# 8 - Identify key components of a sheltered lesson to promote comprehensible input for Ell’s

 Watch the videos of the sheltered literacy lesson that is presented in various phases. Observe what the teacher does to promote comprehension. What do you see the teacher do? What do you see the students do? Reflect on the video in your blog, entry #8. List the strategies used in the sheltered lesson, and comment on your observation of both the teacher behaviors and student interaction.

Before Reading:

Strategies used:  

1. Explicit Instruction:
1. Teacher gave and explicit introduction of the Content and Language Objectives
2. Gave written and verbal instructions
2. Building Background/Schema
1. She previewed the instruction by visiting past lessons and explicitly introducing new vocab with visuals:  photo and written summary and vocab boards.  The students were mostly gathering the information for building schema for the story.  They also sang the Spanish birthday song as  a way to demonstrate a text to self connection.
2. Emphasized the importance of specific new vocabulary.  Students viewed, looked at, read, and discussed the vocab boards the teacher had created.
3. Preview the Story:
1. Give a book walk (in this case, review plot of Esperanza Rising)
2. Summary - and Text-To-Self, Text-to-World, Text-to-Text connections.  Sometimes the students made text connections automatically - to self, and to other texts the class read. other times they had to be directly introduced by the teacher.  For example, when she asked them to sing the birthday song that is in the book and a part of their schema.

While Reading:

Strategies Used:

1. Have students make explicit connections.  She did this by using the Diary Board in the front of the room.  The notes about previous readings served as reminders for making new connections, questions, inferences, predictions as they read.  
2. Teacher read aloud clearly.  She used a slow, clear speech, and emphasized words that would be new to them.  She modeled reading strategies such as ask questions, infer, make connections to show them how an adult reader thinks as we read.  Reminds students to use the 7 strategies for themselves.  Students listened mostly, and made well-developed connections between the novel and previous novels the class read.
3. Increased interaction with the text.   She did this by stopping reading, and visiting various passages on the overhead to discuss vocabulary, writing structures and reading comprehension.  She also increased the wait time so that students could form their own connections, questions, inferences, etc.  She continued to make connections when students overlooked any text connections.

After Reading:

Strategies Used:

1. Review of:  Key vocabulary, new concepts, connections made, allow more text interaction for students.
2. Other strategies used by the teacher as outlined by her in the post-lesson reflection are:
1. Do lots of front loading/ building schema in the pre-reading.
2. The Diary Board:   a cumulative collection of reading strategies that the class uses throughout the reading of a novel.   This board makes a useful quick reference to the book as they read.  The main parts of the diary board are:
1. "I wonder",  Inferences, Summary of learning so far, "I'm confused" - students questions about previous nights' reading, "This reminds me of…" Student connections.
3. Two other techniques that this dynamic teacher uses to create a solid SIOP lesson are:  Model good strategy usage as much as possible.  And, let students use sticky notes during reading to track and accumulate a collection of the strategies that they put to use to create comprehensible input and improve their own reading comprehension.