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Sheltered Instruction Strategies

Sheltered Instruction Strategies. Dr. Matthew E. Meyers Valley View Independent School District December 17, 2011. Content Objectives. Participants will be able to name three Sheltered Instruction strategies that they will be able to implement in their classes.

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Sheltered Instruction Strategies

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  1. Sheltered InstructionStrategies Dr. Matthew E. Meyers Valley View Independent School District December 17, 2011

  2. Content Objectives • Participants will be able to name three Sheltered Instruction strategies that they will be able to implement in their classes. • Participants will evaluate Sheltered Instruction strategies, choose the two most effective strategies, and justify their choices.

  3. Language Objectives • Participants will be able to explain to their partners the process of implementing two Sheltered Instruction strategies. • Participants will be able to develop one well-written paragraph in which they will explain how to write a language objective.

  4. What is Sheltered Instruction? • Sheltered Instruction is an English-immersion approach to instruction and classroom management that teachers can use to help second-language learners to simultaneously acquire English and content-area knowledge and skills…

  5. Characteristics of Sheltered Instruction • Comprehensible input • Warm, affective environment • High levels of student interaction (including small group and cooperative learning) • Student-centered • More hands-on tasks • Careful, comprehensive planning – including selecting key components from core curriculum • Well-planned lessons • Time-on-task

  6. Characteristics of Sheltered Instruction (cont.) • Use of student background knowledge and experience • Variety of delivery modes • Grade-level content • Checks for understanding • Use of higher-order thinking skills • Explicitly stated lesson objectives (content and language) • Meaningful and authentic activities that integrate lesson concepts with language practice opportunities

  7. Stephen Krashenon second language acquisition • What theory implies, quite simply, is that language acquisition, first or second, occurs when comprehension of real messages occurs, and when the acquirer is not ‘on the defensive’… Language acquisition does not require extensive use of conscious grammatical rules, and does not require tedious drill. It does not occur overnight, however. Real language acquisition develops slowly, and speaking skills emerge significantly later than listening skills, even when conditions are perfect. The best methods are, therefore, those that supply ‘comprehensible input’ in low anxiety situations, containing messages that students really want to hear. These methods do not force early production in the second language, but allow students to produce when they are ‘ready’, recognizing that improvement comes from supplying communicative and comprehensible input, and not forcing and correcting production.

  8. Activity • Individually, come up with a definition of Sheltered Instruction and name five of the most important characteristics of the approach • Work with a partner and decide upon a definition and the five most important characteristics you can both agree upon • Write your definition and characteristics on separate poster-sized sheets • Share your findings with the whole group

  9. Strategies – Building Vocabulary • Six Principles of Vocabulary Development • Explicitly teach students the strategies for developing vocabulary • Connect new vocabulary terms to students’ prior knowledge and experiences • Use vocabulary words in the classroom • Practice and repeat new words • Be enthusiastic and curious about new words yourself • Be committed to vocabulary development over the long term

  10. Building Vocabulary • Strategies for Teaching Vocabulary • Since an understanding of vocabulary is so important to reading comprehension, effective teachers provide explicit instruction in vocabulary…

  11. Building Vocabulary • The Frayer Model

  12. Building Vocabulary • Visual-Verbal Word Association

  13. Building Vocabulary • Concept of Definition Map

  14. Building Vocabulary • Features Analysis

  15. Building Vocabulary • Window Paning

  16. Building Vocabulary • RIVET • Geographic Features • _ _ _ _ • L _ _ _ • LA _ _ • LAK _ • LAKE

  17. Building Vocabulary • RIVET (cont.) • Geographic Features • LAKE • DESERT • RIVER • VALLEY • MOUNTAIN • COASTAL

  18. Building Vocabulary • Prediction AGONY AUNT • Many people hear about other people’s problems through an agony aunt. • Many people hear about these problems every day. • Many people read about these problems in their homes.

  19. Agony aunt • This term comes from England. • The image presented was originally that of an older woman. • An agony aunt represents maternal wisdom. • This column appears in the newspaper or online. • Generally, the author advises people regarding their personal problems.

