principles of sheltering instruction sheltered content instruction: principles and practices

Principles of Sheltering Instruction

Sheltered Content Instruction: Principles and Practices

Malden Public SchoolsSpring 2010

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M & M Ice Breaker

Blue Words to Describe Yourself

Yellow Words Your Students Use To Describe You

Green Things You Dislike

Brown Places You’ve Traveled To

Red Things You Love

Orange Hobbies/Pastimes

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Class Norms

• Listen – Intend to understand rather than respond or persuade.

• Invite differences – move away from either/or. Embrace ‘and’.

• Suspend your assumptions – make your assumptions visible to yourself and others. Then, be less sure those assumptions are right.

• Speak from awareness – be honest with yourself about your purpose and intent in listening.

• Assume good will – listen without judging the other person’s intentions. Assume their intentions are the very best.

• •

Sheltered Content Instruction – Principles and Practices

This course is designed as an introduction to the theories and sheltered strategies for teaching content and grade level subject matter to English Language Learners.

It covers the required skills and knowledge covered in the Massachusetts Department of Education’s Commissioner’s June 2004 memo on Sheltered English Immersion Category 2 trainings.

This course will include strategies for teaching sheltered subject matter and assessing student learning.

The essential question that will guide this course is: How can we design curriculum and classroom practices to simultaneously develop the language and content knowledge that is necessary to meet the goals of students, the expectations of their families and community, and the expectations of the broader society?

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Module One:ELLs in a State-wide Context

Glossary of Terms• AMOA=Annual Measurable Objective

Achievement• AYP=Adequate Yearly Progress• Bilingual – Knowing two languages• ELL=English Language Learner• ESL=English as a Second Language• FLEP=Formerly Limited English Proficient• High Incidence=Program usually having 20 or

more of one language group enrolled in a school district or schools

• Integration=In the context of Chapter 71A, integration means students from immersion and bilingual classrooms are engaged in meaningful learning activities with their native speaking peers

• LEP=Limited English Proficient• Low Incidence=Fewer than 20 LEP students

of one language• L1=First language of learner• L2=Second Language of Learner• TBE=Transitional bilingual education

Demographic Changes

From 1979-2003 the number of students who spoke a language other than English at home grew from 3.8 million to 9.9 million.

From 1990-2003 the school aged population increased 19%.

The number who spoke a language other than English at home increased 161%.

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ELLs in Public Schools

Most of the students are in elementary schools

About 75% of the students are from Spanish language backgrounds

The students are located mostly in a few states

42% of teachers nationwide have at least one ELL in their classroom

ELL enrollment in public schools growing 20 times faster than average

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There are over 6,000,000 English Language Learners in U.S. Schools.

By 2020, 40% of all public school students will be ELLs.

ELLs in Public Schools

LEP Students in Massachusetts Schools-March 2005

Source: Massachusetts Department of Education http://www.doe.mass.edu/ell/statistics/lep.html

Language Number %

Spanish 27,249 54.6 Portuguese 4,645 9.3

Khmer 2,058 4.1

Creole (Haitian) 1,977 4.0 Vietnamese 1,724

3.5

Chinese 1,593 3.2

Cape Verdean 1,367 2.7

Russian 916 1.8

Canton Dialect 653 1.3

Arabic 591 1.2

Korean 429 0.9

Source: Massachusetts Department of Education http://www.doe.mass.edu/ell/statistics/lep.html

LEP Students in Massachusetts Schools-March 2005

LEP Students in Massachusetts Schools

• In March 2005, Massachusetts Public Schools reported 49,923 limited English proficient (LEP) students with 112 different primary languages.

Reflective Writing Assignment

• Who are the language learners in your school? Are there any commonalities among the ELL population? How are they identified and how do they receive targeted instruction?

Chapter 71A • In November 2002, the voters of Massachusetts passed Chapter 386 of the

Acts of 2002 (known as “Question 2”). This referendum amended the existing Transitional Bilingual statue, G.L. c. 71A.

• According to “Question and Answers Regarding Chapter 71A: English Language Education in Public Schools”, published by the Massachusetts Department of Education in August 2003, Question 2 requires the following:

• All children in Massachusetts public schools be taught English by being taught in English and all children be placed in English language classrooms. Children who are English learners be education through structured English immersion.

• Districts to annually determine, no later than April 1, the number of English learners in the district, and to classify them according to grade level, primary language, and the English learners program in which they are enrolled.

• Districts to annually administer a standardized, nationally-normed written test of academic subject matter in English for grades 2-12 and a nationally-normed test of English proficiency for grades K-12.

• Districts to send report cards and other school information be sent to parents and guardians of English language learners in the same manner and frequency as such information is sent to other parents and guardians, and, to the maximum extent possible, in a understandable language.

• Office of Educational Quality and Accountability to conduct onsite visits to school districts at least once every five years to evaluate the effectiveness of programs serving English language learners.

• Two-way bilingual programs, whereby students develop language proficiency in two languages by receiving instruction in English and another language in a classroom that usually comprised of half native English speakers and half native speakers of the other language “shall be unaffected”. No waivers are necessary for participation in a two-way bilingual program.

• “English language learners be provided language support services until they are proficient enough English to participate meaningfully in the district’s education program.”**

•** Cited directly from Mass. Department of Education Question and Answer document dated August 2003, page 10.

Question 2 (Ch. 71A) and Title VI

• 4. SEI for children under the age of 10 with allowance for parental waivers

• 16. All textbooks and other instructional materials are to be in English, no subject matter taught in any language other then English, and students learn to read and write solely in English. However, teachers may use an English learner’s native language when necessary for clarification purposes. If the student’s teacher does not speak the student’s primary language, the Department recommends that another teacher or instructional paraprofessional who does speak the student’s primary language be available at some point during the school day for clarification as needed.

• 20. Chapter 71A states that students shall receive sheltered instruction for a “temporary transition period not normally intended to exceed one school year.” – “Title VI of the federal Civil Rights Act does not permit such a limitation. Title VI requires that English language learners be provided language support services until they are proficient enough in English to participate meaningfully in the district’s education program.”

DOE Q&A Regarding Chapter 71: ELE in Public Schools

Use of Native Language

• Chapter 71A states that in structured English immersion programs, native language should be used as a tool for the clarification and that clarification in the native language be made available, to the maximum extent possible, as some point during the day. Instruction must be comprehensible. The use of native language is one approach to making certain all input is comprehensible.

• Native language may be used by district staff: • To clarify concepts and ideas not understood in

English. • Remember that the goal of Sheltered English

Instruction is to make content comprehensible. The use of native language facilitates the teaching of content to English Language Learners particularly at the beginner and early intermediate English language development levels. The authors of Making Content Comprehensible for English Language Learners state that: “[best practice indicates that English language learners benefit from opportunities to clarify concepts in the native language (L1). Although sheltered instruction involves teaching subject-matter material in English, students are given the opportunity to have a concept or assignment explained in their L1 as needed” (p. 109).

• To explain directions and instructions not understood in English to guide instructional tasks

• Use the students’ native language when necessary to get them on task. It is appropriate to use L1 when giving direct instructions to facilitate students’ engagement and understanding of instructional tasks and activities.

Use of Native Language• For the health, safety and welfare of students

• Health, safety and welfare must be dealt with in a language that is comprehensible to students. For example, when a student becomes ill, it is very appropriate to communicate in a language the student understands.

• For communication with families• Title VI of the Federal Civil Rights Act states that school

communications, to the maximum extent possible, must be made available to families in a language that they understand.

• For classroom related matters and behavior management

• In some instances behavior management issues may be dealt with most effectively in the students’ native language.

• Native language may be used by students:• In class for instructional purposes

• Students may use native language to help their peers understand instruction. Alternatively, they may request clarification or translation from their peers.

• In playgrounds and hallways• Students may use their native language in playgrounds

and hallways.

adapted from the Boston Public Schools Guidance on Use of Native Language

Waivers

• Chapter 71A provides for waivers based on parent request under certain circumstances, assuming that the parent annually applies by visiting the student’s school and by providing written informed consent.

