Effective Sheltered
Instruction
Re:Learning New Mexico
KWLQ
Know
Want to
Know
Learned
Questions
Components of
Sheltered Instruction
a te
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Bu
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ackground
B
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Practice
Application
Language
Re:Learning New Mexico
Content
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?”
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)
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.
Agenda
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Overview
“Have I Got a Story For YOU!”
Effective Sheltered Instruction
Components Meaningful Tasks
Lunch
Jigsaw/Grazing/Gallery Walk/
Presentations
Closure
Task #1
Have I got a story for
you!
“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
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Processing/Reflection
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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?
Reflection
1. What was the purpose of task #1?
2. Why and how might you use this in
your classroom?
How do we learn any
content?
Literacy Processes
Listening
•Viewing
•Speaking
•(Asking & Answering)
•Reading
•Writing
•Thinking
•
“The question is not so much, “How can
I teach?” as it is, “How can I support
learning?”
……….Caleb Gattegno
Task #2
Building Background for
Sheltered Instruction
Building Background
Directions:
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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
Our Ideas and Connections to
Effective Sheltered Instruction
Effective
Sheltered
Instruction
Reflection
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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?
Task #3
Learning Through Multiple
Intelligence
 Get students to use as many ways
of learning as possible
 Provide opportunities to do this in
groups
Learning Through Multiple
Intelligence Directions:
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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.
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)
Reflection
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How can you use a significant task like
this in your content/s?
Task #4
Summarizing Key Vocabulary
Summarizing Key
Vocabulary Directions:
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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
Effective Sheltered
Instruction
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History
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Format
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Benefits
Reflection
1.
2.
3.
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?
Task #5
Book Browse
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Critically skim and scan the lay out of
the SIOP book
Jig Saw/Graphic Organizer/Grazing
Gallery Walk Directions:
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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)
Directions--continued
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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
Reflection
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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?
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.
Rubric Overview
http://apex1.inetu.net/horizon_ped/src
Survey Link
Return to the KWLQ Chart
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Fill in the L (What I Learned) and Q
(Questions I still have) with Post-it
Do the evaluation
“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.”
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