  20. Agony aunt • Agony aunt is better known to most Americans as a Dear Abby column.

  21. Building Vocabulary • Capsule Vocabulary • Choose words or phrases related to topic… • Have students work with partners to talk as much as they can… • Ask students to work in pairs or groups to write a number of sentences… • Change configurations – use three words in a sentence, use a past tense form, etc… • What makes this a good strategy for ELLs? • Integrates all language skills • Encourages cooperative learning • Offers opportunities for interaction • Extends opportunities to clarify meanings • Is easily differentiated for different levels of proficiency • Lowers affective filter

  22. Building Vocabulary • Word Walls • A word wall is a systematically organized collection of words displayed in large letters on a wall or other large display place in the classroom. It is a tool to use, not just display. Word walls are designed to promote group learning and be shared by a classroom of children.

  23. Word Walls • Guidelines • Add words gradually, five a week. • Make words very accessible by putting them where every student can see them, writing them in big, black letters, and using a variety of background colors so that the most often-confused words (there, their; what, when) are different colors. • Be selective about what words go on the wall, limiting additions to those really common words which children use a lot in writing.

  24. Word Walls • Guidelines (cont.) • Practice those words by chanting and writing them. • Do a variety of review activities to provide enough practice so that words are read and spelled instantly and automatically. • Make sure that Word Wall words are spelled correctly in any writing students do.

  25. Word Walls • Vocabulary displayed • Cognate included • Corresponding picture representation

  26. Building Vocabulary • Vocabulary Notebook

  27. Building Vocabulary withword walls • Dictation • Dictate sentences that contain words from the word wall. Allow students to use the word wall as a reference. For a change of pace, ask students to take turns dictating sentences, using as many words from the word wall as possible.

  28. Building Vocabulary withword walls • Read My Mind • Have students get out a piece of paper and number the paper from one to five. Say “I am thinking of a word.” Then give five clues about the word. The first clue is, “The word is on the word wall.” The second clue could be the number of letters in the word. After each clue, students try to guess the word-wall word and write it down next to the number of clue given. When all clues have been given, ask which one “read your mind” first and guessed the correct word with the fewest clues. Do this activity with several words from the word wall and then allow a student to choose a word, give the clues, and have her/his classmates “read her/his mind”.

  29. Building Vocabulary withword walls • Rhyme Time • Give students a word and ask them to identify a rhyming word from the word wall. As an extension, have them write a poem using the rhyming words.

  30. Building Vocabulary withword walls • Word Sorts • Have students copy the words from the word wall on index cards or small slips of paper. Select word features, such as affixes, vowel sounds, or beginning or ending letters. Challenge the students to sort and organize the words on their desks into different piles according to their word features. This is a good activity for small groups or pairs.

  31. Building Vocabulary withword walls • Cartoon Captions • Give students a collection of comics from the Sunday paper and have them each choose a comic strip. Tell them to cut the strip apart and glue or tape three of the individual panels on a piece of paper. Then have students write new captions under each of the panels or in speech bubbles, using words from the word wall to create a story. Have students share their cartoons with the class.

  32. Building Vocabulary withword walls • WORDO • This game is played like bingo. Give each student a copy of the WORDO Card handout. Have students fill in their cards with words from the word wall. Tell them to mix up the words they choose and make their card different from other students’ cards. Call out a word, spell it, give its definition, and have the students mark their card if it contains that word. The first student to mark an entire row calls out “WORDO!” The winner gets to call out the words for the next round.

  33. Building Vocabulary withword walls • Guess the Covered Word • On a transparency on the overhead projector write four or five sentences that each contain a word from the word wall. Cover the word-wall words in the sentences with sticky notes or small slips of paper. Allow students to make several guesses for the word and write their guesses on the board. Read the first sentence, substituting the students’ guesses for the covered word, until the correct word is reached. Remove the sticky note covering that word and go to the next sentence, using the same procedure.

  34. Building Vocabulary withword walls • Categories • Name a category, such as parts of speech, opposites, character descriptions, etc., and ask students to call out words from the word wall that are in a given category. Alternately, ask the students to choose category topics according to the words that are on the word wall and allow them to move words until they are in their correct categories.

