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

SHELTERED INSTRUCTIONPart I

Pilar Moreno-RecioExecutive Director of Bilingual/ESL Education

ECISD

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

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.

Background on English Learners

Second Second Language AcquisitionAcquisition

Improving Instruction

Getting Started with Sheltered Instruction

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.

•L1– •L2 – •LEP -

•ELL/EL –

•TELPAS

•LPAC –

•ELPS –

•CALP –

•BICS –

a student’s primary or home language

a student’s second language or language of acquisitionLimited English Proficient

English Language Learner/English Learner

Texas English Language Proficiency Assessment System

•(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

•Language Proficiency Assessment Committee

•(Basic Interpersonal Communication Skills) – the language of everyday conversations

•(Cognitive Academic Language Proficiency) – the language of the classroom or of the academic content

One challenge ELL face is…

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).

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).

-- 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).

Above the surface

How can this picture possibly relate to second language acquisition?I think this picture relate to second language acquisition …

What you see is NOT ALWAYS what you get.

la hipotenusa hypotenuse

el cateto

leg

Elevada a la segunda potencia

squared

masplus

esis

Common Underlying Proficiency Theory

1. Motivation (yours and the students’)2. First language development in ELL

students3. Access to the language4. Age5. Personality and learning style6. Quality of instruction

We think ______ affects second language acquisition because…..

1. What are the factor(s) that we CANNOT control?

Look at the list of factors which we Look at the list of factors which we can control.can control.

Which ONE do we have the most Which ONE do we have the most control over?control over?

22.. What factor(s) can we control and why?

“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 . . .

Are We Prepared?

. . .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)- Echevarria, Vogt, & Short (2008)

“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- Schools and Staffing Survey, NCES, 2002

What is ShelteredWhat is ShelteredInstruction (SI)?Instruction (SI)?

Can sheltered

instruction benefit Non-

LEP students?

ShelteredShelteredInstruction (SI)Instruction (SI)

Content is Comprehensible(scaffolding)

Socio-cultural awareness is infused

Level of rigor is maintained (higher order thinking)

Academic English language is developed

Class makeup:ELLs + native English speakers or just ELLs

English learners access grade-level content (TEKS)

Make content comprehensible

Develop academic language

Low Cognitive Low Cognitive Demand Demand (easy)(easy)

High Cognitive High Cognitive Demand Demand (difficult)(difficult)

High High ContexContextt(Many (Many clues)clues)

A. (easiest)

ImmediateImmediate and very and very concrete concrete allowing

one to use his/her fivesenses to understand

his/her environment, but not not quite

necessitating

higher order thinking.higher order thinking.

B. Immediatemmediate and very concrete concrete with regard

to manipulating manipulating aspects of one’s environment, and one is able to able to learnlearn

complex conceptscomplex concepts through more

than just auditory or visual input.

Low Low ContexContextt(Few (Few Clues)Clues)

C. Abstract Abstract in terms of physical or sensory input, yet notnot necessitating the use of complex cognitive complex cognitive functionsfunctions, such as analysis, synthesis, evaluation, or creation.

D. (most difficult) Abstract Abstract with regard to natural

sensory input with the added

challenge of seekingseeking to to

understand content understand content or ideas that are distant and not immediate.



High High ContexContextt(Many clues)(Many clues)

A. (easiest)

ImmediateImmediate and very concrete concrete

allowing one to use his/her five

senses to understand his/her

environment, but not not quite

necessitating higher higher

order thinkingorder thinking.

B.

ImmediateImmediate and very concrete concrete

with regard to manipulatingmanipulating

aspects of one’s environment,

and one is able to able to learnlearn complex concepts complex concepts through

more than just auditory or visual

input. Tracing, Singing for fun,

Push-ups while counting Follow simple directions Face-to-face

conversations

Demonstrations Audio-visual

assisted lesson Science experiments




C.

AbstractAbstract in terms of physical or sensory input, yet notnot necessitating the use of complex cognitive complex cognitive functionfunctions, such as analysis, synthesis, evaluation, or creation.

D. (most difficult)

Abstract Abstract with regard to natural



understand content understand content or ideas that

are distant and not immediate.


assisted lesson Science experiments


assisted lesson Science

experiments



High High ContexContextt(Many (Many clues)clues)

A. (easiest)

ImmediateImmediate and very concrete concrete allowing

one to use his/her fivesenses to understand

his/her environment, but not not quite

necessitating

higher order thinking.higher order thinking.

