Re:Learning New Mexico

1. Effective Sheltered Instruction Re:Learning New Mexico

2. KWLQ

4. Where are we going? Essential Question: • “What proven effective teaching strategies should teachers use to connect language and content for the success of ALL students?”

5. Content Objective • Participants will be able to explain basic definitions for the eight Effective Sheltered Instructional Components for ALL students. (SIOP=Sheltered Instruction Observation Protocol)

6. Language Objective • Participants will be able to experience a variety of significant tasks/activities to support explanation of the eight SIOP components through the literacy processes of listening, viewing, speaking, reading, and writing.

7. Agenda • Overview • “Have I Got a Story For YOU!” • Effective Sheltered Instruction Components Meaningful Tasks • Lunch • Jigsaw/Grazing/Gallery Walk/ Presentations • Closure

8. Task #1 Have I got a story for you!

9. “Have I Got a Story!”Directions: • A. Take a story • B. Look at pictures • C. Read • D. Find a partner • E. Share your tale (Move from reading to telling) • F. Find a new partner and repeat 3x with new partners

10. Processing/Reflection • How comfortable were you the first time you told the story? • The final time? • How did you make it your own? • Did you all have the same sized story? • What does this tell us about literacy? • What does this tell us about learning? • What does this tell us about students?

11. Reflection 1. What was the purpose of task #1? 2. Why and how might you use this in your classroom?

12. How do we learn any content?

13. Literacy Processes Listening Viewing Speaking (Asking & Answering) Reading Writing Thinking

14. “The question is not so much, “How can I teach?” as it is, “How can I support learning?” ……….Caleb Gattegno

15. Task #2 Building Background for Sheltered Instruction

16. Building Background Directions: • In groups discuss: What do I already do to “shelter” instruction for my students? • Write about what you are doing to “shelter” instruction on a Post-it • Post on the poster

17. Our Ideas and Connections to Effective Sheltered Instruction Effective Sheltered Instruction

18. Reflection • What information did you gain as a group by doing this? • How can you use this task with your classes in the content you teach?

19. Task #3 Learning Through Multiple Intelligence • Get students to use as many ways of learning as possible • Provide opportunities to do this in groups

20. Learning Through Multiple Intelligence Directions: • 1. In groups create a visual using a poem/song/rap that includes a metaphor or simile representing your group’s meaning of Sheltered Instruction. • 2. Present to large group.

21. Metaphor:A figure of speech containing an implied comparison.(all the world’s a stage, curtain of the night)Simile: Two dissimilar nouns are compared using “like” or “as”. (sly as a fox)

22. Reflection • How can you use a significant task like this in your content/s?

23. Task #4 Summarizing Key Vocabulary

24. Summarizing Key Vocabulary Directions: • Read through the history, format, and benefits of SIOP and highlight main ideas • Circle all key sheltered instruction words • Create a list of words to be used in a word wall • Create a Word Wall

25. Effective Sheltered Instruction • History • Format • Benefits

26. Reflection • Why is it important to highlight main ideas for ELL students? • How does this process help make sense for the reader? • How could you apply this strategy in your content areas?

27. Task #5 Book Browse • Critically skim and scan the lay out of the SIOP book

28. Jig Saw/Graphic Organizer/Grazing Gallery Walk Directions: • Number off from 1 – 8 • Find your number group. Be responsible for the information as follows: 1. Lesson Preparation (Planning) 2. Building Background 3. Comprehensible Input 4. Strategies 5. Interaction 6. Practice/Application 7. Lesson Delivery 8. Review/Assessment (Reflection)

29. Directions--continued • Browse your chapter • Create a graphic organizer (provide models of master copies for ideas) • Put in poster form • Do a gallery walk to graze information

30. Reflection • List all the positive ideas you gained from doing this significant task. • How could you use this in your classroom? • What skills were used in this task? • How does this task address the needs of ALL learners? • How does this lesson provide success for all students?

31. Daily Assessment for Objectives: Exit Cards On an index card at your table, write the 8 components of SIOP. Include a brief description of what you learned about each component. Drop this in the Exiting Card Basket by the door before you leave.

32. Rubric Overview http://apex1.inetu.net/horizon_ped/src Survey Link

33. Return to the KWLQ Chart • Fill in the L (What I Learned) and Q (Questions I still have) with Post-it • Do the evaluation

34. “You can lead a horse to water but you can’t make him drink. If you make him thirsty, however, he will eat sand from your hand.”

35. Contact Re:Learning New Mexico 505-983-0404 Fax: 505-989-3882 130 Siringo Road Suite 203 Santa Fe, New Mexico 87505 patriciacloud@relnm.org