SHELTERED INSTRUCTION Part I

1. SHELTERED INSTRUCTION Part I Pilar Moreno-Recio Executive Director of Bilingual/ESL Education ECISD

2. DAY ONE AGENDA • 8:00-11:30 TRAINING 10:00-10:15Break • 11:30-1:00 LUNCH BREAK • 1:00-4:00 TRAINING 2:00-2:15 Break

3. QUESTIONS / COMMENTS:“Parking Lot”

4. Training Objectives Content Objectives: At the end of this two-day training . . . You will have an awareness of some challenges ELLs, as well as other students, and teachers of ELLs face in the classroom. You will become cognizant of some strategies for overcoming these challenges. Language Objectives: During this two-day training . . . You will interact with your fellow educators demonstrating your new understanding of terms associated with second language acquisition and sheltered instruction.

5. Introduction Background on English Learners Second Language Acquisition Improving Instruction Getting Started with Sheltered Instruction

6. CONTENT OBJECTIVE:In this section, you will establish an understanding of the challenges facing ELLs and the reasons behind the need for sheltered instruction in every classroom containing ELLs. LANGUAGE OBJECTIVE: In this section, you will work in collaborative groups to write down the ideas you already have about sheltered instruction and/or SIOP, compare them to the new information, and develop a working vocabulary relating to second language acquisition.

7. “aLPHaBeTSouP” • L1– a student’s primary or home language • L2 – a student’s second language or language of acquisition • LEP - Limited English Proficient • ELL/EL – English Language Learner/English Learner • Texas English Language Proficiency Assessment System • TELPAS • Language Proficiency Assessment Committee • LPAC – • (English Language Proficiency Standards) – replaced the ESL TEKS; is now the responsibility of all content-area teachers to give instruction that supports development of listening, speaking, reading, and writing • ELPS – • BICS – • (Basic Interpersonal Communication Skills) – the language of everyday conversations • CALP – • (Cognitive Academic Language Proficiency) – the language of the classroom or of the academic content

8. Let’s build some background about English Language Learners . . . One challenge ELL face is…

9. Demographic Changes and English Language Learners (ELLs): • The States with the highest growth in ELLs are: SC, NC, TN, GA & IN. • 1:5 students in the U.S. is the child of an immigrant (Capps et al., 2005) • General student population grew 2.6% between 1995-2005 vs. ELL student population grew 56% (Batalova, Fix & Murray, 2007) • 79% of ELs speak Spanish as their L1 followed by: Chinese/Cantonese, Vietnamese, Hmong, Korean and all other languages (National Clearinghouse for English Language Acquisition, 2006a). • ELLs struggle in school more than any other group except those identified for special education (Gandara & Hopkins, 2010). • More than 80% of ELLs are born in the U.S. and are U.S. citizens (Gandara & Hopkins, 2010).

10. Predicting Success for ELLs • - Only 30% of all secondary students read proficiently, but for students of color, the situation is worse: 89% of Hispanic students and 86 % percent of African American middle and high school students read below grade level (Perie, Grigg, & Donahue, 2005). • Since NCLB in 2001, increased number of high school ELs not receiving a diploma because they failed high-stakes tests despite fulfilling all other graduation requirements (Biancarosa & Snow, 2004; Center on Education Policy, 2005; Edley & Wald, 2002). • - Since NCLB in 2001, increased number of high school ELs not receiving a diploma because they failed high-stakes tests despite fulfilling all other graduation requirements (Biancarosa & Snow, 2004; Center on Education Policy, 2005; Edley & Wald, 2002).

11. Think-Pair-ShareI infer it is _____ because_____.

12. Above the surface Think-Pair-Share How can this picture possibly relate to second language acquisition? I think this picture relate to second language acquisition …

13. As teachers of ELLs, we need to be cognizant that our students may or may not possess more knowledge of content than what they can demonstrate in L2. What you see is NOT ALWAYS what you get.

14. Cummins’ Dual Iceberg Model

15. Cummins’ Dual Iceberg Model Common Underlying Proficiency Theory la hipotenusa hypotenuse el cateto leg Elevada a la segunda potencia squared plus mas is es

16. Factors that Affect Language Acquisition • Motivation (yours and the students’) • First language development in ELL students • Access to the language • Age • Personality and learning style • Quality of instruction We think ______ affects second language acquisition because…..

