Download - Sheltered Instruction: Intro to EDU 380
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Sheltered Instruction
Strategies to Make Content Comprehensible
for English Learners
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What is SIOP?
“Approach for teaching content to English learners in strategic ways that make the subject matter concepts comprehensible while promoting the students’ English language development” (p. Echevarria, Vogt, & Short, 2008, p. 5)
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What is SIOP?
● Methods for teaching English Learners in the regular classroom.
● SIOP Model = lesson planning and delivery
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How Should I Begin?
● One component at a time● Add other components gradually● Use SIOP model as a lesson plan
template once you become familiar with all components and features
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Lesson Preparation
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Content Objectives● Identify what students should know
and be able to do● Simply stated, orally and in writing● Tied to grade level standards● One or two per lesson
Recognize that the earth is part of a system called the solar system that includes the sun (a star), planets, and many moons and the earth is the third planet from the sun in our solar system.
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Language Objectives
● Give students a chance to explore and practice before demonstrating mastery
● Must be observable● ELs develop receptive skills faster
than productive skills
Draw and label a diagram of the solar system.
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Supplementary Materials
● Real-life context● Bridge prior experiences with new
learning● Hands-on manipulatives, realia,
pictures, visuals, multimedia, demonstrations, literature, adapted text
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Adaptation of Content
● Adapt materials, do NOT diminish content
● Lessen the gap between what students know and what they must learn
● Jump-start mini-lesson, role play, peer tutorsGraphic organizers
Outlines Leveled study guide
Highlighted text Taped text Adapted text
Jigsaw readings Marginal notes L1 texts
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Building Background
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Link Concepts to Background Experiences and to Prior
Learning● Make explicit connections● Provide meaningful experiences● Teach students to build background
themselves● Build a bridge from previous lessons
to today’s lesson● Review graphic organizers, notes,
student work samples
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Key Vocabulary Emphasized
● Students are active in developing their understanding of words● Semantic maps, word sorts
● Students personalize word learning● Self-selection, personal dictionaries
● Students are immersed in words● Students build on multiple sources of
information
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Comprehensible Input
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Speech Appropriate for Proficiency
● Adjust rate of speech and enunciation
● Avoid idioms● Use language that is
straightforward and clear● Paraphrase and repeat often● Simple sentence structures
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Clear Explanation of Academic Tasks
● Step-by-step instructions
● Model with a finished product
● Oral and written directions
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Strategies
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Continuum of Strategies● Teacher-centered to Student-centered ● Goal = Students develop independence
in self-monitoring of strategy use● Explicit instruction and modeling● Substantial support in the early stages
of teaching a new concept● Gradually decrease amount of support● Teach > Model > Practice > Apply
Example: Note-taking strategy
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Variety of Question Types
● Focus on higher-order thinking skills
● Carefully plan questions before lesson delivery
● Of 80,000 questions, 80% are knowledge level questions
● Ask HOQs while reducing language demands
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Interaction
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Frequent Opportunities for Interaction
● It’s tempting for teachers to do most of the talking, but these students are the ones who need more opportunities to practice using English.
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Opportunities for Interaction● Literature circles
● Think-pair-share
● Jigsaw readings
● Debates
● Dialogue journals
● Expert Stay Stray
● Dinner Party
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Grouping Configurations
● Whole class - introducing new information
● Small groups - encourage collaboration● Partners - provide scaffolding and
practice opportunities● At least two grouping configurations
during a lesson
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Sufficient Wait Time
● Els need additional time to formulate the phrasings of their thoughts
● Impatient students can write down their responses while waiting
● 50-50 and Phone a Friend
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Practice/Application
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Practice/Application
● Aim for practice of all four language skills
● Students must have opportunities for comprehensible input and output
● ELs are more likely to use language that was used during lesson delivery
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Integrate All Language Skills
● We move through the processes naturally
● ELs don’t need to be proficient speakers before they start to read and write
● Language processes are supportive - practice in one promotes development in the others
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Lesson Delivery
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Students Engaged 90 - 100 % of the Time
● Engaged = paying attention and on task
● Students are following the lesson, responding to teacher, performing activities as expected
● ELs can’t afford to waste learning time
● 5 minutes wasted daily = 15 hours a year
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Review and Assessment
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Review and Assessment
● ELs are less able to evaluate which pieces of input are important to remember
● Teacher must pause to review and summarize throughout a lesson
● Provide constructive feedback
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Review of Key Concepts
● Outcome Sentences● I wonder…● I discovered…● I still want to know…● I learned…● I still don’t understand…● I still have a question about…● I will ask a friend about…
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Regular Feedback to Students on Their Output
● Clarify and correct misconceptions
● Develop students’ proficiency by modeling correct English usage when restating a student’s response
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Assessment of Comprehension and Learning
of All Objectives● Students need to know how they will be
assessed● Informal - conversations, quick-writes,
brainstorming● Authentic - applies to real life● Multiple indicators● Assess content AND language
objectives
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Group Responses
● Thumbs up/thumbs down● Response boards● Number 1 to 3 for self-assessment
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Assessment Adaptations
● Number of items● Time● Level of support/scaffolding● Difficulty/skill level● Product type● Participation
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ReferencesEchevarria, J., Vogt, M., & Short, D. J. (2004). Making content comprehensible for English learners: The SIOP model. 2nd ed. Boston: Pearson.
Echevarria, J., Vogt, M., & Short, D. J. (2006). Administrators' resource guide for the SIOP model. Glenview, IL: Pearson.
Echevarria, J., Vogt, M., & Short, D. J. (2008). Making content comprehensible for English learners: The SIOP model. 3rd ed. Boston: Pearson.
Vogt, M., & Echevarria, J. (2008). 99 ideas and activities for teaching English learners with the SIOP model. Boston: Pearson.
Vogt, M., & Echevarria, J. (2006). Teaching ideas for implementing the SIOP model. Glenview, IL: Pearson.