Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

Make your likes visible on Facebook?

Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.

No, thanks

Making Content Comprehensible Day 1

No description
by

Juanita Esparza

on 2 June 2014

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Making Content Comprehensible Day 1

Making Content Comprehensible Day 1
Sheltered Instruction for Academic Achievement
YISD Middle School Content Teachers
Division of Academics
Ysleta Independent School District

Personal Standards
Show Respect
Make Good Decisions
Solve Problems
3
Numbered
Heads
Together
Providing content area instruction that is accommodated to the needs of all learners at all levels
Integrating academic language instruction into content area instruction
High expectations for academic success of ALL students in all content areas
OUR CALL
Participants will be able to:
Increase their confidence & frequency in the delivery of sheltered instruction.
Obtain and be able to use sheltered instruction resource tool for their own content.
Establish a common district-wide understanding/implementation of sheltered instruction.
CONTENT OBJECTIVE

Participants will be able to:
Share in cooperative groups about the implementation of Sheltered Instruction in the classroom.
Describe and explain in writing about the critical components of Sheltered Instruction in the classroom.
LANGUAGE
OBJECTIVE
An approach to teaching students which integrates academic language and content instruction without compromising the rigor of the subject matter.


Definition of Sheltered Instruction
The dual goals of sheltered instruction are:
to provide access to mainstream, grade-level content
to promote the development of academic language proficiency.
Lesson Preparation
Building Background
Comprehensible Input
Strategies
Interaction
Practice & Application
Lesson Delivery
Review & Assessment
(Echevarria, Vogt, & Short, 2008)
Lesson Preparation
Write content objective(s)
Write language objective(s)
Choose appropriate content concepts
Identify supplementary materials
Adapt content
Plan meaningful activities
Comprehensible Input
Strategies
Lesson Preparation
Practice & Application
Review & Assessment
Interaction
Lesson Preparation
Write content objective(s)
Write language objective(s)
Choose appropriate content concepts
Identify supplementary materials
Adapt content
Plan meaningful activities
Check all that apply!
3
2
1
Building Background
Explicit links to students’ background
Explicit links to past/new concepts (use questioning techniques)
Emphasize Key Vocabulary (academic language)
Brick and Mortar Words
How many unknown words does it take to compromise a reader's comprehension of a text?
8
Strategy Spotlight: Building Block Cards
Choose 5 brick words and record the words on index cards.
Organize the words in a way that makes sense and connect them with mortar words.
Be prepared to share.
metamorphosis
pupa
catepillar
chrysalis
butterfly
inside
begins
transforms
grows
next
is called
stage
resting
eats
forms
process
then
second
last
changes into
first
YISD Connection
What district supports are available for Lesson Preparation and Building Background?
Comprehensible Input
Use speech appropriate for students’ proficiency level
Explain academic tasks clearly.
Use a variety of techniques to make content concepts clear

Strategies
Ample opportunities for students to use strategies
Use scaffolding techniques consistently
Use a variety of question types
How many academic questions, on average annually, do students actually ask?
10
Strategy Round Up
What strategies have we used thus far in the session?
YISD Connection
What district supports are available for Comprehensible Input and Strategies?
Practice & Application
Provide hands-on materials and/or manipulatives
Provide activities to apply content and language knowledge
Provide activities that integrate reading, writing, listening, and speaking
Found Poem
YISD Connection
What district supports are available for Interaction and Practice and Application?
Lesson Delivery
Support content objectives clearly.
Support language objectives clearly.
Engage students approximately 90-100% of the period
Pace the lesson appropriately
Review and Assessment
Give a comprehensive review of key vocabulary.
Give a comprehensive review of key content concepts.
Provide feedback to students regularly on their output (e.g., language, content, work).
Conduct assessments of student comprehension and learning throughout lesson on all lesson objectives (e.g., spot checking, group response.)

