4. • Be prepared to engage in learning
• Bring a open mind
• Leave your cell phone on vibrate
• Take notes
• Take a break to recharge your focus
• Have fun
5. • Participants will be able to describe an instructional design that
focuses on the linguistic and academic needs of second
language learners: SIOP®
• Participants will use conceptual diagrams and others to
organize and structure concepts discussed in the workshop.
6. • Social Language
• Language used in day to day activities and social situations
• Language tied to Basic Interpersonal Communicative Skills
Proficiency (BICS)
7. • Academic Language
• Language used in a formal setting for content courses or
discipline areas
• Language connected to academic achievement
• Language tied to Cognitive Academic Language Learning
Proficiency (CALP)
8. • Communicative Competence
• Linguistic proficiency that focuses on the
combination of grammatical, discourse,
strategic, and sociolinguistic competence
that reflects the proficiency needed to
hold professional conversations in all
communicative settings
9. Activity
• Complete the first three (3) columns of the KWHLAQ chart
that appears on the next slide.
• Save your At the end of the workshop, you
will be able to see how these may have changed .
Ideas, thoughts,
and feelings.
10. KWHLAQ Chart-21st. Century Style
Q
This upgrade group instruction activity developed by Donna Ogle (1986) Re. Upgrade your KWL Chart to the 21
st
Century (2011, July 21) was retrieved from http://langwitches.org/blog/2011/07/21/upgrade-your-kwl-chart-to-the-
ALHWK
What do I
know?
What do I
want to
know?
How do I
find out?
What have I
learned?
What action
will I take?
What new
Questions do
I have?
What do I
know?
What do I
want to
know?
How do I
find out?
Activity
KWHLAQ Chart: Sheltered Instruction
11. To do…
Influential Factors
in Instructional Planning
Instructional
Planning Design
Sheltered Instruction
(Part II)
CALLA (Part I)
Assessment
Linguistic and Academic
How does this affect the
student-centered
learning environment?
12. What is Sheltered Instruction?
Sheltered instruction is an approach that
comprises a series of methods and techniques to
help second language learners increase academic
language proficiency.
13. Rationale for Sheltered Instruction Implementation
Dispel Myths about
Second Language Learners
Raise Teacher and
Student Expectations
Increase Academic
Achievement in the Content Area
Accelerate Second Language
Acquisition to Ensure Progress
14. Sheltered Instruction Observation Protocol
SIOP® is a scientific research-based instructional model
proven to be effective to support students with both
linguistic and academic proficiency. It is a set of
structured and strategic lesson planning framework.
What is the SIOP® Model?
15. Characteristics of
Sheltered Instruction
Higher Order
Thinking Skills
Time on
Task
Warm,
Affective, and
Sensitive
Environment
Comprehensible
Input
Background
Knowledge
Student
Centered
and High
Interaction
Variety of
Delivery
Modes
Hands-on
Tasks
Careful
Planning
17. You know…
Answer True or False
1. Planning must produce a lesson.
True
False
2. Concepts do not need to be directly related to background
experiences.
True
False
3. Explanations should be clear a step-by-step manner.
True
False
4. The need for strategies should be at the beginning of a lesson
and not throughout.
True
False
5. Meaningful interaction is more beneficial than rote
memorization.
True
False
19. • Are observable.
• Written in terms of what students
will accomplish.
• Supports learning outcomes.
• Stated simply, orally, in writing and
tied to specific learning goal.
Content
Objectives
1. Lesson Preparation
20. • Promotes academic language
growth.
• Stated clearly, simple, orally, in
writing and tied to specific
learning goal.
• Receptive Skills: listening and
reading.
• Productive Skills: speaking and
writing.
Language
Objectives
Note: All skills should be worked on in a unified way.
1. Lesson Preparation
21. Example of Verbs Used for Objectives
Content Objectives
• Identify
• Solve
• Investigate
• Distinguish
• Hypothesize
• Create Select
• Draw conclusion about
• _________________
• _________________
Language Objectives
• Listen for
• Retell
• Define
• Find the main idea
• Compare
• Summarize
• Rehearse
• Persuade
• Write
• ________________
• ________________
NOTE: Verbs are not exclusive to one type or another, they are more common to the category presented.