• For students under the age of 10, with parental consent, waivers are allowed under the following conditions:

• The student has been placed in an English language classroom for at least 30 days prior to the parent’s application for a waiver

• Documentation by school officials in no less than 250 words that the student has special and individual physical or psychological needs, separate from lack of English proficiency, that require an alternative course of educational study and inclusion of such documentation in the student’s permanent school record

• Authorizing signatures on the waiver application of both the school superintendent and the school principal

• For students over the age of 10, with parental consent, allows waivers when it is the informed belief of the school principal and educational staff that an alternate course of educational study would be better for the student’s overall educational progress and rapid acquisition of English

• Allows students receiving waivers to be transferred to bilingual programs or ‘other generally recognized educational methodologies required by law.’

• Requires individual schools in which 20 students or more of a given grade level receive a waiver to offer a bilingual or other type of language support program; in all other cases, students with waivers must be permitted to transfer to a public school in which such a program is offered.

•* Cited directly from Mass. Department of Education Question and Answer document dated August 2003.

Sheltered Instruction vs. Structured Immersion

• Sheltered Instruction is – a means (method) for making grade-level

academic content (e.g. science, social studies, math) more accessible for English language learners while at the same time promoting their English language development

– the practice of highlighting key language features and incorporating strategies that make the content comprehensible to students

– an approach that can extend the time students have for getting language support services while giving them a jump start on the content subjects they need for graduation

• Structured Immersion is– A program model for the placement of English

language learners whereby all curriculum materials are in English and native language is used for clarification purposes

LEP Students in Massachusetts Schools by Program Placement

Program Placement Number of Students

Structured English Immersion

38,501

Two-way 822

TBE 1,952

Opted Out 2,741

Not enrolled in ELL Program

5,907

Performance of LEP Students *Focus On Children – Boston Public Schools: Office of Research, Assessment, & Evaluation

MCAS Performance DisparityYear 2000 - English

0102030405060708090

Grade 4 Grades 7 & 8 Grade 10

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LEP

MCAS Performance DisparityYear 2005 - English

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Performance of LEP Students *Focus On Children – Boston Public Schools: Office of Research, Assessment,

& Evaluation

MCAS Performance DisparityYear 2000 - Math

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MCAS Performance DisparityYear 2005 - Math

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Competency Determination Rates

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Passing English Passing Math EarnedCompetency

Determination

Non-Disabled

LEP

FLEP

Percentage of Students Attaining the Competency Determination

Grade 10 TestMay 2005

Retest #1November 2005

Retest #2March 2006

Retest #3November 2006

Regular Education 86 92 95 97

LEP 29 41 54 60

FLEP 40 51 63 70

*Massachusetts Department of Education http://www.doe.mass.edu/mcas/results.html

MCAS Results: Class of 2008

Passing English Passing Math Earned Competency Determination

Regular Education 97 94 93

LEP 57 58 45

FLEP 66 64 55

http://www.doe.mass.edu/mcas/results.html

http://www.doe.mass.edu/mcas/results.html

Massachusetts Drop Out Rates

Annual Dropout Rates for Special Populations, 2002-2005

0.0%

1.0%

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5.0%

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2002-03 2003-04 2004-05School Year

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Non LEP

Low-Income

Non Low-Income

DOE Guidelines – June 2005• According to the June 2005 Massachusetts Department of

Education’s publication entitled, Guidelines for Using MEPA Results to Plan Sheltered English Immersion (SEI) Instructional Programming and Make Classification Decisions for Limited English Proficient (LEP) Students, MEPA results and accompanying data will be used as a guideline to plan sheltered English immersion instructional programming and assist in the classification of LEP by proficiency levels.

• Classification • Using the definition of LEP as outlined in Chapter 71A, district criteria

for identification and designation of LEP students have been established. Once identified and documented, the student’s placement by proficiency level can commence.

• The decision for each student’s classification begins with a team approach at each school. Classroom teachers, specialists, administrators and other professionals familiar with students’ classroom performance may be involved in this process. Using the MEPA data, examine each student’s overall performance level: Beginning, Early Intermediate, Intermediate or Transitioning. The variables within the data are Speaking, Listening, Reading and Writing in academic and social settings. Gauging the student’s performance within each variable includes the differentiations; At or Above, Approaching or Below which are based and compared to a typical student performing in the transitional level. Based on these results, students may be candidates for reclassification or recommended to remain in their current LEP status. Students must be At or Above in all 4 variable areas of the MEPA, receive a passing score (Needs Improvement or higher) on MCAS and attain proficiency levels in district criteria in order to be reclassified from their current LEP status. Further, their academic performance is monitored for a period of two years.

• Students with Below, Approaching, or fewer than 4 areas At or Above will be enrolled in the SEI instructional programming. In Kindergarten and Grade 1, assessment data is limited to MELA-O; Dept. of Education recommendations are to maintain the LEP status of these students until more data becomes available in the upper grades.

• A dedicated and specially designed English Language Development (ELD) curriculum must be in place to service all LEP students. The ELD/ESL district curriculum is based on the Massachusetts English Language Proficiency Benchmarks and Outcomes (ELPBO).

Recommended Instructional Programming for Limited English Proficient Students

Beginning and Early Intermediate Elementary Jr. High High School

English language development:2.5 hrs/day to full dayContent areas instruction:Hrs. available outside of ELDSpecialists/electives: art, music…Same schedule as all students

ESL or ELL license

Qualified to teach LEP students

Intermediate Elementary Jr. High High School

English language development:1-2 hrs. /dayELA or Reading instruction:1-2 hrs/day

Content areas instruction:Hrs. available outside of ELD, ELA or

readingSpecialists/electives: art, music…Same schedule as all students

ESL or ELL license



Transitioning Elementary Jr. High High School

All areas of language and content- provide continuous support to enhance growth in English language development

Small group instruction and learning in all areas throughout school day, after school and during summer programs

Consistent and systematic monitoring for academic progress

Provide additional learning and support opportunities

FLEP classified students to be monitored for two years on academic progress. School-based Team meeting to be convened as needed .


Skills and Qualifications of SEI Classroom Teachers

• Category One: Second Language Learning and Teaching• Key factors affecting second language

acquisition.• Implications of these factors on classroom

organization and instruction.• The implications of cultural difference for

classroom organization and instruction.• Organization, content, and performance

levels in the Massachusetts English Language Proficiency Benchmarks and Outcomes.*

• Category Two: Sheltered Content Instruction• Curriculum and Lesson Planning. Teachers will

be able to:• plan lessons appropriate for LEP students at

the four levels of proficiency described in the Massachusetts English Language Proficiency Benchmarks and Outcomes.

• plan lessons that are guided by both language and content objectives appropriate for LEP students who are at different grade levels and different English proficiency levels, and that are aligned with the Massachusetts Curriculum Frameworks and the Massachusetts English Language Proficiency Benchmarks and Outcomes.

• plan lessons that are characterized by student interaction, students' questions, and appropriate group work.


• Instructional Strategies. While teaching, teachers will be able to:

• make language objectives, content objectives, and academic tasks explicit.

• use supplementary materials, including graphic organizers, visuals, and manipulatives to make content more comprehensible.

• group students so that all LEP students can participate.

• integrate language instruction and content instruction.

• Student Tasks. Teachers will be able to:• plan learning tasks that have a product and

that enable all students, including LEP students, to work and ask questions in small groups.

• provide opportunities for students to display their knowledge in various ways.

• d. Lesson Delivery. While teaching, teachers will be able to:

• assess student comprehension and learning throughout the lesson.

• pace and organize learning activities so that students are engaged 90-100% of the time.


• Category Three: Assessment of Speaking and Learning (MELA-O)

• Multiple dimensions of oral proficiency: comprehension, production, fluency, pronunciation, grammar, and vocabulary.

• Concept of communicative competence and its role in assessment.

• The six levels of oral proficiency assessed by the MELA-O and their relation to the four levels of English language proficiency as described in the Massachusetts English Language Proficiency Benchmarks and Outcomes.

• Category Four: Teaching of Reading and Writing to LEP students

• Basic concepts of linguistics, including phonology and syntax of English.

• Significant theories and practices for developing reading skills and reading comprehension in English for limited English proficient students who are at different English proficiency levels.