B. Immediatemmediate and very concrete concrete with regard

to manipulating manipulating aspects of one’s environment, and one is able to able to learnlearn

complex conceptscomplex concepts through more

than just auditory or visual input.


C. Abstract Abstract in terms of physical or sensory input, yet notnot necessitating the use of complex cognitive complex cognitive functionsfunctions, such as analysis, synthesis, evaluation, or creation.

D. (most difficult) Abstract Abstract with regard to natural



understand content understand content or ideas that are distant and not immediate.

QUIZ:Look at the following quiz. When you have answered each of the questions, please put your pencil down.

1.What is a blue tick? 2.What is the best way

to catch catfish? 3.What is a hahna bata?

4.What is jan ken po?

QUIZ: ANSWERSANSWERSIs 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)

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..

Please complete the self-assessment . . . .

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

-Introduction

-Lesson Preparation

-Building Background

1. Content Objectives Clearly 1. Content Objectives Clearly Defined, Displayed, and Defined, Displayed, and Reviewed with StudentsReviewed with Students

3. Content Concepts 3. Content Concepts Appropriate for Age Appropriate for Age

and Educational and Educational BackgroundBackground

4. Supplemental Materials 4. Supplemental Materials Used to a High DegreeUsed to a High Degree

5. Adaptation of 5. Adaptation of Content to All Levels of Content to All Levels of

Student Proficiency Student Proficiency

6. Meaningful Activities That 6. Meaningful Activities That Integrate Lesson Integrate Lesson Concepts with Language Concepts with Language Practice OpportunitiesPractice Opportunities

2. Language Objectives 2. Language Objectives Clearly Defined, Displayed, Clearly Defined, Displayed,

and Reviewed with Studentsand Reviewed with Students

KNOW YOUR STUDENTS’ KNOW YOUR STUDENTS’ NEEDSNEEDS.

“ . . . remember, that the first step in the instructional process is comprehensive and thoughtful lesson design.”





LANGUAGE OBJECTIVE: In this section, you will write a content and language objective using the ELPS “cheat

sheet”.

1. 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 . . .

TEKSTEKS Student Expectations Student Expectations (SEs).(SEs).

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

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.

1.Start with a specific TEK,2.Focus on the goal of your lesson

that covers that specific TEK, and3.Write a statement in student-

friendly language that expresses the overall goal of the lesson (remember it should be a measurable goal)Ask yourselfAsk yourself: Does this content objective clearly identify what students what students should know should know and and be able to dobe able to do? Will it help guide instruction and learning?

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.

“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 ESL TEKSTEKS

ELPSELPS2007

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.

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



English Language Proficiency Standards (ELPS)

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 We learn primarily through language, and use

language to express our understanding.”language to express our understanding.”

-Echevarria, Vogt & Short (2008)-Echevarria, Vogt & Short (2008)

1.Start with a specific domain that will fit with your lesson focus (listening, speaking, reading or writing)

2.Find an ELP that matches your focus domain and your lesson, and

3.Write a statement in student-friendly language that expresses the overall language goal of the lesson (remember, it should be measurable)

Ask yourselfAsk yourself: Does this language objective clearly identify what students what students should be able to do linguisticallyshould be able to do linguistically? Will it help guide language instruction and learning?

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.

“An objective is not the by-product of an activity, but the foundation of one.”








1. Content Objectives Clearly 1. Content Objectives Clearly Defined, Displayed, and Defined, Displayed, and Reviewed with StudentsReviewed with Students

3. Content Concepts 3. Content Concepts Appropriate for Age Appropriate for Age

and Educational and Educational BackgroundBackground

2. Language Objectives 2. Language Objectives Clearly Defined, Displayed, Clearly Defined, Displayed,

and Reviewed with Studentsand Reviewed with Students

REMEMBER THIS . . .REMEMBER THIS . . .

You You MUSTMUST know your students. know your students.

L1 literacy L2 proficiency Reading ability Cultural and age

appropriateness of the L2 materials

Difficulty level of the material to be read

-Gunderson (1991)derson (1991)

Accommodate the lesson for language. You might provide the following:

Substantial background building, Small group mini-lesson which precedes

the whole class lesson, Introduction and/or preview vocabulary

that is critical to the lesson Picture or book walks Peer tutors in heterogeneously designed

classes Hands-on, experimental activities

Supplemental materials are important for students who do not have grade-level academic backgrounds and/or who have language and learning difficulties.

A variety of supplementary materials supports different learning styles and multiple intelligences.

Supplemental materials can bridge prior experiences with new learning.

Please refer to the handout for a list of examples . . . .