17. Reflection • What are the factor(s) that we CANNOT control? 2. What factor(s) can we control and why? Look at the list of factors which we can control. Which ONE do we have the most control over?

18. Are We Prepared? “The lack of success in educating linguistically and culturally diverse students is problematic because federal and state governments expect all students to meet high standards . . . . . .and have adjusted national and state assessments as well as state graduation requirements to reflect new levels of achievement and to accommodate requirements of the No Child Left Behind Act (2001).” - Echevarria, Vogt, & Short (2008)

19. Why Do We Need Sheltered Instruction? “Academic programs are not well-established, sheltered curricula, and appropriate resources are not readily available; most importantly, many teachers are not trained to meet the needs of these second language learners.” -Echevarria, Vogt, & Short (2008) “41.2 % of the 2,984,791 public school teachers reported teaching ELLs, but only 12.5% had had 8 or more hours of training in the past three years on how to support ELLs.” - Schools and Staffing Survey, NCES, 2002

20. What is Sheltered Instruction (SI)?

21. Can sheltered instruction benefit Non-LEP students? Socio-cultural awareness is infused Level of rigor is maintained (higher order thinking) Content is Comprehensible (scaffolding) Sheltered Instruction (SI) English learners access grade-level content (TEKS) Academic English language is developed Class makeup: ELLs + native English speakers or just ELLs

22. Goals of Sheltered Instruction Make content comprehensible Develop academic language

23. Cummins’ (1981) Model of Academic Language

24. Cummins’ (1981) Model of Academic Language • Demonstrations • Audio-visual assisted lesson • Science experiments • Tracing, Singing for fun, Push-ups while counting • Follow simple directions • Face-to-face conversations

25. Cummins’ (1981) Model of Academic Language • Demonstrations • Audio-visual assisted lesson • Science experiments • Demonstrations • Audio-visual assisted lesson • Science experiments

26. Cummins’ (1981) Model of Academic Language

27. QUIZ: Look at the following quiz. When you have answered each of the questions, please put your pencil down. • What is a blue tick? • What is the best way to catch catfish? • What is a hahnabata? • What is jan ken po?

28. QUIZ: ANSWERS Is this test culturally biased???? 1. A dog (in Appalachia) 2. Electrofishing (in Appalachia) 3. A runny nose (in Hawaii) 4. Rock, paper, scissors (in Korea)

29. CONTENT OBJECTIVE:In this section, you will establish an understanding of the challenges facing ELLs and the reasons behind the need for sheltered instruction in every classroom containing ELLs or low-performing students. LANGUAGE OBJECTIVE: In this section, you will work in collaborative groups to write down the ideas you already have about sheltered instruction and/or SIOP, compare them to the new information, and develop a working vocabulary relating to second language acquisition.

30. Break

31. Pre-AssessmentSelf-Analysis Checklist for SI Please complete the self-assessment . . . .

32. Where are we going? In this training, we will discuss in detail the following: -Introduction/Background on ELLs -Lesson Preparation -Building Background -Comprehensible Input -Strategies -Interaction -Practice and Application -Lesson Delivery -Review and Assessment

33. Where are we going . . . today? -Introduction -Lesson Preparation -Building Background

34. Lesson Preparation 1. Content Objectives Clearly Defined, Displayed, and Reviewed with Students 2. Language Objectives Clearly Defined, Displayed, and Reviewed with Students 4. Supplemental Materials Used to a High Degree 3. Content Concepts Appropriate for Age and Educational Background 6. Meaningful Activities That Integrate Lesson Concepts with Language Practice Opportunities 5. Adaptation of Content to All Levels of Student Proficiency

35. LESSON PREPARATION: WHAT’S THE BOTTOM LINE? KNOW YOUR STUDENTS’ NEEDS. “ . . . remember, that the first step in the instructional process is comprehensive and thoughtful lesson design.” -Echevarria, Vogt, & Short (2008)

38. CONTENT OBJECTIVE:In this section, you will learn the purpose and characteristics of well-developed content and language objectives. LANGUAGE OBJECTIVE: In this section, you will write a content and language objective using the ELPS “cheat sheet”.

