Sheltered Instruction for English Language Learners

1. Sheltered Instruction for English Language Learners Tonie Garza tgarza@elsaberenterprises.com

2. Learner Outcomes • Identify the characteristics of the Sheltered Instruction Model. • Analyze the different components. • Practice various strategies. • Apply theory into practice. • Identify different methods of adapting lesson plans for ELL.

3. ELL Assessment • Entry • Oral Language Proficiency--Woodcock-Muñoz • Standardized Assessment • Benchmarks • As appropriate • Criterion • TAKS—Spanish, English, LAT • Linguistic • TELPAS • Woodcock-Muñoz

4. Student Exit and Monitoring • Exit Criteria • Fluent English Speaker • Meeting Grade level Standards • Meeting Minimum Expectations on TAKS or 40%ile on a Standardized Assessment • Monitoring • Year 1 and 2 • LPAC Reviews academic progress each grading period • Reclassify if necessary

5. What is Sheltered Instruction

6. Planning a Learning Experience Learning Experiences Content + Process + Product = Process Thinking Content Problem Solving Concept Research Oral Topics Kinesthetic Skills Written Product Visual Learning Experiences + + =

7. Components of Sheltered Instruction • Language Acquisition • Comprehensible Input • Lesson Preparation – Objectives • Background Knowledge – Vocabulary • Lesson Delivery • Interaction • Scaffolding • Instructional Strategies • Assessment

8. Affective filter UP Affective filter DOWN Learner: Learner: tense relaxed anxious confident bored motivated NO ACQUISITION ACQUISITION Krashen’s Monitor Model The Affective Filter Hypothesis • Variables like motives, needs, attitudes, & anxiety may prevent learners from using input (i.e. from acquisition)

9. Making Input Comprehensible • Use authentic language. • Use non - verbal cues. • Use manipulatives, realia, and visuals. • Create a low - stress friendly environment. • Give clear explanation of academic tasks.

10. Making Input Comprehensible • Restate. • Use cognates. • Use high frequency words. • Reduce the number of pronouns. • Avoid slang and idioms (for beginners).

11. Making Input Comprehensible • Stress student involvement; hands - on activities. • Use prior content introduction in the primary language. • Simplify teacher talk.

12. Simplifying Teacher Talk • Speak slowly. • Enunciate clearly. • Include pauses. • Repeat key words/vocabulary.

13. Scaffolding Providing substantial amounts of support and assistance in the earliest stages of teaching a new concept or strategy, and then decrease the amount of support as the learners acquire experience through multiple practice opportunities (Vacca, 2000).

14. Scaffolding I Do YouDo We Do

15. You Do I Do Group Practice Independent Practice Objectivs Cues We Do Guided Practice

16. Ways of Building Background Knowledge • A wide range of reading opportunities • Language interaction • Educational Media • Direct vocabulary instruction related to content

17. Activities to Deepen Understanding of Vocabulary • Comparing terms • Classifying terms • Generating metaphors using terms • Generating analogies using terms • Revising initial descriptions or nonlinguistic representations of terms • Using understanding of roots and affixes to deepen knowledge of terms

18. Decide on an appropriate cue word and give students 3 minutes to write as many words as they can associate with the term. Ask for a quick justification for how each word or expression relates to the topic. List-Group-Label

19. When a sufficient list has been compiled, have students work in cooperative teams to groups items by common characteristics. Provide teams with small slips of paper so they can record items and physically shift then into groups. Students should aim for at least three items per group, if possible. List-Group-Label (cont.)

20. List-Group-Label (cont.) Finally have students examine their groupings and decide on an appropriate label, which can be written on a slip of paper and used as a title for each sublist. Each team shares its categories and explains the rationale for organizing the lists.

21. Essential Characteristics: Nonessential Characteristics: Non Examples: Examples: Frayer Model

22. Other Strategies • Add Subtract Multiply • Closed or Open Word Sort • Word Wall • Cloze Sentences • Alphaboxes • Socratic Seminar • PWIM • Gist • Graphic Organizers • SQP2RS

23. Textbook Highlights • Contents and Index • Titles—Chapter, Sections and Subsections • Outlines and Questions • Summaries and Review Sections • Glossaries • Text Boxes and Highlighted Areas • Text Organizers • Graphics • Visuals • Vocabulary