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Welcome

Welcome. Session Norms: All pagers and cell phones on vibrate Stay on topic being discussed Use professional courtesy. H igh Q uality S heltered I nstruction: Comprehensible Input. Presented by Region Specialist June 28, 2007. Housekeeping.

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Welcome

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

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

  8. 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

  9. 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.

  10. Graphic Organizer for Putting on Your Coat

  11. 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

  12. 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?”

  13. Comprehensible Input Video Presentation

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

  15. 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.

  16. 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.

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

  18. 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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