39. 1. Content Objectives Effective instruction requires that “concrete content objectives that identify what students should know and be able to do must guide teaching and learning.” -Echevarria, Vogt, & Short (2008) What do we call the State standard for “what students should know”? The skills that the students should “be able to do” are part of the TEKS, and are referred to as . . . Student Expectations (SEs). • TEKS

40. 1. Content Objectives TEK 4.18 – Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. 4.18(A)(i) – STUDENTS ARE EXPECTED TO: create brief compositions that establish a central idea in a topic sentence

41. Content Objectives- Points to Remember - • Written in a student-friendly format : • Written in terms of what students will learn or do • Stated simply, both orally AND in writing • Reflects “WHAT” the students need to know • Must be tied to specific grade-level content standards (TEKS/SEs) • Limit to one or two per lesson to reduce the complexity of the learning task (reflects something that can be taught and learned in a lesson or two) Content Objectives put the pieces of the lesson together – a succinct summarization.

42. Let’s Practice . . . • Start with a specific TEK, • Focus on the goal of your lesson that covers that specific TEK, and • Write a statement in student-friendly language that expresses the overall goal of the lesson (remember it should be a measurable goal) Ask yourself: Does this content objective clearly identifywhat students should know and be able to do? Will it help guide instruction and learning?

43. Content Objectives- Points to Remember - • Written in a student-friendly format : • Written in terms of what students will learn or do • Stated simply, both orally AND in writing • Reflects “WHAT” the students need to know • Must be tied to specific grade-level content standards (TEKS/SEs) • Limit to one or two per lesson to reduce the complexity of the learning task (reflects something that can be taught and learned in a lesson or two) Content Objectives put the pieces of the lesson together – a succinct summarization.

44. 2. Language Objectives “While carefully planning and delivering content objectives, Sheltered Instruction teachers “must also incorporate in their lesson plans activities that support students’ language development.” -Short (1999) ESL TEKS 2007 ELPS

45. English Language Proficiency Standards (ELPS) • Revised ELPS were approved by the State Board of Education in the 2007-2008 school year. • The ELPS are part of the state-required curriculum. • The ELPS outline the instruction school districts SHALL provide to ELLs in order for ELLs to have the full opportunity to learn English and succeed academically.  • The ELPS are to be implemented as an integral part of the instruction in each foundation and enrichment subject of the TEKS.  • Teachers teach BOTH, the content area TEKS and the ELPS, in instructing ELLs.

46. English Language Proficiency Standards (ELPS) • The ELPS define the English language proficiency levels of beginning, intermediate, advanced, and advanced high. • The proficiency levels are in regard to the 4 domains of language which are: listening, speaking, reading, and writing.  • TELPAS measures the ELPS student expectations from the cross-curricular second language acquisition knowledge and skills and uses the ELPS proficiency level descriptors as assessment rubrics. • The ELPS may be found at http://www.tea.state.tx.us/rules/tac/chapter074/ch074a.html

47. English Language Proficiency Standards (ELPS)

48. Language Objectives- Points to Remember - • Written in a student-friendly format : • Written in terms of what students will learn or do • Stated simply, both orally AND in writing • Reflects “HOW” the students will practice language during the lesson: • Must be tied to specific proficiency level language standards (ELPS) • Limit to one or two per lesson to reduce the complexity of the learning task “We learn primarily through language, and use language to express our understanding.” -Echevarria, Vogt & Short (2008)

49. Let’s Practice . . . • Start with a specific domain that will fit with your lesson focus (listening, speaking, reading or writing) • Find an ELP that matches your focus domain and your lesson, and • Write a statement in student-friendly language that expresses the overall language goal of the lesson (remember, it should be measurable) Ask yourself: Does this language objective clearly identifywhat students should be able to do linguistically? Will it help guide language instruction and learning?

50. Let’s move it!Musical Share • When You finish your language objective. Please stand up. • As the music plays, you will move around the room. When the music stops, you will introduce yourself to the closest person to you. It must be someone with whom you’ve not spoken today. • You will share you content, language objective, content concepts and sentence stems. You will listen to the feedback offered by the other person. The other person will follow the same process.