Sheltered Instruction
Our First Steps!
Center for the Education and Study of Diverse Populations
at New Mexico Highlands University
The Sheltered Instruction
Observation Protocol
2
Who are our students?
 English Language Learners
 Children of Poverty
 ALL Children
3
Sheltered Instruction
Objectives:
• Participants will develop a working knowledge of the first 3
components of sheltered instruction.
• Participants will brainstorm ideas on how to develop a
systemic plan for the implementation of sheltered
instruction.
4
Sheltered Instruction
How we will meet our objectives:
 Participants will recall and list topical information from
readings, previous trainings and personal experiences.
 Participants will articulate and listen to various points of
view related to the day’s topic.
 Participants will negotiate meaning from and respond to
essential questions related to sheltered instruction and the
SIOP Model.
5
Sheltered Instruction
How we will meet our objectives:
 Participants will practice creating written language
objectives as related to the needs of their lessons and the
students they serve.
 Individually and in groups, participants will begin to
synthesize the day’s information through dialogue and
reflection.
6
Sheltered Instruction
 What is sheltered instruction?
 What are our assumptions about the Sheltered
Instruction Observation Protocol (SIOP)?
7
Sheltered Instruction
On the surface sheltered instruction represents:
 An instructional model for lesson planning and delivery; and
 The observation instrument for rating the fidelity of lessons
to the model.
8
Sheltered Instruction
Two essential tenets of the instructional model
include:
 Content Objectives; and
 Language Objectives.
•What do these concepts mean to you?
•Which one is done consistently?
•How is this related to our first dialogue?
9
Eight Core Components
of High Quality Sheltered Instruction
 Preparation
 Interaction
 Building Background
 Practice / Application
 Comprehensible Input
 Strategies
 Lesson Delivery
 Review / Assessment
Sheltered Instruction
 Building Background
 Schema Theory
What do these concepts mean to you?
How do they apply to our first conversation?
Do we know if this is done?
11
Sheltered Instruction
 Comprehensible Input
 Speech
 Wait time
 Clarity
What do these concepts mean to you?
How do they apply to our first conversation?
Do we know if this is done?
12
Thinking Systemically
What do we need to ensure this will become
systemic and effective?
13
A TypicalLesson Plan begins with a …
Focus:
Content
Objectives
Language
Objectives
Aligned to
Standards
14
A Typical Lesson Plan Includes …
Instruction:
Through the lens of the language
demands of the content.
Student Centered
• Previous Learning (PK)
• Building of Background
Knowledge
• Interdisciplinary Connections
15
Frontloading,
Scaffolding, Sheltering
• Bricks
• Mortar
Key Vocabulary
A Typical Lesson Plan Includes …
Guided Practice:
Reading
Writing
Listening
Speaking
Sheltered &
Rigorous
16
Formative Assessment
Opportunities
(Informal and Formal)
Opportunity for
Interaction: Enhancing
Academic Language
Discourse
A Typical Lesson Plan Includes …
Independent Practice:
Reading
Listening
Writing
Speaking
Sheltered &
Rigorous
17
Formative Assessment
Opportunities
(Informal and Formal)
Let’s Practice!
Verbs for Language Objectives
Listen
Identify
Classify
Collect
Distinguish
Categorize
Match
Show
Select
Construct
Assemble
Arrange
Name
Recall
Give Examples
Draw
Organize
Decide
Create
Dramatize
Locate
List
Underline
Review
Compose
Dictate
Point out
Record
Report
Predict
Express
Plan
Evaluate
Relate
Respond
Describe
Interpret
Outline
Summarize
Suppose
Estimate
Judge
Explain
Debate
Illustrate
Infer
Revise
Rewrite
Assess
Justify
Generalize
Demonstrate
Restate
Tell
Observe
Sequence
Synthesize
Recite
Elaborate
Define
Apply
Pre-write
Draft
Publish
Write
Negotiate
Critique
Compare
Contrast
Question
Map
Discriminate
Lesson Preparation
Sample Content and Language Objectives
9th Grade Geometry
Content Objective:
9-12.G.1.2 Find the area and perimeter of a geometric figure composed of a
combination of two or more rectangles, triangles, and/or semicircles with just
edges in common.
Language Objectives:
With your learning partner you will use mathematical vocabulary to explain
the process for finding the area and perimeter of geometric figures.
During a carousel activity, your group will construct aVenn Diagram to
contrast and compare the area and perimeter of one geometric figure to
another.
Work in pairs to solve and justify statements about the area and perimeter of
geometric figures.
21
Let’s Practice Again!
Building Background
T-Chart and Conversation
10 mins
 What did I see?
 What did I think about what I saw?
 How consistently and explicitly do we do this?
Let’s Practice One More Time!
Did we accomplish our objectives?
 Participants will develop a working knowledge of the
first 2 components of sheltered instruction.
 Participants will brainstorm ideas on how to develop a
systemic plan for the implementation of sheltered
instruction.
Thank you!
Adrian Sandoval
aisandoval@cesdp.nmhu.edu
Phone: 505-243-4442
Center for the Education and Study of Diverse Populations
at New Mexico Highlands University
31