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Before
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Explicitly describe lesson of the day
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Instructions provided verbally and written
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Goes over goal for the day and tells what they should do by the end of
the day.
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Reviews reading strategies
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Teacher writes students responses on board.
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Preview key vocabulary and writes on board and gives context for the
vocabulary.
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Pictures are being provided to the students on the vocabulary.
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Goes over each vocab word and shows the pictures/synonyms/short stories
about the words/integrates native language
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Preview story-looking at pictures/ summarizing story/ give the big idea
and main concepts of the chapter so the students can make connections.
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Make predictions on title or illustration
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Group work
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Connect the book to students background
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During
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Set expectations (verbally and written)
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Ask for clarification for students to explain.
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Read slowing articulating each word.
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Explicitly teach strategies.
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Scaffold- remind/question
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Allow wait time
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Point out connections for student if they cannot make their own
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Allow students to explain their connections to the text and possibly
give examples (sing the song)
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After
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Review key vocabulary/ reading strategies/ learning objectives
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Give time to interact with the text
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Shelter the view
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Provide opportunities for clarification, hands on activities and group
work.
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Connect to BK, ask questions and visualize on sticky notes
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Reflection
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All of these activities are great.
Many of these strategies can be used for ALL of your students. I use these
activities when I teach my special education students. I really like how they
made a point to explain that we need to use kid friendly explanations for the
higher level skills that they need to be able to do.
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Wednesday, February 5, 2014
Blog 8 : Sheltered Instruction for Reading
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Hi Britany - you did a great job of summarizing what was in the video.
ReplyDeleteBritany,
ReplyDeleteYou've presented a nice, clear summary. I agree that many of the strategies presented are also useful for special education students. I work with the students that are not at grade level, and these are things I use to help my students make sense of the text. So, even though we are talking about ELL students, they definitely can help all students as you said!
Anna
Hey Anna and Britany,
DeleteI also agree that this can be applied in so many different settings. I teach kindergarten at a gifted and creative school and I have students with lots of diverse backgrounds and needs. I think there are lots of elements in here that could benefit them as well primarily because it just seems to slow the pace of the lesson down a little bit to give them time to absorb the material.
Elizabeth
Hi Britany,
ReplyDeleteI agree that the sheltered instruction approach is beneficial to all students. I first learned about it while I was working towards my ESL endorsement. I had to use the SIOP lesson plan when I taught during my practicum. I am able to continue to use some of the SIOP lessons that I used for my ESL classes for my current first grade class and my kindergarten classes in previous years. I feel that the lesson plan outline is helpful towards incorporating students and really having them engaged while learning. Thanks for the post!
-Christa
Britany,
ReplyDeleteI liked how you presented your information. I agree with you that the explicit strategies used by the teacher are universal. Teachers shouldn't assume that students already know what is being said. It is beneficial to all types of learners to see and hear a model/exemplar of a concept. It sets them up for success.
Evelyn
Britany, You made a good point: the sheltering strategies could benefit ALL students.
ReplyDeleteWhat specifically did you observe from the student interactions?