• A variety of strategies for teaching vocabulary.• Approaches and practices for developing writing

skills in limited English proficient students.• Initial reading instruction, including phonemic

awareness, phonics, fluency, vocabulary, and text comprehension. The differences in initial reading instruction in English designed for those students who have no or limited oral proficiency in English compared to those who do have oral proficiency in English.

• The performance criteria and scoring system used in the MEPA (Massachusetts English Proficiency Assessment) and based on the Massachusetts English Language Proficiency Benchmarks and Outcomes.*

Massachusetts English Language Development Assessments

• Massachusetts English Language Assessment – Oral (MELA-0)• Administered to ALL ELLs, (K-12)

• Massachusetts English Proficiency Assessment (MEPA)• Administered to All ELLs (Grades K-12)

Criteria for Re-classification of English Language Learners

• Guidelines for Using MEPA Results to Plan Sheltered English Immersion (SEI) Instructional Programming and Make Classification Decisions for Limited English Proficient (LEP) students (June 2005)• MEPA Overall Performance Level

• Transitioning “At or Above in All 4 Areas” – Speaking, Listening, Reading, and Writing

• MCAS ELA Test –Proficient • District Academic Assessments –

DRA, DIBELS, GRADE, Step Rubric, etc.

• If ELL has satisfied these requirements, student is reclassified as Formerly Limited English Proficient (FLEP)• FLEPs are required to be monitored

for academic achievement and social adjustment for two years

Thinking Differently About English Language Learners

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Who Are They?

The English language learners in your classroom may be very different in their background, skills, and past experiences from the other students you are teaching.

Some may have come to the U.S. from a country in which they attended school regularly and will bring with them literacy skills and content knowledge, although in another language.

Other students may come with a history of survival within a war-torn country where there was no opportunity for consistent--or any--schooling.

Some come from countries where schooling is very different. Some may have large gaps in their schooling while others may not have had any formal schooling and may lack important native language literacy skills that one would normally expect for students of their age.

There will be differences in home background as well. Many will belong to very low-income families;

The parents of some of these, however, may have been highly educated in their own country, and may have once held professional positions.

The resources and the needs that the individual students bring are therefore often likely to be very different.

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Challenges Facing ELLs

Whatever label is used to identify these students, research has shown that they, in disproportionately large numbers, face low achievement and high drop out rates.

By and large, ELLs are not receiving instruction that supports their highest possible achievement.

Among the instructional factors that affect ELLs’ achievement are:

-low teacher expectations; -assignment to classrooms with under-qualified or

inexperienced teachers; -instructional methods that do not address the

development of much needed verbal and vocabulary building skills;

-instruction that does not build on students’ prior skills, knowledge, and experiences;

-misdiagnosis into special education;

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Their Needs

Although ELL students come from diverse backgrounds, they have several common needs.

They need to: build their oral English skills acquire reading and writing skills

in English to maintain a learning continuum

in the content areas (e.g., mathematics, science, and social studies).

Some ELL students will have other needs that will make the task of learning much more difficult.

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Seeking Effective Policies and Practices for English Language Learners

• The Rennie Center – May 2007 • Themes of Successful Schools

• Believe they cannot effectively serve ELLs with a one-size-fits-all policy

• Adults hold positive values, and beliefs about immigrant students and their families

• Constant attention to data, research, and outside resources is essential

• Highly skilled teachers and leaders are the cornerstone of success in these schools

• Support extends beyond the classroom

• Students benefit from a staged re-classification process and continued support after re-classification

Seeking Effective Policies and Practices for English Language Learners

• Recommendations for Policy and Practice• At the State Level

• Encourage flexibility and experimentation with innovative approaches to meet the needs of English language learners

• Offer opportunities to share practices• Get specific about transition• Ensure a pipeline of leaders for ELL

programs• Require SEI training in teacher

preparation programs• In Schools and Districts

• Consider a staged transition process• Provide guidance for families of “low-

incidence” language students• Set goals and create incentives to get

teachers trained• Communicate with parents about the

school’s program to support ELLs, specifically placement and transitioning

• Pool resources among districts with small ELL populations

Success with English Language Learners

• All teachers should be familiar with the following kinds of knowledge related to their language minority students:• Familiarity with first and second language

acquisition• Awareness of the history of immigration in the

United States, with particular attention to language policies and practices throughout that history

• Awareness of the socio-cultural and sociopolitical context of education of language minority students

• Ability to adapt curriculum for students whose first language is other than English

• Competence in pedagogical approaches suitable for culturally and linguistically heterogeneous classrooms

• Experience with teachers of diverse backgrounds and the ability to develop collaborative relationships with colleagues that promote the learning of language minority students

• Ability to communicate effectively with parents of diverse language, cultural, and social class backgrounds

• Although learning new approaches and techniques may be very helpful, teaching these students successfully means, above all, changing one’s attitudes towards the students, their languages and cultures, and their communities. Anything short of this will result in repeating the pattern of failure that currently exists

• Affirming Diversity: The Sociopolitical Context of Multicultural Education by Sonia Nieto (Pages 220-221)

Journal Entry Prompt

• Think about what you have learned in the introduction:

• That schools are becoming increasingly diverse in terms of language, culture, and ethnicity

• That many diverse students do not fulfill their academic potential

• That most teachers do not feel well-prepared to teach diverse students

• Write a paragraph in your journal describing two or three things that you would like to know more about to help you improve your teaching of English language learners. Be as specific as possible

Module Two:Language Acquisition

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Anticipation Guide: Language Acquisition

____1. A child acquires its first language by imitating adults.

____2. The process of acquiring a second language is more similar to the process of acquiring the first language than it is different.

_____3. The best way for a child to learn English in school is to control the vocabulary, syntax, and sequence of grammatical structures that the child is exposed to.

_____4. Oral fluency in English is a strong indicator that an English language learner (ELL) will succeed in the classroom.

_____5. Once a student has learned the language of instruction, English, his problems in the classroom are largely over and he should be able to handle academic assignment with little difficulty.

_____6. Placing a child learning English in a mainstream classroom will ensure that he/she will spend enough time in English to learn the language quickly.

_____7. An initial “silent period” can benefit the ELL because it allows him/her an opportunity to process and decode the new language.

_____8. Good teachers should suggest to the parents of a child learning English that the parents speak English at home.

First Language Acquisition

• Brainstorm in groups what you’ve noticed about a young child acquiring a language…

The Stages of First-Language Acquisition (L1)

I. The Babbling Stage• It begins at about 6 months of age.• Children begin using sounds from speech• Real speech develops from here II. The Holophrastic stage• Children using combinations of sounds that carry

consistent meaning.• Single word utterances called holophrastic sentences

carry the meaning of whole sentences.• Some children skip this stage. III. The Two-Word stage• Around age 2, children make two-word utterances.• Little regard is shown for word order, inflection, tense,

number, or person. IV. The Telegraph to Infinity Stage• Past the Two-word stage, the child puts together

utterances of various lengths.• Stutter pattern like a telegraph (Ex. Danny want cookie)• Words arranged in order but lacking certain "function

words"• At this point the child will begin to generalize about

rules of grammar and sometime overgeneralize (Ex. He drinked it)

Caregiver Speech

• Caregiver speech is that special way that caregivers talk to a child in early conversational interactions

• Characteristics of caregiver speech include:• Slower rate of speech; simpler

vocabulary and sentence structure than in normal speech with adults

• Reference to “here and now”• Emphasis on meaning over form• Extension and elaboration

Summary of First Language Acquisition

• The child learns language by unconsciously generating rules, perhaps to fill in an innate blueprint.

• The child’s errors often indicate that learning is taking place.

• The child learns certain aspects of language in a relatively predictable order.

• The child acquires language in communicative, meaningful, and supportive settings.

• The child understands more than he/she can say.

• The child requires a lot of time to become orally proficient.

Difference Between First and Second Language Acquisition

Separate Underlying Proficiency (SUP)

Common Underlying Proficiency (CUP)

Implications of CUP vs. SUP

• CUP suggests that what proficiency is developed in L1 will transfer to L2. There are certain elements of literacy which are common to both languages and will not have to be relearned when acquiring the second language.

