Sheltered Instruction

Sheltered Instruction Presented By: Dr. Edward Ude Secondary ESL Specialist Department of Curriculum Brownsville I.S.D. 956.982.3031 edude@bisd.us Adapted from TESC Region 10 by Dr. Edward Ude, BISD

SESSION OBJECTIVES • Identify and/or review basic second language acquisition concepts. • Analyze and understand the 8 components of SHELTERED INSTRUCTION. • Apply strategies and techniques to teach language and content to ELLs. Adapted from TESC Region 10 by Dr. Edward Ude, BISD

T.E.A. GUIDELINES • Commissioner’s Rules Concerning Limited English Proficient Students Ch.89.1210 (a) The district shall modify the instruction, pacing and materials to ensure that Limited English Proficient (LEP) students have a full opportunity to master the essential knowledge and skills of the required curriculum. Adapted from TESC Region 10 by Dr. Edward Ude, BISD

ENGLISH AS A SECOND LANGUAGE • Chapter 89.1201 (c) Enable LEP students to become competent in comprehension, speaking, reading and composition of the English language through the integrated use of second language methods. Adapted from TESC Region 10 by Dr. Edward Ude, BISD

“WHAT DO I NEED TO KNOW TO EFFECTIVELY TEACH ELLs?” • Basic understanding of language acquisition • Knowledge of language levels • How to make content “more comprehensible” using Sheltered Instruction methods, strategies and techniques Adapted from TESC Region 10 by Dr. Edward Ude, BISD

Sociological Factors Affecting Second Language Acquisition, aka SLA Sociologically, successful exchange of ideas is good communication, the following phenomena affect SLA: • Cultural Saturation- proximity to home land • Cultural Strata and/or economic status • Melanin Level-The receiving dominant culture may harbor prejudice upon skin color therefore causing poor assimilation Adapted from TESC Region 10 by Dr. Edward Ude, BISD

Academic/Cognitive factors affecting Second Language Acquisition • Motivation • First language development (L1) • Access to second language (L2) use • Age • Personality/affective domain • Peers and role models ***** • Cognitive ability and L1 development • Quality of instruction Adapted from TESC Region 10 by Dr. Edward Ude, BISD

Acquisition Similar to L1 “picking up” the L2 Subconscious Implicit knowledge Formal teaching does not help Learning Formal knowledge, L2 Knowing about L2 Conscious Explicit knowledge Formal teaching helps Acquiring the L2 or learning the L2; how should it be? Adapted from TESC Region 10 by Dr. Edward Ude, BISD

Inferences About L1 Acquisition

First Language Learned at home Learned by young kids Learned to communicate with loved oned Largely an unconscious process No time pressure Second Language Key Differences Between L1 and L2 Acquisition Adapted from TESC Region 10 by Dr. Edward Ude, BISD

Stages of Language Acquisition • Pre-Production • Early Production • Speech Emergence • Intermediate Fluency • Advanced Fluency Adapted from TESC Region 10 by Dr. Edward Ude, BISD

BICS(1-2 years) Basic Interpersonal Communication Skills-Social Language Face to Face Embedded with situational context Acquired form environ. CALP (5-7 years) Cognitive Academic Language Proficiency Associated with education Abstract language required for work Complex – conceptual Includes analysis, synthesis and evaluation Second Language Acquisition Adapted from TESC Region 10 by Dr. Edward Ude, BISD

Basic Interpersonal Communication Skills Cognitive Academic Language Proficiency What Teachers Need to Know About Second Language Learning (cont.) CALP BICS Adapted from TESC Region 10 by Dr. Edward Ude, BISD

What Teachers Need to Know About Second Language Learning (cont.) Cognitively Undemanding Developing survival vocabulary Following demonstrated directions Engaging in telephone conversations Reading and writing for personal purposes: notes, lists, sketches, etc. Context Embedded (Concrete) Context Reduced (Abstract) Participating in hands-on science and mathematics activities Making maps, models, charts, and graphs Solving math computational problems Understanding academic presentations without visuals or demonstrations: lectures Solving math word problems without illustrations Taking standardized achievement tests Cognitively Demanding (Cummins, 1981) Adapted from TESC Region 10 by Dr. Edward Ude, BISD

A STUDENT’S REAL LIFE EXPERIENCES MAKE UP HIS/HER VERSION OF REALITY AND THAT VERISON OF REALITY GOVERNS WHAT HIS/HER PRIORITIES IN LIFE WILL BE. LANGUAGE LEARNERS, MINORITES, IMMIGRANTS, AT-RISK STUDENTS ARE ALL SUBJECT TO THIS PHENOMENON. Suggested Readings: The Culture of Poverty by Edward Banfield Anglos And Mexicans In The Making Of Texas, 1836-1986 by Dr. David Montejano Adapted from TESC Region 10 by Dr. Edward Ude, BISD

