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

Sheltered Instruction for English Language Learners

Tonie Garzatgarza@elsaberenterprises.com

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.

ELL Assessment

• Entry– Oral Language Proficiency--Woodcock-Muñoz – Standardized Assessment

• Benchmarks– As appropriate

• Criterion– TAKS—Spanish, English, LAT

• Linguistic– TELPAS– Woodcock-Muñoz

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

Planning a Learning Experience

Content

+ Process + Product

=Learning

Experiences

ContentConcept

Topics

Skills

+

ProcessThinkingProblem Solving

Research

+

Product Visual

OralKinestheti

cWritten

=Learning

Experiences

Components of Sheltered Instruction

• Language Acquisition• Comprehensible Input • Lesson Preparation – Objectives• Background Knowledge – Vocabulary• Lesson Delivery

– Interaction– Scaffolding– Instructional Strategies

• Assessment

Krashen’s Monitor Model

The Affective Filter Hypothesis

Variables like motives, needs, attitudes, & anxiety may prevent learners from using input (i.e. from acquisition)

Affective filter UP

NO ACQUISITION

Learner:anxiousbored

tense

Affective filter DOWN

ACQUISITION

Learner:confiden

tmotivated

relaxed

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.

Making Input Comprehensible

• Restate.• Use cognates.• Use high frequency words.• Reduce the number of pronouns.• Avoid slang and idioms (for

beginners).

Making Input Comprehensible• Stress student involvement;

hands - on activities.• Use prior content introduction in

the primary language.• Simplify teacher talk.

Simplifying Teacher Talk

• Speak slowly.• Enunciate clearly.• Include pauses.• Repeat key words/vocabulary.

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).

Scaffolding

Scaffolding

I Do You Do

We Do

I Do

Objectivs

Cues

Guided Practice

You Do

Group Practice

Independent Practice

We Do

• A wide range of reading opportunities

• Language interaction• Educational Media• Direct vocabulary instruction

related to content

Ways of Building Background Knowledge

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

•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

•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.)

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.

Frayer Model

Essential Characteristics:

Nonessential Characteristics:

Examples: Non Examples:

23

Other Strategies

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

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