Factors Affecting Second Language Acquisition

• Motivation• First language development• Language distance and

attitude• Access to the language• Age• Personality and learning

style• Peers and role models• Quality of instruction• Cultural background

Affective Filter

• Stephen Krashen hypothesizes that there is an imaginary wall that is placed between a learner and language input. This is called the Affective Filter. If the filter is on, the learner is blocking out input and output. No language can be received or produced.

• Krashen indicates that anxiety, self-esteem, and motivation are the three major variables that have an impact on the Affective Filter. The filter turns on when anxiety is high, self-esteem is low, or motivation is low.

Affective Filter Activity

• Think-Pair-Share• Turn to a neighbor and share teacher

and students behaviors and instructional activities that keep the affective filter turned off…

Strategy - Predictable Routines and Signals to Reduce Anxiety

• Purpose: Promote the understanding of classroom expectations, routines and signals to encourage full participation by all students

• Benefits:• establishes a predictable, consistent daily routine;• recognize signals and visuals which indicate a sequence

of events and activities; • allows for more focus and energy for instruction; • recognize classroom patterns that guide instruction,

behavior and social expectations;• lowers students’ anxiety and helps everyone fully

participate in class community.

• Steps: • Set up the classroom with designated areas for activities:

reading area, group table, partner work area etc. Model their use and ask questions such as, Where will you sit if you want to read a book by yourself?”

• Establish a routine for turning in papers, picking up materials, checking assignments etc. Model putting things in their established places.

• Model routines that are new until well established in the students’ daily schedule. Any time a student shows confusion about a classroom routine or expectation, determine if some modeling and practice would lessen the confusion.

• Contextualize directions by consistently modeling as you give information. Modeling, gestures and demonstrations are vital ways to contextualize instructions. For example, “Take out your math book,” needs to be accompanied by you holding up the math book. “Open to page 21” may be modeled and page 21 written on the board.

Herrell and Jordan, 2004

BICS vs. CALPJim Cummins

• BICS = Basic Interpersonal Communication Skills• Playground Language• Not related to academic achievement• Attained after 1-2 years in host country

• CALP = Cognitive Academic Language Proficiency• Language proficiency needed to

function in decontextualized, academic settings

• CALP in L1 and L2 may overlap, despite differences in “surface features “ of each language

• Attained between five to seven years in host country

BICS and CALP

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BICS and CALP

Social (BICS) vs. Academic (CALP) Language

• BICS• Face to Face,

Small Group Setting

• CALP• Whole

Group, Textbook

Communicative Language Functions

Students Uses Language to:

Examples

Greetings/Leave-takings Meet and greet others; say good-bye

Uses common expressions, such as in : How do you go? and Nice to meet you.

Requesting Information/Assistance

Asks for information or help

Can formulate questions using courtesy form as in: Excuse me, could you tell me where Room 208 is?

Giving Information/Assistance Provide information or assistance in response to a request

Comprehend requests and respond appropriately, as in: Sure, it's down this hall, first door on your right.

Describing Tell about a place, thing, or idea

Use descriptive language to convey an image, as in: Well, it's about 12 feet by 15 feet, has lots of light, and is big enough for 30 students.

Expressing feelings Relate what he/she feels or thinks

Describes emotions as in: Yes, I feel a little nervous about being interviewed.

Source: O’Malley, J. M. & Valdez-Pierce, L. (1996). Authentic assessments for English language learners: Practical approaches for teachers: Reading, MA: Addison-Wesley Publishing Company.

Academic Language Functions

Students use language to: Examples

Seeking Information/Informing

Observe and explore the environment, acquire information, inquire, identify, report, or describe information.

Use who, what, when, where, and how to gather information. Recount information presented by teacher or text. Retell a story or personal experiences.

Comparing Describe the similarities and differences in objects or ideas.

Make/explain a graphic organizer to show similarities and contrasts.

Ordering Sequence objects, ideas, or events.

Describe/make a timeline, continuum, cycle, or narrative sequence.

Classifying Group objects or ideas according to their characteristics.

Describe organizing principle(s); explain why A is an example and B is not.

Analyzing Separate whole into parts; identify relationships and patterns.

Describe parts, features, or main idea of information.

Inferring Make inferences, predict implication, and hypothesize.

Describe reasoning process (inductive or deductive) or generate hypotheses to suggest causes or outcomes.

Justifying and persuading Give reasons for an action, decision, or point of view; convince others.

Tell why A is important and give evidence in support of a position.

Solving Problems Define or integrate ideas to form a whole.

Describe problem-solving procedures; apply to real-life problems and describe.

Synthesizing Combine or integrate ideas to form a whole.

Summarize information; incorporate new information.

Evaluating Assess and verify worth of an object, idea, or decision.

Identify criteria, explain priorities, indicate reasons for judgement, and confirm truth.

Source: O’Malley, J. M. & Valdez-Pierce, L. (1996). Authentic assessments for English language learners: Practical approaches for teachers: Reading, MA: Addison-Wesley Publishing Company.

Stages of Oral Language Acquisition

• Pre-Production• Cannot produce in English• Can understand more than can say• Can actively listen for short periods• Can respond non-verbally

• Early Production• Can produce individual words and phrases• Can answer closed questions• Can name, label, list, categorize

• Speech Emergence• Can produce simple complete sentences• Can participate in small group activities• Can answer open-ended questions – why, how, etc.• Begins to use English more freely

• Intermediate Fluency• Can create extended discourse• Can participate in reading and writing activities• May appear orally fluent, but experience difficulties in

academics and literacy• Can do most classroom tasks if supported and scaffold

Observing the Stage of Second Language Acquisition

Stage of Language

Acquisition and Rationale

Possible Classroom Strategies

Student #1

Student #2

Student #3

Strategy-Talk Show• Purpose: To encourage the production of oral English based on information

and brainstormed vocabulary/language structures.

• Benefits:• work in cooperative groups to increase student interaction;• plan an oral presentation using appropriate language; • formulating and asking specific questions based on a specific subject

area; • promote listening skills and responding in appropriate manner based

on specific questions;• represent and maintain a point of view throughout the presentation;• increases confidence and competence in production and fluency;• motivates students to research and create an informative situation.

• Steps: • Choose an appropriate subject/topic for implementing into a talk

show. Choose an area or person where students can gain information by reading and/or researching.

• Suggestions include: interview characters in books or plays read, interview historical characters, interview community helpers, interview people in the news etc.

• Explain and model the talk show strategy by referring to a television talk show that is familiar to the students (i.e. Oprah). The teacher models the role of host by having one student come to be interviewed about a recent classroom event. Before the interview, ask the class to brainstorm questions to ask the interviewee. Record the questions on a chart and discuss the ways to formulate questions for interviews. Model the interview. After the interview, a third student may be called upon to be the “interpreter”. The interpreter is given the job of acting out the questions and answers as they are given. Agree upon hand signals to indicate specific vocabulary that is used in this interview.

• Guided practice in the talk show format and questioning is to be done in groups of three (interviewer, interviewee and interpreter). Each group will brainstorm a list of questions. Interviewer must practice phrasing questions to elicit more than one word responses. Teacher circulates to encourage interesting questions and responses.

• Presentations to the class are held after sufficient opportunities to practice. After each group’s performance, have student and teachers identify good questions, responses and interpreting signals.

• Consider alternatives to hand signals by having students use other visuals from the internet, signs, pictures, power point, student drawings, overhead projector or illustrating ideas as they are discussed in the interview.

Herrell and Jordan, 2004

Module Three:Standards for English Language Acquisition Development

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Rationale

English Language Proficiency Benchmarks and Outcomes for English Language Learners:

Includes outcomes that help teachers track progress in the four domains of English: Reading, Writing, Listening, and Speaking

Serves as the basis for annual assessment as now required by MA Chapter 71A and NCLB.

Foundations

MA English Language Arts curriculum

MELA-O

MA foreign Language Curriculum Framework

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Central Themes

Vocabulary is integral to language development

Essential role of oral language in development of academic English proficiency

English Language Acquisition through content area studies

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English Language Proficiency Benchmarks and Outcomes for English Language

Learners - Organization

• Organization from General to Specific

• Strands (S, R, W)• Listening and Speaking, Reading, and

Writing

• General Outcomes (letter.number)• R.4 Literary Elements and Techniques• Students will identify and analyze text

elements and techniques of written English as used in various literary genres. (Page 54)

• Themes• Myth and Traditional Narrative (Page 55)

• Benchmarks (letters – a, b, c, etc.)• c. Identify phenomena explained in

origin myths from various cultures. (link to ELA 16.4) (Page 55)

• Student Outcomes (number – 5, 6, 7, etc.)

