Comprehensive

Front 1

Q1 1st concrete example of sheltered instruction.

Back 1

Cooperative learning & heterogeneous groups

Front 2

Q1 2nd concrete example of sheltered instruction

Back 2

Visuals

Front 3

Q1 3rd concrete example of sheltered instruction

Back 3

Hands on learning

Front 4

Q1 how educators can use sheltered instruction support features

Back 4

Make contact comprehensible & Connect with schema

Front 5

Q1 SIOP feature #1

Back 5

Clearly state learning & language objectives

Front 6

Q1 content & language objectives referance

Back 6

Haiya Zhau keeps lessons on track & allows for self evaluation (Zhau, 2017)

Front 7

Q1 SIOP feature #2

Back 7

Supplementary materials

Front 8

Q1 supplementary materials referance

Back 8

Should be contextualized and not make it more confusing (Echevarria, 2010)

Front 9

Q1 SIOP feature #3

Back 9

Link to background knowledge

Front 10

Q1 background knowledge reference

Back 10

Students use background knowledge to learn new words and draw inferences (Newman, 2012)

Front 11

Q1 SIOP feature #4

Back 11

Wait time

Front 12

Q1 wait time reference

Back 12

Mary Budd Rowe more in depth answers & higher cognitive abilities (Budd, 1986)

Front 13

Q1 Freeman's ESL Method # 1

Back 13

Content based instruction for all levels

Front 14

Q1 Freeman's method #2

Back 14

Participatory approch uses an issue or problem to teach language all levels

Front 15

Q1 Freeman's method #3

Back 15

Total physical responce beginning level

Front 16

Q2 comprehension monitoring

Back 16

Diffrent comprehension due to schema, look for patterns, make connections & remember new things.

Front 17

Q2 comprehension monitoring reference

Back 17

Shiu and Chen external monitors result in better comprehension (Shiu, 2012)

Front 18

Q2 cooperative learning

Back 18

Heterogeneous groups

Front 19

Q2 cooperative learning reference

Back 19

Anti Devi students interact more, positive interdependence, stimulate ideas through discussion (Devi, 2015)

Front 20

Q2 graphic and semantic organizes

Back 20

Organize text & understanding, link events & characters, lable parts of the reading

Front 21

Q2 graphic & schematic organizer referance

Back 21

Douglas Dexter & Charles Hughes increased compression & vocab (Dexter, 2011)

Front 22

Q2 story structure

Back 22

Can follow easier when they know, ask question, make inferences, & speculations

Front 23

Q2 Story Structure reference

Back 23

Labeling & filling in such as problem, goal, action, & outcome proven effective through middle school (Duke, 2002)

Front 24

Q2 question & answering techniques

Back 24

4 q&a relationships: right there, think & search, on my own & author & me

Front 25

Q2 Q&A techniques reference

Back 25

Think aloud will help guide students on how to develop an answer (Roe, 2014)

Front 26

Q2 question generation

Back 26

Question placement, before, during & after. Open ended questions engage with text

Front 27

Q2 question generation referance

Back 27

Beth Devy & Susan McBride proper training in question generation improves student performance(Devy, 1986)

Front 28

Q2 Summarization

Back 28

Monitor for compression, abstract summaries improves research skills

Front 29

Q2 Multiple strategy instruction

Back 29

Visual students use graphic organizer, summary for shorter reading

Front 30

Q4 lesson plan cycle 1

Back 30

Determine learning objective

Front 31

Q4 learning objective reference

Back 31

Deborah Reed "Clearly Communicated Learning Objectives Matter" studens ask what to do (Reed, 2012)

Front 32

Q4 lesson plan 2

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Assessing prior knowledge

Front 33

Q4 lesson plan 3

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Instruction, modeling & independent practice

Front 34

Q4 lesson plan 5

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Assessment formative is in the middle summative is at the end

Front 35

Q4 lesson plan 4

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Closure

Front 36

Q4 assessment references

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Formative assessments are necessary for course correcting (Conderman, 2012)

Front 37

Q4 classroom management

Back 37

Lesson plans help classroom management because routines are in the lesson

Front 38

Q4 classroom management referance

Back 38

Emmer & Evertson work through homework & activities to see where students might have problems & add notes to the lesson plan (Emmer, 2013)

Front 39

Q4 comprehensive content method 1

Back 39

Sheltered instruction: heterogeneous groups, scaffolding & wait time.

Front 40

Q4 sheltered instruction reference

Back 40

Henson-Thomas: it is best practice & good teaching (Henson-Thomas, 2008)

Front 41

Q4 comprehensive content method 2

Back 41

Sheltered Instruction Observation Protocol: 30 features like appropriate speech for proficiency level & hands on materials & manipulatives

Front 42

Q4 SIOP referance

Back 42

Short, Fidelman and Louguit classrooms using SIOP students' literacy improved in all areas (short, 2012)