Affective Filter • Students must have a risk-free environment • Needs and emotional states will affect whether or not input will be comprehensible Research is clear. Relationships are a crucial element of student achievement Adapted from TESC Region 10 by Dr. Edward Ude, BISD

Characteristics of Sheltered Instruction • Warm, affective environment • High levels of student interaction, including small-group and cooperative learning • Student-centered • More hands-on tasks • Careful, Comprehensive Comprehensible Input • Planning, including selecting key concepts from core curriculum Adapted from TESC Region 10 by Dr. Edward Ude, BISD

Characteristics of Sheltered Instruction (cont.) • Well-planned lessons • Time-on-task • Use of student background knowledge and experience • Variety of delivery modes • Grade-level content • Checks for understanding • Use of higher-order thinking skills • Explicitly-stated lesson objectives Adapted from TESC Region 10 by Dr. Edward Ude, BISD

Modeling Hands-on activities Real world Commercially-made pictures Teacher-made pictures Overhead projector Demonstrations Multimedia Timelines Graphs Bulletin boards Maps Globes Computers Resources and Techniques for Sheltered Instruction Adapted from TESC Region 10 by Dr. Edward Ude, BISD

What is Sheltered Instruction • Program or Approach • English is the primary language of instruction • Strategies help ELL students access the curriculum • Classes may be all ELL or heterogeneous • Fluent English speakers serve as models Adapted from TESC Region 10 by Dr. Edward Ude, BISD

Sheltered Instruction and ESL Comparisons ESL Sheltered Instruction Both focus on content area terminology. Both emphasize a need to teach metacognitive strategies. Both focus on grade level TEKS. The goals focus on subject mastery. Sheltered instruction strategies are used. Instruction follows the mainstream scope and sequence. The goals focus on English development. ESL methods are used. The teacher is endorsed in ESL. The teacher is certified in the content area and has ESL training. Adapted from TESC Region 10 by Dr. Edward Ude, BISD

Sheltered Inst. Components • Preparation • Building Background • Comprehensible Input • Strategies • Interaction • Practice/Application • Lesson Delivery • Review and Assessment Adapted from TESC Region 10 by Dr. Edward Ude, BISD

SIOP Component 1, Preparation 1 TEKS-Concept • Content objectives • Language objectives • Skills objectives • Supplemental materials Curriculum adaptations • Meaningful activities Adapted from TESC Region 10 by Dr. Edward Ude, BISD

Language Objectives Should Be Observable • SWBAT make predictions • SWBAT use prior language • SWBAT describe • SWBAT represent expository text visually • SWBAT make and explain • SWBAT read story problems • SWBAT sequence • SWBAT identify • SWBAT share his/her opinion • SWBAT write, provide detail, and meaning Adapted from TESC Region 10 by Dr. Edward Ude, BISD

Adaptation of Content Increase use of……………… • Graphic organizers • Native language texts • Framed sentences or outlines • Taped texts • Marginal notes • Modified texts/reading materials Adapted from TESC Region 10 by Dr. Edward Ude, BISD

Group Activity: Preparation • In groups, plan a content objective, a language objective, and a skill objective Adapted from TESC Region 10 by Dr. Edward Ude, BISD

SIOP COMPONENT 2 BUILDING BACKGROUND Adapted from TESC Region 10 by Dr. Edward Ude, BISD

English Language Learners DiverseBackgrounds (ELL/LEP/ESL/ESOL) • Newly arrived with adequate schooling. (less than 5 years) • Newly arrived with limited formal schooling. Less that 5 years) • Long term English learner. 7+years in the U.S. Adapted from TESC Region 10 by Dr. Edward Ude, BISD

Accessing prior knowledge in second language learners. • Critical component in the planning of instruction • All new information needs to be linked to student’s relevant prior knowledge • The learning should be made explicit so that students understand that they are building on knowledge frameworks acquired through prior schooling and life experiences Adapted from TESC Region 10 by Dr. Edward Ude, BISD

Assessing Prior Knowledge • Questioning • Charts • KWL • Student Journals • Lesson Connections Adapted from TESC Region 10 by Dr. Edward Ude, BISD