• 5. Recognize nursery rhymes, fables, fairy tales, tall tales, lullabies, and myths as traditional literature. (link to ELA 16.1)

English Language Proficiency Benchmarks and Outcomes for English Language Learners

• Speaking and Listening Strand (S) (Organized by Proficiency Level)• S.1 Vocabulary: Students will comprehend and communicate orally in English,

using vocabulary for personal, social, and academic purposes. (FL 1, 2, 4, 5, 6, 7; ELA 4)

• S.2 Social Interaction: Students will comprehend and communicate orally, using English for personal and social purposes. (FL 1, 2, 4, 5, 6, 8; ELA 5, 6)

• S.3 Academic Interaction: Students will comprehend and communicate orally, using English in academic settings. (FL 1, 2, 5, 6, 7; ELA 1, 2, 5)

• S.4 Presentation: Students will present information orally and participate in performances that demonstrate appropriate consideration of audience, purpose, and the information to be conveyed. (ELA 3, 18; FL 3, 6, 7)

• Reading Strand (R) (Organized by ELA grade spans)• R.1 Vocabulary and Syntax in Print: Students will acquire and apply

vocabulary and syntax to comprehend written text. (ELA 4, 5; FL 5, 6)• R.2 Beginning to Read in English: Using a foundation of oral language and

previous reading experience, students will understand the nature of written English and the relationships of letters to the sounds of English speech. (ELA 7; FL 5)

• R.3 Comprehension: Students will read fluently and identify facts and evidence in order to interpret and analyze text. (ELA 8, 11)

• R.4 Literary Elements and Techniques: Students will identify and analyze text elements and techniques used in various literary genres. (ELA 9, 10, 11, 12, 14, 15, 16, 17, 18)

• R.5 Informational/Expository Text: Students will identify and analyze purposes, structures, and elements of nonfiction texts. (FL 4, 7; ELA 8, 10, 13)

• R.6 Research: Students will gather information from a variety of sources, analyze and evaluate the quality of the information obtained, and use it to answer their own and others’ questions. (ELA 24)

• Writing Strand (W) (Organized by ELA grade spans)• W.1 Prewriting: Students will plan for writing by building on prior knowledge,

generating words, and organizing ideas for a particular audience and purpose. (ELA 4, 20, 23; FL 7)

• W.2 Writing: Students will write for a variety of purposes with a clear focus, coherent organization, and sufficient detail. (ELA 19; FL 1)

• W.3 Revising: Students will evaluate and revise word choice, sentence variety, and organization of ideas in their writing for a particular audience and purpose. (ELA 20, 21, 25)

• W.4 Editing: Students will understand and apply knowledge of standard English grammar, spelling, and conventions to improve their writing. (ELA 5, 22; FL 5)

• W.5 Media: Students will use, analyze, and produce a variety of media, including audio, television, internet, and emerging technologies. (ELA 26, 27; FL 6,7)

English Language Proficiency Benchmarks and Outcomes for English Language Learners – Scavenger Hunt

• What information can you find in the appendix?

• What are the general outcomes for the Listening and Speaking strand?

• What are the benchmarks for grades K-4 in the W.3 Revising general outcome for the theme of word choice?

• What are the themes that address culture in the Speaking and Listening Strand?

• What are the general outcomes for the Reading strand?

• What are the student outcomes for grades 5-8 in the R.5 Informational/Expository Text general outcome for the theme of text analysis?

• What are the general outcomes for the Writing strand?

• What are the student outcomes for the beginning to early intermediate level of S.3 Academic Interaction general outcome for the theme of culturally appropriate language?

• Find two examples of first language to second language connections in the reading strand

• Where do you find grammar benchmarks in the writing strand?

Benchmarks and Outcomes by MEPA Proficiency Levels

Beginning Early Intermediate

Intermediate Transitioning

Differentiating by moving between grade level topic clusters

If W.3.15 b were too difficult for a student in Grades 9-12, how could you find a benchmark or outcome that was more appropriate yet aligned to the focus of this your lesson?

Word Choice Topic Cluster

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Massachusetts English Language Proficiency Benchmarks and Outcomes for English Language Learners

• What would be a speaking outcome appropriate for a fourth grade student who has been in the country for two years, but is struggling with academic interactions?

• What would be a reading benchmark that you would use as a goal for a 6th grade newcomer with no formal schooling in his/her native country?

• What would be a writing benchmark that you would use as a goal for a first grade student who had been in the country for a year?

• What would be an appropriate listening outcome for an eighth grade newcomer with only two years of formal schooling in his/her native country?

Using ELPBO to Plan Instruction

• View the video tape of the student.

• Decide on second language proficiency stage.

• Decide which outcomes in the Speaking and Listening Strand you have evidence that the student has achieved.

• Decide which outcomes in the Speaking and Listening Strand would be short and long term goals for the student.

Using ELPBO to Plan Instruction

Module Three:Sheltered Content Instruction – Planning Instruction

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3 Goals of Language Learning

To use target language in social settings

To use target language in all content areas

To use target language in social and culturally appropriate ways

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Four Principles that Help ELLs Succeed in School

Increase Comprehensibility

Increase Interaction

Increase Higher Order Thinking/Thinking Strategies

Increase Connections

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Sheltered Instruction True/False Questions

1. Sheltered Instruction is used in sheltered content courses.

2. Sheltered Instruction is used in a variety of program models.

3. Sheltered Instruction cannot be used in classes that contain both English language learners and native English speakers.

4. Sheltered Instruction is the same as high quality instruction for native English speakers.

5. Language development classes should separate from content classes for ELLs to learn best.

6. In sheltered instruction classes, teachers integrate ESL Standards.

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What is Sheltered Instruction?

A means for making grade-level academic content (e.g., science, social studies, math) more accessible and comprehensible for ELLs while at the same time promoting their English language development.

The practice of highlighting key language features and incorporating strategies that make the content comprehensible to students.

It also may be referred to as SDAIE (Specially Designed Academic Instruction in English).

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Expectations of Classroom Instruction

Instruction should be comprehensible to all learners

Learning should be interactive

Instruction should be cognitively challenging

Instruction should connect school to students’ lives and promote

cross-cultural understanding

Instruction should facilitate language development and academic

achievement in the content area

The goal of instruction should be achievement of academic standards by all students

Instruction should develop language and literacy across the curriculum

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It’s “good teaching plus”…

Compare ELL teaching to the universal design model/concept for building architecture:

While school might be accessible for many students, with “just good teaching”, it hasn’t worked for the majority of ELLs.

It won’t be accessible to ELLs without these strategies and principles implemented all the time that serve as the ramps to school and the content.

High-quality instruction for ELLs is similar to high-quality instruction for other, English-speaking students, but ELLs need instructional accommodations and support to fully develop their English skills.

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It is good teaching for ELLs

IF AND ONLY IF

the instruction takes into account factors

such as the ELL’s

level of language proficiency in reading, writing, Listening,

and speaking

developmental needs in learning a second language

prior schooling

cultural differences and adjustments.

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Sheltered Instruction Observation Protocol

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The SIOP Model was developed in a national research project conducted from 1996 to 2003, sponsored by the Center for Research on Education, Diversity & Excellence (CREDE). Through literature review and with the collaboration of practicing teachers, researchers identified instructional features of high-quality sheltered lessons. The model was refined over several years of field testing

Early research found the SIOP Model to be effective with ELLs as measured by narrative and expository writing assessments.

CAL is currently conducting further research in elementary and secondary schools by facilitating professional development on the SIOP Model and examining the effects of SIOP-based instruction on student achievement in core content areas and in English language development.

http://www.cal.org/crede/si.htm




The SIOP Model The SIOP Model is a research-based

approach to sheltered instruction that has proven effective in addressing the academic needs of English language learners throughout the United States.