  35. Building Vocabulary withword walls • Flashlight Relays (Flyswatter Relays) • Have students form two teams and line up with each team facing the word wall. Give the first student in each team a flashlight. Turn off the lights in the room and call out clues for a word on the word wall. The first student to shine the flashlight on the correct word wins a point for her/his team, and then the flashlight is passed to the next in line. Continue to call out clues and play the game until all the students have had a turn or all words have been chosen. For a variation on this game, leave the lights on and give students one flyswatter per team instead. Students will swat the correct word with the flyswatter.

  36. Building Vocabulary withword walls • Cloze Procedure • This is a strategy by which a teacher takes a reading passage, outline or any kind of text and takes words out and replaces them with blanks. When appropriate, allow students to use the word-wall words to complete the passage. • ________ are materials that increase the rate of ________ reactions without being consumed. Common examples of _________ are platinum and the enzymes in your body that cause ___________ reactions to proceed more quickly.

  37. cLOZE • CATALYSTSare materials that increase the rate of CHEMICALreactions without being consumed. Common examples of CATALYSTSare platinum and the enzymes in your body that cause BIOCHEMICALreactions to proceed more quickly.

  38. Building Vocabulary • Possible Sentences • Mercury is the planet closest to the sun. It is a small planet, a little bigger than Earth’s moon. Mercury is covered with thousands of dents. The dents are shaped like bowls and are called craters. Craters were made when meteorites crashed into Mercury long ago. A meteorite is a rock from space that has struck the surface of a planet or moon. In 1974, scientists sent the Mariner 10 space probe to visit Mercury. A space probe is a vehicle that carries cameras and other tools for studying different objects in space. (Scott, Foresman & Co., 2003, p.522)

  39. Building Vocabulary • Possible Sentences (cont.) • Key Terms from passage • Mercury • planet • moon • surface • dent • crater • meteorite • space probe • vehicle

  40. Building Vocabulary • Possible Sentences (cont.) • Have students write sentences using at least two terms in each… • Mercury is a planet. • The space probe visited Mercury. • The moon has craters on it. • Have students reread passage and compare what they have written and revise… • Mercury is the planet closest to the sun. • The space probe is a vehicle that carries cameras and other tools, and it visited Mercury. • Craters were made when meteorites crashed into Mercury a long time ago.

  41. Building Vocabulary Remember: Explicitly teach students the strategies to develop vocabulary. Connect vocabulary to prior knowledge and experiences. Use vocabulary in the classroom. Practice and repeat new words. Be enthusiastic and curious about new words yourself. Be committed to vocabulary development over the long term.

  42. Activities that promote english proficiency through interaction • Anticipation Guide • People Hunt • Gallery Walk • Match Mine

  43. Language Objective • Like content objectives, language objectives should be stated clearly and simply in student-friendly language. Students should be informed of them orally and in writing… • Ask yourself: What are my students doing today to develop their language skills in reading, writing, listening, speaking and thinking?

  44. Language Objective • Possible reading objectives… • Read and answer in complete sentences… • Read and discuss… • Read and summarize the main idea… • Read and record predictions about… • Read and outline…

  45. Language Objective • Possible writing objectives… • Write a paragraph using strong verbs, adjectives, etc… • Write a sentence using one or more vocabulary words… • Write a paper showing the cause and effect relationship between… • Using the ____ note-taking method, take notes during class discussion… • Write the steps you followed to solve the question…

  46. Language Objective • Possible listening objectives… • Listen to the video and complete the outline… • Listen to the story and make predictions… • Listen to the lecture and discuss with a partner… • Listen to the arguments and decide…

  47. Language Objective • Possible speaking objectives… • Predict what will happen next in the story… • Based on what you already know about…predict what will happen when… • After looking at the pictures and reading the captions, predict what this chapter is about… • What inference can you make about…

  48. Language Objective • Possible thinking/strategy objectives… • With your partner, you will explain how you will… • You will do a think-pair-share with your partner to… • During numbered heads together your group will… • During the carousel activity, your group will list…

  49. Language Objective • Some other language objectives may include these verbs:

  50. Language Objective • A content objective is what students should know and be able to do in terms of the academic curriculum… • A language objective… • Is kid friendly • Is specific in terms of curricular knowledge • Names active performance (observable behavior) • Avoids using the following words: understand, know, learn, be familiar with, have a grasp of, review, see that, recognize that • Begins with “Students will be able to… • Is worth knowing • Is matched to the students – challenging and attainable • Is able to be assessed and measured

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