Background Knowledge • The fact is learning depends on… • Skill of the teacher • Interest of the student • Complexity of the content With this, research supports that what students already know abut the content is one of the strongest indicators of how well they will learn new information relative to the content. Adapted from TESC Region 10 by Dr. Edward Ude, BISD

Background knowledge…continued Types of knowledge • Academic • Background knowledge built on traditional schooling in core subjects • Non-academic • Background knowledge built on survival experiences, i.e. real life The goal is to enhance academic background knowledge by utilizing what the student brings from home Adapted from TESC Region 10 by Dr. Edward Ude, BISD

Building Background-Content • Read alouds • Presenting the information explicitly- concept definition maps • Generate & plan discussions about the topic • Using pictures • Videos • Guest speakers • Field trips Adapted from TESC Region 10 by Dr. Edward Ude, BISD

Concept Map….vocabulary Adapted from TESC Region 10 by Dr. Edward Ude, BISD

Academic Vocabulary is KEY to Achievement! To understand words and learn new words Students must be actively involved and immersed with challenging vocabulary Breaking vocabulary words apart using: • Prefixes • Suffixes • Latin/Greek Roots • Inflections • Parts of speech Concept-based WORD WALLS, word sorts, and personal dictionaries should be utilized. REMEMBER, ENGLISH IS NOT ALWAYS PHONETICAL! Adapted from TESC Region 10 by Dr. Edward Ude, BISD

SIOP Component 3Comprehensible Input • Speech appropriate for student’s proficiency • Slower rate • Careful enunciation • Simple Sentence Structures • Clear explanation of academic tasks • Include: modeling, visuals, hands-on activities, demonstrations, gestures, body language. Adapted from TESC Region 10 by Dr. Edward Ude, BISD

Strategies for Comprehensible Input • Cloze activities • Mix and match words Simplifying Teacher Talk: • Speaking slowly • Include pauses • Repeat vocabulary words / key words • Avoid slang and idioms (newcomers) Adapted from TESC Region 10 by Dr. Edward Ude, BISD

SIOP Component 4 Strategies Adapted from TESC Region 10 by Dr. Edward Ude, BISD

Scaffolding • Scaffolding is a means by which students receive support in various forms from their teachers in an effort to promote skills and understanding, eventually resulting in student independence through the careful reduction of support as students make progress. Adapted from TESC Region 10 by Dr. Edward Ude, BISD

Verbal Scaffolding According to Echevarria, Vogt, and Short (2000), teachers use verbal scaffolding to prompt, guide, and support English language learners by using a variety of questioning techniques that promote higher levels of thinking as students develop their language skills. Student Independence Apply Practice Model Teach Adapted from TESC Region 10 by Dr. Edward Ude, BISD

Procedural Scaffolding Procedural scaffolding refers to the use of grouping configurations that provide different levels of support to students as they gain greater levels of language proficiency and skills. Independent Work Student Independence Paired/ Partner Small Group Whole Class Adapted from TESC Region 10 by Dr. Edward Ude, BISD

Three Types of English Language Learners Formal Schooling Limited-Formal Schooling Long-Term Adapted from TESC Region 10 by Dr. Edward Ude, BISD

Effective teachers Affective support Cognitive support Linguistic support Focused instruction Modified texts Modified and differentiated instruction Opportunities to demonstrate mastery of knowledge and skills Needs of English Language Learners

Effective Teachers Ability to use appropriate questioning techniques Ability to differentiate instruction Ability to maintain an appropriate sense of timing and pacing Ability to multi-task Ability to engage all students in meaningful learning

Affective Support The greatest motivation for any student to learn a second language is the desire to live in fellowship with those individuals that speak that language. Valued native language and culture Anxiety-free learning situation Advocacy for rights Opportunities for success

Cognitive Support TEKS in English and the content areas Comprehensible input Higher-level thinking skills Learning strategies

Linguistic Support • Research-based instruction • Meaningful interactions with more proficient English speakers • Instruction designed for level of proficiency

Focused Instruction Based on Content, Language, and Metacognitive Objectives Language Metacognitive 2 3 1 Content

Modified Texts Appropriate for Language Proficiency and Reading Level • Teachers can modify texts to make content more comprehensible for their students by: • Using graphics • Using outlines • Rewriting the text • Using audio recordings • Providing demonstrations • Using alternate books or materials

Modified and Differentiated Assignments Based on Language Proficiency • Teachers can modify assignments so that a distinction can be made between the student’s content knowledge and language proficiency by: - Simplifying the objectives • Asking the students to draw or use pictures • Using oral discussions in pairs or small groups • Modifying the length and difficulty of the assignments

Sheltered Instruction