The model consists of 8 components:

Lesson Preparation Building Background

Comprehensible Input Strategies

Interaction Practice/Application

Lesson Delivery Review/Assessment

Using instructional strategies linked to these components, content area teachers help English learners develop their academic English skills as they learn grade-level content.

Training in the SIOP Model helps teachers plan and deliver lessons that incorporate these strategies consistently.

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Who Uses the SIOP Model?

Elementary classroom teachers Secondary subject-area

teachers Coaches and mentor teachers ESL teachers Bilingual program teachers Staff developers School and district

administrators Teacher education faculty Pre-service teacher candidates

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Why Use the SIOP Model? Need: As the number of English

language learners (ELLs) in schools increases, teachers are looking for effective instructional practices to reach all of their students.

Practicality: Teachers and researchers worked collaboratively to create this effective approach to high quality instruction for ELLs.

Accountability: The SIOP Model includes a reliable and valid measure of effective instruction.

Impact: Research on the SIOP Model has shown that ELLs' academic skills improve when teachers implement it fully.

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Lesson Preparation Lesson preparation is a key to effective teaching and

learning.

Features of Preparation:

1. Clearly defined content objectives for students

2. Clearly defined language objectives for students

Accomplished sheltered instructing teachers take time to develop strong lessons that incorporate important content objectives from district, state, or national standards along with systematic development of language objectives.

The language objectives should complement the content knowledge and sills being taught.

The objectives should provide practice in the four language skills of reading, writing, listening, and speaking.

They should also incorporate strategies for grammar, vocabulary, and language learning as well as other language skills like reading comprehension strategies, process writing, and oral interactions (negotiation of meaning, justifying opinions, making hypotheses). It is very important to make these objectives explicit to the students so they know what the teacher expects them to learn each day.

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3. Content concepts appropriate for age and educational background

The content concepts should suit the grade and developmental level of the students and, if necessary, fill I the gaps in their educational backgrounds. As needed, adaptations should be made for the students’ different levels of proficiency and background knowledge.

4. Supplementary materials use to a high degree, making the lesson clear and meaningful (e.g., graphs, models, visuals)

Well prepared SI lessons also include supplementary materials that support or provide alternatives to the academic text and teachers must plan meaningful activities that integrate concepts with language practice.

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Lesson Preparation

5. Adaptation of content (e.g., text, assignment)

to all levels of student proficiency With careful preparation and adaptation of

content to the needs of students, teachers can make learning and relevant by including materials that motivate students and that foster real-life application of the concepts and language studied.

6. Meaningful activities that integrate lesson concepts (e.g., surveys, letter writing, simulations constructing models) with language practice opportunities for reading, writing, listening, and/or speaking.

These 6 features are just the starting point

for an effective SIOP Lesson

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Lesson Preparation

Turn to Your Neighbor and…

Why are these important features when planning a sheltered instruction lesson? What else do you do to prepare for a lesson?

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Objectives – John Saphier (The Skillful Teacher)

•If you don’t know where you’re going, you won’t know when you get there!•John Saphier, The Skillful Teacher

Language Objectives

• Research Base• Seven year research project (1996-2003)

conducted for the Center for Research on Education, Diversity, and Excellence (CREDE) by Dr. Jana Echevarria of California State University at Long Beach and Dr. Deborah Short of the Center for Applied Linguistics (CAL)

• Research project analyzed ELL student writing in classes that used sheltered instruction methodologies, including separating language and content objectives, with those who did not. After comparing growth of the two groups, the language/content objective group out-performed the control group on every subtest. (language production, focus, support/elaboration, organization, mechanics)

Question: What is the difference between content and language objectives?

Preparation Objectives:Content Objective: Students will explore 3

decision about the atomic bomb that were faced by the U.S. during WWII, take a position on each, and defend their position orally:

- Decision A: Whether to build an atomic bomb

- Decision B: Whether to drop an atomic bomb

- Decision C: Whether Truman made the right decision.

Language Objectives: Student will; - Read information in a small group for each

decision and reach consensus on a position (by listening and

discussing). - State their position and orally defend it in a

class dialogue. - Disagree with prior speakers in a respectful

manner. - In writing, defend a position on whether or

not it was justifiable to use the bomb on Japan.

Question: What English proficiency level do you think these objectives are for?

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Objectives• Good Objectives

• Are Explicit • Are Observable• Are Measurable• Are Connected to Standards (ELPBO or

Curriculum Objectives)• Are Related to the Content Objectives (access

content knowledge or express content knowledge)

• Are Highlighted as Separate Objectives• Are Written in Kid Friendly Ways

• Good Language Objectives• May focus on a language skill (reading, writing,

listening, speaking)• May focus on a language function (describe,

analyze, synthesize, evaluate, etc.)• May focus on vocabulary• May focus on language to express culture or

social skills• May focus on the mechanics/syntax of

language

Math English LanguageArts

Science Social Studies

AskDefineDiscussLabelList

ListenName

PresentReadSay

StateTell

Write

DefineDiscuss

DramatizeExaggerate

ExplainExpress

Form an opinionImprovise

ListListenLocateName

PerformRead

ReciteRetell

RephraseRole-play

SaySpeakState

Talk aboutTell

Write

AnalyzeAsk

CompareContrastDefendDefine

EvaluateLabelListen

OutlinePresentProposeResearch

ReadRecord

SayState

SynthesizeTalk(with)

Write

ChartCompareContrastDebateDefend

DescribeDramatize

ElicitExplain

Form an OpinionLabelList

ListenNarrateOutlinePerformPresentPropose

ReadReciteReport

Role-playSay

StateSummarize

Take a Stand/PositionUse

Write

Language Objective “Buzz” Verbs

Content Objective “Buzz” Verbs

Math ELA Science Social Science

Add Adjust Apply Chart Combine Confirm Connect Consider Decipher Deduce Demonstrate Display Draw DropExplore FindFollow Identify Interact Make Manipulate Match Measure OrganizePractice Provide Recycle Select Show Sort Subtract Test Use

Act out Characterize CoachCompareConfirm Connect Consider Contrast CreateDemonstrate DevelopDistinguish Draw Express FollowIdentify InteractInterpretMake Match NarrateOrganizeOutline Persuade Play Predict Prompt Propose Provide Recall ReviewSelectShow Summarize Use Visualize

Adjust Apply ChooseCombineConfirm Connect Coordinate Create DecipherDeduce Demonstrate Derive Develop Display Distinguish Draw Evaluate Experiment Explore Follow up Gather Hypothesize Identify Interpret ManipulateMatch Observe OrganizePerformPractice Prove Provide ReviewSearch Sort Tamper Target Test

ChooseConfirm Connect Consider

Create Define

Delineate Display Draw

ExploreFind

Identify Interact Interpret

Make OrganizePersuade

Plot Produce Provide Recycle

Reproduce Select Sort Test

Visualize

Sample Language and Content Objectives

• Grade Six Social Studies Lesson

• Content Objective:

• Students will identify the means of transportation by native Americans in New York in colonial America.

• Language Objective:

• Students will preview the chapter (headers and visuals) and discuss pictures in the chapter.

Language Objective Analysis• Review SIOP lesson plans written for a

week-long professional development workshop. Analyze the lesson plans for the standards of good language objective writing.• Explicit • Observable• Measurable• Connected to the ELPBO• Related to the Content Objectives (access

content knowledge or express content knowledge)

• Highlighted as Separate Objectives• Written in Kid-Friendly Ways

• Which area of focus do you see most often?• Language skill (reading, writing, listening,

speaking)• Language function (describe, analyze,

synthesize, evaluate, etc.)• Vocabulary• Language to express culture or social skills• Focus on the mechanics/syntax of language

Language and Content Objectives

• Content Objective:• After reviewing

all the factors of 100 and discussing our strategies, we will be able to build rectangular solids with 100 interlocking cubes.

• Write a possible language objective for this math objective.

Objective Writing Activity

• At your table, choose a piece of text and write a

content and language objective for a lesson.

Content Objective Language Objective

Grade-level Concepts, Supplementary Materials, Adaptation of Content and Meaningful Activities

Why is it important for content concepts to be appropriate for the age and educational background of your students?

What should you do about grade-level concepts if your students have missed several years of schooling?