22. • Provide “Authentic” experiences.
• Adults are more successful when
they are able to make a connection
between what they know and what
they are learning, by relating
classroom experiences to their own
lives.
• Experiences should mirror that
which occurs in the learner’s world.
Meaningful
Activities
1. Lesson Preparation
23. Example of an Authentic Experience:
• Content Objective:
• Explain the basic coverage in a homeowners’ policy and the limits of
liability for each.
• Authentic experience:
1. How would you feel, if after a flood to
your home, damages on your belongings
were not covered by your policy?
2. Has anything similar, happen to you
before?
3. How important can a policy be for you as
a homeowner or future homeowner?
4. Examine the homeowners’ policy to
identify the four basic components in a
homeowners policy? Module: Risk and Insurance FINA 670 second week, 2018
5. Can you explain the basic
coverage in a homeowners
policy and the limits of liability
for each component?
6. How is this information
relevant to you as a homeowner
or future homeowner?
24. • Graphic organizers-
• Schematic diagram that provide
clarity for information that is
difficult to grasp.
• Leveled study guides-
• Lead with definitions and hints for
unlocking meaning.
• Highlighted text-
• Overriding ideas, key concept, topic
sentences, important vocabulary
and summary statements.
Curriculum
Adaptations
1. Lesson Preparation
25. Curriculum adaptations (cont.)
• Jigsaw text reading (cooperative
learning)-
• The class is divided in smaller
groups. Each group is assigned a
different section of text to be
read. Each group reads their
assigned section, reviews and
discusses what was read. They
Determine the essential
information and key vocabulary
They share their information with
the class.
• Marginal notes-
• Notes that students can place
alongside a page they are reading.
They should indicate hints for
understanding the content, key
concepts and/or key vocabulary
and definitions.
• Outlines-
• A form for note-taking while
reading dense portions of text.
26. Example of Outline
• Scaffold support.
• Students can add other
information to the
outline as they read.
• Helpful for major
concepts.
Note: An outline that is
entirely completed may be
helpful to use as a guide to
reading and
understanding text.
The Circulatory System
I. Mayor organs
A. Heart
1. Pumps blood through the body.
2. ________________________________________________
______________
B. ___________________________
1. ________________________________________________
__________________
2. ________________________________________________
__________________
II. Mayor Vessels
A. Artery
1. Takes blood away from the heart.
2. _________________________________
B. Vein
1. ________________________________________________
________________________________________________
2. ________________________________________________
________________________________________________
27. • Enhance meaning and clarify
confusing concepts, making
lessons more relevant.
• Provide a real-life context and
enable student to bridge prior
experiences with new learning.
Supplemental
Materials
1. Lesson Preparation
28. Examples of Supplemental Material
• Hands on manipulatives-
• Microscopes, clinical doll
simulators
• Realia-
• Bank deposit slips, nutrition label
• Pictures-
• any visual support
• Visuals-
• Presentation, models, graphs,
charts, timelines, maps
• Multimedia-
• Video, applications, Web 2.0 ?
tools
• Demonstrations-
• Visual support and modeling
• Related literature-
• Fiction, nonfiction, books
• Adapted text-
• Chunking material
29. • Although material may be
adopted to meet the needs of the
English learner, the content is not
diminished.
• Rigor is needed for all your
content and concepts.
• Expectations are not
compromised.
Content/Concepts
Appropriate
for Level
1. Lesson Preparation
31. Think of your subject area and class preparation.
How feasible is it to take into account the six
components in lesson preparation.
32. 2. Building Background Knowledge
Link Concepts to
Background Knowledge
Link Concepts to
Past Learning Experiences
Introduce and Teach
Key Vocabulary
NOTE: Research has shown that there is a strong correlation between vocabulary knowledge and students
achievement . Therefore it is necessary to explicitly teach academic language and academic vocabulary.
33. 3. Strategies
• Provide opportunities for students to use
learning strategies.
• Meta –cognitive
• Cognitive
• Social/affective
• Use scaffolding techniques consistently.
