#  2. Sheltered Instruction & Effective Help - C. Create Materials 

 



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###    Objectives  expand\_more  

 

Create supplementary materials to make sure that students of all level of proficiency (academic, linguistic) can access meaningful learning.

 

 

 



 

 

 

 

##  Action Steps: 

 



 Step 1 Step 2 Step 3 

## Step 1

 

 

###  Build Background: 

 Read Lesson Preparation: Features #4 and #5 (pages 39-43) from the book [Making Content Comprehensible for English Learners: The SIOP Model](https://www.pearsonhighered.com/assets/samplechapter/0/1/3/2/0132689723.pdf). You may also want to refer to this [SIOP overview document](https://docs.google.com/document/d/11XmYfFzNyTweBFm6-e5z8w96H1Cw4O7omHWik814t2M/edit).

###  Select a standard or objective:

 Identify the WIDA standard or language objective for which you are creating materials. Alternatively, select a 15-20 minute fragment from a lesson you will be teaching.

 Develop supplementary materials for the objective or lesson fragment. Your supplementary materials should be aligned with Lesson Preparation features #4 and #5. Be sure to include:

- Language and content objectives
- Context (e.g., grade level of students, English language proficiencies of students, etc.)
- The fragment of the lesson you are enhancing
- The supplementary materials you have developed to support students



 



 

 

 

## Step 2

 

 

###  **Be sure to link your work and documents in the [capstone](https://dimensions.gse.harvard.edu/capstone) project:**

Sort      ![Capstone table example](/sites/g/files/omnuum3971/files/styles/hwp_1_1__720x720_scale/public/dimensionsofdiversity/files/screen_shot_2021-08-12_at_11.26.00_am.png?itok=MdWrKzSY) 

 

 

 





 



 

 

 

## Step 3

 

 

###  Reflection: Answer the following questions on a Capstone slide

1. Thinking about supplementary materials. Write a brief reflection on the task using the following questions as guidelines. You can choose one or all questions, or parts from each question. (150-250 words total)
    
    
    1. How did you choose which supplementary materials to develop? What types of learners were you creating materials for (e.g., students with interrupted education, students who are orally fluent, but struggle with literacy, students who are nearing WIDA level 6)?
    2. How do the materials that you developed enhance the lesson for all students? Where do they fall short?
2. Takeaways: You can choose one or all questions, or parts from each question. (200-250 words)
    
    
    1. What was your most significant take away from the assignment? What did you find interesting and useful?
    2. What was most challenging in the task? How did you overcome that challenge?
    3. How will you apply your learning to practice?
    4. To learn more, what might your next steps be?
    5. How would you improve on your current product in the future?



 



 

 

 

 

 

##  [Make Differentiated Materials Using the SIOP Model](https://docs.google.com/document/d/18kbn0QqNjF1est2XvKCnZI-98Oh5he2suIEeVBPP4yU/edit?usp=sharing)

 **Why this task?** The SIOP Model instructional framework has been proven to bring about statistically significant academic content and language growth.

 **Points:** 10



 

Sort    **Must Haves**

 

    1. Response completes the task.  
2\. Accurately reflects WIDA Standards and the principles of SIOP.  
3\. Demonstrates precision and accuracy appropriate to the demands of a graduate course (including correct citations, grammar, and mechanics).  
4\. Demonstrates thoughtfulness and insights appropriate to the demands of a graduate course.  
5\. Responds specifically and explicitly to an identified language demand taught in an inclusive setting.

 

 



 Sort    **Amazing**

 

    \* Explain how learning from completing the task can be useful to you.  
\* Promotes self and cultural awareness.  
\* Describes possible next steps.  
\* Relates to developing language skills in specific ways.  
\* Share materials or examples that may be useful to others.