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Vignette Activity Pages 40-50

3 Small groups (Ms. Chen, Mr. Hargroves, or Mrs. Hensen)

Make a list of pros and cons as you read the vignette about your assigned teacher, jotting down the positive and negative aspects of preparation as depicted in the vignette.

Discuss ideas in small groups and then share with the whole group.

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Video Activity:

What features of preparation did you observe in the video? What are your impressions?

How did the teacher in the video adapt the content to the needs of her students?

What else could she have done to make this lesson more effective?

What other ways can you can adapt content?

What are some advantages to writing the content objectives and the language objectives for the students to view?

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Module Four:Sheltered Content Instruction – Connections

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Building Background

Three Important Features:

1. Concepts explicitly linked to students’ background experiences

Children from culturally and linguistically diverse backgrounds may struggle to comprehend a text or a concept presented in class because their schema do not match those of the culture for which the text is written or because they do not understand the academic vocabulary written in English.

2. Links explicitly made between past learning and new concepts

Through he SIOP Model, teachers incorporate strategies to activate students’ background knowledge explicitly and provide linkages from their experiences to the concepts or text.

3. Key vocabulary emphasized (e.g., introduced, written, repeated, and highlighted for students to see)

Teachers must also be aware of vocabulary knowledge students, especially at secondary levels, need in order to be successful in content classes.

For that reason the SIOP Model, emphasizes the need to develop and practice key terms that will strengthen students’ vocabulary knowledge.

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Why do you think that it is important to tap into your students’ background experiences in the classroom (especially the experiences of immigrant students)?

How do you build a relationship between the students and what are you teaching them?

List ways you link lessons to students’ personal background and/or prior learning.

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Quickwrite:

Vignette Activity Pages 69-76

3 Small groups (Miss Paige, Mrs. Jarmin, and Mr. Ramirez)

Read the assigned vignette.

In small groups, discuss ideas and the teaching practices depicted in the vignettes and then share with the whole group.

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Ways to Tie Prior Learning Into The Classroom

Questioning – Ask a simple question, “Who remembers what we did yesterday?” and solicit responses.

Charts – Make a chart of key information being studied and keep the chart as a reference. Call students’ attention to it as needed.

KWL – Have students individually or as a class create a KWL chart. Refer back to it during the unit and check off things in the “want” column when explored and add things to the “learn” column.

Student Journals – Have students write down what they have learned in a journal or notebook.

Lesson Connections – Make explicit statements to connect what the students are going to study with what they have studied. Help students see a continuum of the content concepts and build a bigger picture in their minds.

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Vocabulary development should be closely related to the subject matter students are studying.

Think-Pair-Share: Think about techniques that you use in your classroom to help English language learners develop content vocabulary, and discuss with a partner. Share with the whole group.

Technique/Strategy

Application in my own classroom

Why this strategy is helpful for

Ells

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Emphasizing Key Vocabulary

Video Activity:

Directions: Before viewing the video clip, think about what you do in your room to address these SIOP features. Record your practices. Then, while viewing, record what the video teacher demonstrates for these areas.

Concepts linked to students’ background and personal experiences.

What I’ve done lately:

What the video teacher did:

Links explicitly made between prior learning and new concepts


What the video teacher did:

Key vocabulary emphasized (introduced, written, repeated, highlighted)


What the video teacher did:110

Video Observation – Comprehensible Input

• First Viewing

• What was the lecture about?

• How did you feel when viewing the lecture?

• How did you respond to those feelings?

• Second Viewing

• What was the lecture about?

• How did you know?

• How did you feel when viewing the lecture?

• How did you respond to those feelings?

Comprehensible Input• Comprehensible Input

is “meaningful language” that can be understood from context

• To facilitate language acquisition, input should contain structures a little “beyond” what they are able to understand (i+1)

Techniques for Comprehensible Input

• Techniques for providing comprehensible input include:• visuals, • manipulatives • facial expressions • fewer pronouns• model and demonstrate,• contextualize in real life ways,• repeat • rephrase

Comprehensible Input Activity

• In the bucket, there is an object called a “splunge”, some paper, and markers. Decide what a “splunge” is and explain the concept of a “splunge” to your group using comprehensible input

• The vocabulary you may use to describe a “splunge” is:

• Snarf• Zoomb• Noofball• Nickney

Comprehensible Input

Effective teachers adjust their speech and classroom activities so that the message to the student is understandable.

The strategies for comprehensible input are particularly important when English language learners study content through their new language because they have to learn two things simultaneously: academic English and subject matter concepts.

More repetition is needed for beginners, and teachers should avoid jargon and idiomatic speech.

In addition, the teacher must ensure that the explanation of an academic task is made clear through oral and written directions as well as modeling.

Effective sheltered teachers use gestures, body language, pictures, and real objects to accompany their words and bring meaning to the message.

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Three Important Features Speech appropriate for students’

proficiency level (e.g., slower rate, careful enunciation, and simple sentence structure for beginners)

Clear explanation of academic tasks

A variety of techniques used to make content concepts clear (e.g., modeling, visuals, hands-on activities, demonstrations, gestures, body language)

(Group) Discussion Questions:

Why are these important features for making the content comprehensible for ELLs in a sheltered instruction lesson?

Which features do you do well? Which could use some improvement?

How do you know if your students understand what you are saying? What do you do to check for understanding?

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Guidelines to Achieve Comprehensible Input

Teacher Speech and Behavior

1. Use expression and body language2. Speak slowly and clearly.3. Use more pauses between phrases.4. Uses shorter sentences with simpler

syntax.5. Stress high frequency vocabulary.6. Repeat and review vocabulary.7. Watch carefully for comprehension and

be ready t repeat or restate to clarify meaning whenever necessary.

8. Be friendly and enthusiastic.9. Maintain a warm supportive affect.10. Open discussion to different perspectives

of a topic.

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Guidelines to Achieve Comprehensible Input (Cont)

Instructional Strategies

1. Use visuals.2. Use graphic organizers.3. Communicate about the subject area in

oral, written, physical, or pictorial form.4. Tap the students as resources for

information about the topic.5. Provide hands-on and performance-based

activities.6. Promote critical thinking and study skill

development.7. Incorporate cooperative learning activities.8. Be process-oriented and provide modeling.9. Adjust instruction for the different learning

styles.

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Comprehensible Input - Video Activity:

What features of comprehensible input did you observe in the video? What are your impressions?

What made the explanation of academic tasks powerful or weak?

What could you do to make your explanations of academic tasks more comprehensible to your ELLs?

If someone were to explain something to you in a foreign language, what techniques could they use to make their message clear?

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Module Five:Sheltered Content Instruction – Implementation

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Strategies

Sheltered instruction teachers must provide explicit instruction in learning strategies. Then they must model them for ELLs and scaffold activities when students practice them in their lessons.

Accomplished teachers provide many opportunities for ELLs to use a variety of strategies that have been found especially effective.

As teachers prepare lessons to incorporate learning strategies, they can consult the national ESL Standards (TESOL, 1997). This resource lists the range of strategies ELLs should learn to develop their academic and social English language skills as well as scenarios that illustrate classroom implementation.

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CumminsContinuum of Language Use

Cognitively Undemanding Language Skills

Context-Embedde

dA C

Context-Reduced

Language Skills

B D Language Skills

Cognitively Demanding Language Skills

Continuum of Language and Content

1. ___ Understanding academic presentations without visuals or demonstrations.

2. ____ Participating in hands-on science activities.3. ___ Making models, maps, charts, and graphs in

social studies. 4. ___ Playing simple games. 5. ___ Engaging in face-to-face interactions. 6. ___ Writing answers to lower level questions.7. ___ Taking standardized achievement tests. 8. ___ Using higher order level reading

comprehension skills: inferential and critical reading.

9. ___ Understanding academic presentations accompanied by visuals, demonstrations of a process, etc.

10. ___ Developing survival vocabulary.11. ___ Developing initial decoding skills.12. ___ Engaging in telephone conversation.

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BIRDS

Cummins Framework: Context-embedded vs. Context-reduced Instruction

Task: How would a lesson on Birds look in each of Cummins’ quadrants? Note some of the expected lesson components you might see in quadrant A, B, C, and D.

