19 19 Insanity is doing the same thing over and over again and expecting a different result. --Albert Einstein

20 20 My Aha Moment! Presentation Topic: Presenter: Date: Two ideas that were interesting to me: Two ways I can apply the information presented in my classroom: Two questions that I have for the presenter: Two things I wish the presenter had done differently: 1. 2.

21 21 References Echevarria, J., Short, D., Vogt, M. E. (2004). Making Content Comprehensible: The SIOP Model. 2nd ed. Upper Saddle River, NJ: Pearson Education, Inc. Vogt, M., Echevarria, J. (2006). Teaching Ideas for Implementing the SIOP Model. Upper Saddle River, NJ: Pearson Education, Inc.


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