Read one-pager for Lesson Delivery & Review and Assessment.
Identify section that you found the most interesting for each component.
Be ready to share with a partner.
YISD Connection
What district supports are available for Lesson Delivery and Review and Assessment?
Reflection: Tier I in YISD and My Campus
Planning for Academic Language in
4 Easy Steps!!
1. Begin with your Content Objective.
2. Rewrite your Content Objective as a question(s).
3. Rewrite the question(s) as a sentence stem(s).
4. List key vocabulary (both brick & mortar) associated with the stem.  
Jigsaw
Numbered Heads Together
Mix
Freeze
Group
Think-Pair
Share
Four Corners
Provide frequent opportunities for interaction
Use group configurations that support language and content objectives of the lesson.
Provide sufficient wait time
Give ample opportunities for to clarify key concepts in L1
Interaction
Read text excerpt.
Identify unknown words
Identify words that create an image.
Non-negotiables
Review ELL Walkthrough, does it effectively capture the necessary pieces of sheltered instruction?
Sheltered Instruction
Lesson Preparation
Building Background
Comprehensible Input
Strategies
Interaction
Practice & Application
Lesson Delivery
Review & Assessment
Sheltered Instruction
Rich Tier I Instructional Framework
Building Background
Consider the 8 Components & their features that characterize Sheltered Instruction.
Your Turn To Try
Review ELPS Bundle
ELPS 1AEG 5G
Choose 1-2 ELPS to integrate into your lesson.
1E Use and reuse new academic language
5G Narrate, describe, and explain in writing
Choose a Strategy to Follow-Through with the Language Objective
1E Inside Outside Circle
5G Ticket out the Door
Resource:
ELPS Lesson Plan Activity Guide (subsection C)
Guide To Terms & Activities
Resource:
ELPS Lesson Plan Activity Guide (subsection C)
ELPS Bundle
Resource: ELPS Bundle
YISD Curriculum Graphic Organizer
Frontloads both!!!
Our Context
100% of students successful 100% of the time!
Why are we here?
Parking Lot
Where does growth lie?
Agenda
WELCOME
Norms
EOY Reflection
Setting a Purpose for Learning
Sheltered Instruction
Establishing a Common Understanding
Identifying Non-Negotiables
Making Sheltered Instruction Happen in My Classroom
YISD Tools for SI
Process & Non-negotiables
Norms
Stay on schedule/Be on time
Participate & Listen Actively
Take care of yourself & your neighbor
Prepare your technology for learning & engagement
It's OK to have fun!
End of Year Reflection
My instructional aha for this year...
Next year I want to....
If I have another student like____ I want to try...

482 Tested
398 Tested
Sheltered Instruction Observation Protocol
Write Language Objective Using Stem
1E Use and reuse the words/phrases about Sheltered Instruction in Inside Out Circle.
5G Explain in writing about Sheltered Instruction with a Ticket Out the Door.
Resource:
Language Objectives Aligned to Cross-Curricular Student Expectations
(subsection c)
Lesson Delivery
SIOP Two-Column Notes
Fill out the notes section in you handout for the components of Comprehensible Input & Strategies
Strategy Spotlight
Reflection: Tier I in YISD and My Campus
Based on the defining features of sheltered instruction, what would be/are the non-negotiable elements that must be part of classroom instruction?
Step 1
Identify Content Objective/Daily Learning Target
Step 2
Review ELPS Bundle
Step 3
From the ELPS Bundle, choose 1-2 ELPS to integrate into content
Step 4
Choose a strategy to follow-through in the implementation of the ELPS in the content
Step 5
Write your language objective using stem

Step 6
Decide where in your lesson the ELPS will be used (I Do, We Do, You Do)
Lesson
Planning
Blueprint
Checking for Understanding
Student Reflection of Learning
Review of Daily Learning Target
Teacher Reflection
YOU DO
Application of Concepts
Independent Practice
WE DO
Collaborative Groups
Stations/Centers
I DO
Direct Teaching & Modeling
Activating
Prior
Knowledge
Making connections
Building Background
Daily
Learning
Target
The student will learn/understand
Activating
Prior
Knowledge
1A
ELPS 1AEG 5G
1E
Building
Content
Knowledge
& Vocabulary
Structured
Conversation
1G
5G
Writing
GOT
Write down something you “got”
(understood) today?
WANT
Write down something you still have questions about or “want” for tomorrow.
Ticket Out the Door
Full transcript