Creating a Context-Embedded Lesson

Cognitively demanding, context-reduced task

Cognitively demanding, context-embedded task

Listening to a social studies lecture on the causes of WWII and completing a worksheet requiring several short answer responses

Listening to an explanation of a math concept such as converting fractions to decimals.

Completing a biology worksheet that asks a number of questions about the parts and functions of cells.

Reading a story and writing an alternative ending to the story

Strategies

Strategies refer to cognitive processes, behaviors, or metacognitive knowledge that individuals use to help them understand, study or retain new information.

Effective learners have special ways of processing the new information they are learning.

Many English language learners, especially those at non-advanced levels of proficiency, have difficulty initiating an active role in using learning strategies because they focus their mental energy on translating words, pronouncing new terms, and other basic activities while learning English.

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Three Important Features

Ample opportunities for student to use strategies.

Consistent use of scaffolding techniques throughout lesson, assisting and supporting student understanding.

A variety of question types used, including those that promote higher-order thinking skills throughout the lesson (e.g., literal, analytic, and interpretive questions).

(Group) Discussion Question:

Why are these features important when teaching strategies to English language learners in an SI lesson?

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What Strategies Do Good Learners Use?

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Strategies - Video Activity:

1. What sort of scaffolding techniques were used in the video?

2. What specific strategy was used for this lesson (i.e., identify the name of the strategy such as webbing, classification, problem solving)?

3. How could that strategy be used in other ways?

4. What skill did the strategy target (reading, writing, listening, speaking)?

5. What types of questions did the teacher ask her students?

6. Why is it important for teachers to ask higher-order thinking questions to ELLs?

7. Why is it important to encourage ElLLs to ask questions?

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Interactions and Grouping

This is an activity designed to improve listening and speaking skills as well as team building and consensus building.

Number off (1-4)

You have 1 minute to choose your roles within the groups:

Recorder, Reporter, Materials Manager, Facilitator, and Time Keeper.

You will have 3 minutes to complete the activity.

You are to come up with a movie that ALL of you like and one ALL dislike, with a celebrity that ALL of you like and one ALL dislike, with a book that ALL of you like and one ALL dislike.

The group with the most points wins.

The goal is to reach consensus quickly.

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Opinion Chart

Like Dislike

Movie

Celebrity

Book

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Interaction - Three Important Features

Frequent opportunities for interactions and/or discussion between teacher/student and among students that encourage elaborated responses about lesson concepts.

Grouping configurations support language and content objectives of the lesson.

Sufficient wait time for student response.

Ample opportunities for students to clarify key concepts in L1 as needed with aide, peer, or L1 text.

Discussion Question:

Why are these features important for encouraging interaction between English language learners in an SI lesson?

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Interaction

How can you encourage ELLs to participate in classroom discussion in a non-threatening way?

What are some specific techniques you can use to encourage ELLs to elaborate on their responses and express their thoughts fully?

What can you do to ensure sufficient wait time so that students can formulate and express their thoughts?

When, how, and why do you use the students’ native languages in class?

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Video: InteractionWhile watching the video, jot down the grouping patterns that the teacher uses in her lesson in the left column. Write down the teacher’s rationale for using each grouping pattern in the right column and relate to the language and content objectives.

Grouping Pattern

Rationale

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Practice / Application

Hands-on materials and/or manipulatives for students to practice using new content knowledge.

Activities for student to apply content and language knowledge in the classroom.

Activities that integrate all language skills (reading, writing, listening , and speaking)

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Practice / Application

Like all students, ELLs have a variety of learning styles and multiple intelligences. Lessons that build in hands-on, visual, or other kinesthetic tasks benefit ELLs because they afford students the opportunity to practice the language and content knowldege tough multiple modalities.

Effective SIOP lessons therefore include a variety of activities that encourage students to practice and apply the content they are learning, and practice and apply the language skills they are learning. Practice and application of all objectives must tae place.

Accomplished teachers integrate all the language skills-reading, writing, listening, and speaking – in their lessons. To do so to a high degree, SIOP teachers may plan multi-day lesson.

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What Does a Class That Incorporates All Four Language Skills…

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Look Like?

Sound Like?

Feel Like?

Examples:

Video Observation PMI Chart

As you video the video, write notes about each feature on the PMI chart.

P=Plus: What about a feature is positive, or would help ELLs understand the content topic and develop their language skills.

M=Minus: What is ineffective about this feature or seems challenging to you?

I=Interesting: What is interesting about this feature? What would you like to learn more about?

P M I

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Lesson Delivery

Content Objectives clearly supported by lesson delivery.

Language objectives clearly supported by lesson delivery.

Students engaged approximately 90-100% of the period.

Pacing of the lesson appropriate to the students’ ability level.

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Lesson Delivery

Planning an effective SI lesson is the major step in helping ELLs learn academic English and content. However, the lesson’s goals must be met and the activities accomplished during the allotted time so that learning can take place. Teachers must keep the lesson objectives in mind as the discussion and activities unfold and monitor their pacing.

This section helps teachers focus on how well they support the content and language objectives during an effective sheltered instruction lesson. The section also provides guidance on how to maintain high levels of student engagement and how to set a pace for the lesson that is appropriate for the students’ ability levels.

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When teachers spendtheir time and energy

teaching studentsthe content

the students need to learn,students learn the material.

When students spend their timeactively engaged

in activities that relate strongly to the materials

they will be tested on,they learn MORE of the material.

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Factors that Contribute To High levels of Student Engagement

Well panned lessons

Clear explanation of academic tasks or instructions

Appropriate amount f time spent on an academic task

Strong classroom, management skills

Opportunities to apply information in meaningful ways

Active student involvement

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Lesson Tips For New Teachers

Discuss ways to deliver an effective SIOP lesson.

In your groups, list 7-10 tips about effective lesson delivery for new teachers.

Post the lists around the room.

Each participant walks around, re-reading the lists.

Then, using a colored dot sticker each participant indicates his or her top tip on each list.

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Module Six:Sheltered Content Instruction – Review and Assessment

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Review / Assessment

Comprehensive review of key vocabulary.

Comprehensive review of key content concepts.

Regular feedback to students on their output.

Assessment of student comprehension and learning of all lesson objectives (e.g., spot checking, group response) throughout the lesson

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Review / Assessment

Effective sheltered instruction involves reviewing important concepts, providing constructive feedback trough clarification and modeling, and making instructional decisions based on student responses.

Teachers need to schedule a protected time at the end of every class to evaluate the extent to which students have mastered the lesson’s objectives. Moreover, teachers should continually assess student learning during lessons and adjust their plans accordingly.

Teachers should decide the goal of their formal and informal assessments, because most assessment instruments actually text both content concepts and language ability, particularly reading comprehension and writing.

Because language and content skills are intricately interwoven, it may difficult to isolate one feature from the other in the assessment process.

Thus, teachers may not be sure whether a student was simply unable to demonstrate knowledge being assessed. Yet, this distinction needs to be drawn, especially if a students is not succeeding in a course.

Are the instruments measuring student language growth in content knowledge? The teachers’ approaches to designing assessments and reviewing student work (e.g., through the use of rubrics) should vary according to the goal.

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Effective Teaching Cycle for ELLs

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Develop lesson using Assessment,

standards, and SIOP Model

Teach LessonReteach

Assess Student Comprehension and

Student Work

Make Adjustments toImprove StudentComprehension

Review Key Conceptsand Vocabulary

Techniques for Review & Assessment

4 Topics: Techniques to review content

vocabulary Techniques to review content

concepts Favorite 5-minute wrap-up Activities Techniques to provide informal

feedback to students

Carousel Activity: Each group is assigned to one

location 2 minutes to list ideas Rotate clockwise

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Review Game

8 groups Each group develops a graphic

organizer on a poster to represent and describe the key information for one of the eight components of the SIOP;

-Lesson Preparation-Building Background-Comprehensible Input-Strategies-Interaction-Practice/Application-Lesson Delivery-Review and Assessment

A representative of each group will present/share it with the whole group.

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principles of sheltering instruction sheltered content instruction: principles and practices

Documents

english language learners

english language learneresl

number of students

public school students

language of learnertbe

goals of students

language of learnerl2

language group