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Improving Education for English Learners: Research Based Approaches:

Improving Education for English Learners: Research Based Approaches:. Chapter 5 Programs and Practices for Effective Sheltered Content Instruction Jana Echevarría, CSU Long Beach Deborah Short, Center for Applied Linguistics. Today’s format….

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Improving Education for English Learners: Research Based Approaches:

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  1. Improving Education for English Learners: Research Based Approaches: Chapter 5 Programs and Practices for Effective Sheltered Content Instruction Jana Echevarría, CSU Long BeachDeborah Short, Center for Applied Linguistics

  2. Today’s format… • Pair discussions –graphic organizer with focus questions • Briefly touch upon sections 1-5 • Focus on sections 6-8

  3. Review of Chapter 4 • Role of First-Language Literacy • Role of English-Language Literacy • Sociocultural Context • Social vs. Academic Language The Eight Guidelines for Teaching Literacy to English Learners

  4. What’s on your mind?

  5. Chapter 5 OverviewEight Sections • Rationale for focus on Sheltered Instruction Observation Protocol (SIOP) , pp. 251-252 • Rationale and Components of SDAIE in providing ELs access to content subjects, pp. 253-262 • Pedagogical Models of Sheltered Content Instruction with a focus on SIOP (Sheltered Instruction Observational Protocol), pp. 262-264 • Components and features of the SIOP model, pp. 264-271

  6. Chapter 5 OverviewEight Sections (cont’d) 5. Application of the SIOP model, pp. 272-276 6.Research Syntheses, pp. 276-286 7. Program Models, pp. 287-297 8. Professional Development, pp. 297-301

  7. History of Sheltered Instructionp. 256 Figure 5.1

  8. Goals of Content-Based ELDand Sheltered Content Instruction p. 259, Figure 5.1 Partner As work together. Partner Bs work together What are the differences between the two types of instruction?

  9. Interaction ofLanguage-Content-Task

  10. Section 6: Research Syntheses (pp. 276-278) All of the highlights listed on these pages have been mentioned in previous chapters: • The processes of L2 literacy development are influenced by a number of variables (L1 literacy, SES) • Certain L1 skills transfer to English Literacy • Teaching the 5 major components of reading to Els is necessary but not sufficient for developing academic literacy. • Academic literacy in L1 facilitates the development of academic literacy in English. • High quality instruction for ELs is similar to high quality instruction for EOs, but ELs who are not at advanced levels need accommodations. • ELs need enhanced, explicit academic vocabulary development.

  11. Section 7Program implementation should consider: • Scheduling for students • Access to and completion of courses necessary to graduate from HS • Flexible pathways into regular curriculum • Explicit timeline and set of coursework that leads to graduation • Extend students’ time for learning • Extension of the school day, before, after, or summer. • Considerations for beginners • Additional time, primary language support, two years to cover a one year course

  12. Section 8Professional Development Effective SIOP Professional Development includes: • PLC • Reflection on practices • Discussing the implementation • Coaching with knowledgeable trainers • Modeling of lessons • Refining lesson plans based on student assessment • Agreed upon strategies implemented school-wide

  13. Conclusion…

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