• Use a variety of question types that reflect a
spiral effect from lower to higher level
thinking skills.
34. • Students need a great deal of
support, until independence
is reached.
• Providing support takes place
in a number of ways:
• Organization of the selection in
a theme.
• Action of prior knowledge
• Way in which the literature is
read by students.
• Encouragement to students
responses.
35. 4. Comprehensible Input
Speak Slowly
Paraphrase
Use Gestures
Use body Language
Adjust speech as needed
Avoid jargon and idioms
Repeat more frequently
Enunciate clearly
36. QuestionScaffoldExplain
• For building
skills and
increase
independence.
• Explain
instructions in a
sequential step by
step manner.
• Requires true
communication
from and between
students and
facilitator.
4. Comprehensible Input
Speech
• Use body language,
gestures and
images to
accompany spoken
words.
37. • It is a strategic, well planned learning support for
student performance that focuses on assigned tasks.
• It focuses on using modeling, questioning techniques,
feedback, graphic organizers, and other meta-
cognitive, cognitive, and social/affective strategies.
NOTE: Scaffolding strategies and activities are removed gradually as students become proficient in academic
performance.
38. • Restating a student response to
model correct language usage
and grammar.
• Model critical thinking by “think
aloud “strategies.
• Reciprocal Teaching
• Reinforce contextual definitions by
stating a term and giving its
context or definition.
Verbal Scaffolding
NOTE: The facilitator and students role play, assuming the role of the facilitator is leading this dialogue.
39. • Reciprocal teaching is an instructional strategy that focuses on a
strategic format for a dialogue between facilitator and students
related to concepts being taught.
• The strategic dialogue between facilitators and students has four
components:
• summarizing
• question generating
• clarifying
• predicting
NOTE: The facilitator and students role play, assuming the role of the facilitator is leading this dialogue.
40.
41.
42. 2
Procedural Scaffolding
• Building a students independent knowledge of concepts and language
to move from:
TO
Application
TO
Practicing
TO
Modeling
Explicit
Teaching
1 3 4
44. Activity
• Focus on one component of the SIOP® model.
• Think of your subject area and the class planning process.
• Choose a strategy to integrate in your class to achieve your
content and language objective(s).
• Make sure you write the details down, on the strategy selected,
so you can later incorporate them in your class .
45. 5. Interactions
Offer frequent opportunities
for interaction
Use a variety of
grouping configurations
Use wait time
Allow the use native language
support when advantageous
46. • Provide practice opportunities for
students to apply content and
language objectives.
• Use hands-on activities and
manipulatives.
• Integrate reading, writing,
speaking, and listening activities in
all content areas.
6. Practice/Application
47. • Things to consider:
• How well are the content and language objectives supported
during the lesson activities.
• To what extent are students engaged in the lesson.
• How appropriate the pace of the lesson is to students’
abilities.
• Pace – refers to the rate at which information and concepts are delivered during a
lesson.
7. Lesson Delivery
48. Review key concepts and vocabulary.
Provide constructive feedback regularly.
Constantly check for understanding.
Provide a variety of pathways for participants to
demonstrate mastery of knowledge and skills.
Make instructional decisions based on the students
response.
50. Dictogloss Strategy
1. Require students to listen to a
text or presentation.
2. Ask students to take notes.
3. Reconstruct a shared version of
the text with the same meaning
as the original.
4. Ask students to work
collaboratively to process
spoken information.
51. In adult learning, you may ask
students to re-construct your
classroom presentation.
Dictogloss Strategy
52. Text-mapping is a
graphic organizer
technique that can be
used to teach reading
comprehension,
writing skills, study
skills, and course
content.
Text
Mapping
Strategy
53. 1. Text Mapping is used for
pre-reading activities.
2. It can be used in class or
outside assignments.
Text
Mapping
54. Right Column:
students record their responses to text
as they read.
Left Column:
student copies or summarizes text (confusing,
intriguing or moving, which connects to a
previous entry or situation.
56. • Double-Entry Journals allow students to:
• Select the main concepts
• Reflect and self-ask the critical questions about
the main concepts
• Internalize new terminology and concepts
Double Entry Journal
57. Syntax
Surgery
Strategy
•Students go through a difficult
passage word by word and use colors,
underlining, circling, and arrows.