“We must find ways to make the text and other resource materials accessible for all students, adapting them so that the content concepts are left intact.”

-Short (1991)

Several strategies that are recommended for students with reading difficulties also work well for ELLs. These methods can be used throughout the lesson.

Please refer to the handout for a list of examples . . . .

“Students are more successful when they are able to make connections between what they know and what they are learning by relating classroom experiences to their own lives.”

-Echevarria, Vogt & Short (2008

What students know.

New information

Meaningful activities . . .







LANGUAGE OBJECTIVE: In this section, you will read about the

English Language Proficiency Standards (ELPS) and how they relate to language

objectives.

-Introduction

-Lesson Preparation


1. Concepts Explicitly Linked to Students’

Background Experiences

3. Key Vocabulary Emphasized

2. Links Explicitly Made between Past Learning

and New Concepts

LANGUAGE OBJECTIVE: In this section, you will listen to a video

clip to see demonstrations of the features of Building Background in action.

If you are one of those who thought you would see an automatic in the

911 “when pigs fly,”May we suggest you duck?

One of the challenges of teaching ELLs is that student in the same class vary in the amount of prior knowledge they possess related to a topic.

Examples of ways to link past concepts to new learning are:•Questioning strategies•Charts/Reference Points•KWL•Quick writes/Graffiti writes

Many students do not automatically make connections between previous lessons and concepts to today’s lesson.

Teachers must make connections explicitly.

Explicitly preserve and refer to or integrate:•Questioning strategies•Word banks/Word walls•Outlines•Charts/Graphs•Maps•Graphic organizers

SubjecSubject Areat Area

Level 1Level 1 (K-2)(K-2)

Level 2 Level 2 (3-5)(3-5)

Level 3 Level 3 (6-8)(6-8)

Level 4Level 4 (9-12)(9-12)

TOTALTOTALSS

Math 80 190 201 214 685

Science 100 166 225 282 773

HistoryGen.

HistoryUS HistoryW. History

16200

560154245

319123301

270148297

1311425843

ELA 83 245 247 223 798

TOTALS 425 1560 1416 1434 4835

Terms drawn from National Standards Region XV ESC

Social LanguageBICS

ELA Math Science Social Studies

Guess

Way

Principle

Take away

Substract

Individual

What words would an artist use to describe this photo?

What words would a scientist use to describe this photo?

What words would a mathematician use to describe this photo?

If I were an artist, I would use the words…

http://classroomclipart.com/cgi-bin/kids/imageFolio.cgi?direct=Animals/Insects&img=18

Academic language has three key elements:Academic language has three key elements:

ACADEMIC LANGUAGE

Content words (ex: key voc. assoc. with content)

Process/Function words (ex: functional language, sequence

words)

Words and word parts that teach English structure

(ex: root words and affixes, cognates)

Another useful source for teaching vocabulary is in a scheme Another useful source for teaching vocabulary is in a scheme designed by Beck, McKeown, and Kucan (2002). They designed by Beck, McKeown, and Kucan (2002). They describe three Tiers of words:describe three Tiers of words:

TIER ONE: common words, such as simple nouns, high-frequency words, and sight words.

TIER TWO: words that students need to know for comprehending school texts and achieving academically, and they should

be taught explicitly to ELLs and most native-speaking students.

TIER THREE: uncommon words, found rarely in texts; teachers need spend little

time on them.

Word sorts Contextualizing Key Vocabulary Personal Dictionaries Word Wall Concept Definition Map Cloze Sentences List-Group-Label Word Generation Word Study Books Vocabulary Games

““Taking a few minutes to jump-Taking a few minutes to jump-start students’ schemata and start students’ schemata and past learning, to explicitly find past learning, to explicitly find out what they know or have out what they know or have experienced about a topic, and experienced about a topic, and then explicitly linking their then explicitly linking their knowledge directly to the knowledge directly to the lesson’s objectives will result lesson’s objectives will result in greater understanding for in greater understanding for ELLsELLs.”


““Taking a few minutes to jump-Taking a few minutes to jump-start students’ schemata and start students’ schemata and past learning, to explicitly find past learning, to explicitly find out what they know or have out what they know or have experienced about a topic, and experienced about a topic, and then explicitly linking their then explicitly linking their knowledge directly to the knowledge directly to the lesson’s objectives will result lesson’s objectives will result in greater understanding for in greater understanding for ELLsELLs.”


LANGUAGE OBJECTIVE: In this section, you will listen to a video

clip to see demonstrations of the features of Building Background in action.

-Introduction

-Lesson Preparation


END OF PART END OF PART ONEONE

Documents

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