•Students demonstrate how one word
relates to other words to determine
meaning as related to the overall
paragraph.
58. Syntax
Surgery
•A strategy that allows students to see
the relationship of elements within a
sentence that may be confusing to
understand.
NOTE: Because English syntax often differs from
the word order found in students’ home
languages, second language learners sometimes
encounter difficulty in comprehending sentences
they read or confuse word order when speaking
or writing in English (Herrell, 2000).
59. Focus
Attention on
Key Words
Integrate Prior
Knowledge
with New
Knowledge
Enrich
Reading,
Writing, and
Thinking Skills
Aid Planning,
Writing,
Supporting,
and Revising
Skills
Promote
Strategic
Discussion
Assist
Instructional
Planning
Graphic
Organizers
60. Graphic Organizers are also used to improve mathematics reading
comprehension, verbal communications, writing and story problem
solving skills.
Before a lesson – guides and supplements the building of
background for difficult text or challenging mathematical concepts
and helps organize mathematical thinking.
During Lesson- Focuses students’ attention and makes connections
to prior knowledge.
After Lesson- to assist recording personal understandings and
responses and to double – check mathematics problem solving
sequence and understanding.
61. • Arranges Events
• Chronological Order
• Series of Events
• Circular
• Central Idea
• Supporting Facts
• Main Concept
• Levels or
• Sub-concepts
• Central Idea
• Supporting
Facts
• Main Concept
• Levels or
Sub-concepts
• Series of Events
• Circular Formation
• Arranges Events
• Chronological Order
ConceptualHierarchical
Cyclical Sequential
65. You know…
1. Authentic Assessment
a. Applies to real-life contexts
b. Includes multiple indicators to show competency
c. Use rubrics to define the levels of learning
d. All of the above
2. It is important to incorporate Review and Assessment in lessons
a. To be able to know my A’s, B’s, C’s, and D’s and F’s
b. To assess student learning
c. It’s part of teaching
d. It’s in my syllabus
3. Teachers should
a. Divide content into meaningful segments
b. Keep practice periods frequent
c. Give student immediate feedback
d. All of the above
67. Activity
• Read through the next 2 slides. Use the information given with
real words and nonsense words.
• Were you able to decipher what the paragraph said?
• Many of our students read a paragraph, and similarly make
connections trying to decipher what it says.
68. • Jack quickly entered the didot and cleaned the various misturaes he
had been using to repair the wuipit. He had often thought that this
job was extremely yullning. However, he had to admit that this time
things seemed to be a bit easier.
69. The Cobbler
• Jack quickly entered the shop and cleaned the various mixtures
he had been using to repair the rocking chair. He had often
thought that this job was extremely hard. However, he had to
admit that this time things seemed to be a bit easier.
70. • When he finished, he put on his redick and went back to the
study to relax. He took out his favorite pipe and settled into the
beautiful new pogtry. What a fantastic schnappy he had made
when he had bought the pogtry. Only 300 yagmas!
71. • When he finished, he put on his overalls and went back to the
study to relax. He took out his favorite pipe and settled into the
beautiful new recliner. What a fantastic deal he had made
when he had bought the recliner. Only 300 dollars!
72. KWHLAQ Chart-21st. Century Style
Q
This upgrade group instruction activity developed by Donna Ogle (1986) Re. Upgrade your KWL Chart to the 21
st
Century (2011, July 21) was retrieved from http://langwitches.org/blog/2011/07/21/upgrade-your-kwl-chart-to-the-
ALHWK
What do I
know?
What do I
want to
know?
How do I
find out?
What have I
learned?
What action
will I take?
What new
Questions do
I have?
Activity
KWHLAQ Chart: Sheltered Instruction
What
new
questions
do I
have?
What
action will
I take?
What
have I
learned?
73. Activity- Reflection
• Complete the last three (3) columns of the KWHLAQ chart
that appears on the next slide.
• This is the end of the workshop. Did your
change?
Ideas, thoughts,
and feelings.
