Standard-based Standard-based and Sheltered and Sheltered

InstructionsInstructions

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Providing scaffolding through Providing scaffolding through guiding questionsguiding questions

What does CALP and BICS mean?What does CALP and BICS mean?Considering what we know about BICS and Considering what we know about BICS and CALP, why is there such a push for ELLs to CALP, why is there such a push for ELLs to take standardized tests that ignore the take standardized tests that ignore the continuum between BICS and CALP?continuum between BICS and CALP?Due to the nature of the complexity of Due to the nature of the complexity of pragmatics, what approaches are used to pragmatics, what approaches are used to teach CALP that have proven to be teach CALP that have proven to be successful?successful?

22

Sheltered instructionWhat is sheltered English instruction?Where is sheltered instruction used and by whom?Is sheltered English instruction effective?How does sheltered English instruction intersect with school initiatives, curricular programs, and professional development plans?What are the components of sheltered English instruction?

44

What is Sheltered InstructionWhat is Sheltered InstructionProgram or ApproachProgram or ApproachEnglish is the primary language of English is the primary language of instructioninstructionStrategies help ELL students access Strategies help ELL students access the curriculumthe curriculumClasses may be all ELL or Classes may be all ELL or heterogeneousheterogeneous

Rationale and Components of SI in Rationale and Components of SI in providing ELLs access to content providing ELLs access to content

subjectssubjectsGives English Learners access to the Gives English Learners access to the corecoreData indicates that ELLs are not Data indicates that ELLs are not receiving appropriate linguistic receiving appropriate linguistic instructioninstructionCurrent Practice: Current Practice:

Content based ELD (ESL)- primary goal: ELD, Content based ELD (ESL)- primary goal: ELD, secondary is intro to contentsecondary is intro to contentCALLACALLASIOPSIOP

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Sheltered Instruction and ESL Sheltered Instruction and ESL ComparisonsComparisons

The goals focus on subject mastery.

Sheltered instruction strategies are used.

Instruction follows the mainstream scope and sequence.

Both focus on content area terminology.

Both emphasize a need to teach metacognitive

strategies.

Both focus on grade level TEKS.

The goals focus on English development.

ESL methods are used.

The teacher is endorsed in ESL.

The teacher is certified in the content area and has ESL training.

ESL Sheltered Instruction

Adapted from TESC Region 10 by Dr. Edward Ude, BISD

Pedagogical Models of Sheltered Pedagogical Models of Sheltered Content InstructionContent Instruction

CALLACALLA (Cognitive Academic Language Learning (Cognitive Academic Language Learning Approach) was created in the mid 1980s, (Chamot Approach) was created in the mid 1980s, (Chamot and Oand O’’Malley 1987,1994)Malley 1987,1994)– A model designed to develop academic English A model designed to develop academic English

skills through explicit instruction and use of skills through explicit instruction and use of language strategieslanguage strategies

– These learning strategies, characterized by These learning strategies, characterized by Chamot and OChamot and O’’Malley as metacognitive, Malley as metacognitive, cognitive and social/affective.cognitive and social/affective.

SDAIESDAIE (Specially Designed Academic Instruction in (Specially Designed Academic Instruction in English)English)– California Teaching Credentialing defines SDAIE California Teaching Credentialing defines SDAIE

as as ““a component of a comprehensive program a component of a comprehensive program for English learners, consisting of strategies, for English learners, consisting of strategies, materials and techniques to provide those at materials and techniques to provide those at intermediate and advanced level of English intermediate and advanced level of English access to grade-level core curriculum in Englisaccess to grade-level core curriculum in English.h.””

Pedagogical Models of Pedagogical Models of Sheltered Content Sheltered Content

InstructionInstructionSIOPSIOP

SIOP (Sheltered Instruction Observation Protocol) has a SIOP (Sheltered Instruction Observation Protocol) has a research base for over 10 years.research base for over 10 years.

While it began as a lesson observation protocol to guide While it began as a lesson observation protocol to guide researchers in 1996, it evolved into a lesson planning researchers in 1996, it evolved into a lesson planning and delivery approach. and delivery approach.

This sheltered instruction model was field tested over This sheltered instruction model was field tested over four years on teacher implementation and student four years on teacher implementation and student effects.effects.

Finally, in 2000, the final format consisting of 30 Finally, in 2000, the final format consisting of 30 features organized into 8 components was realized by features organized into 8 components was realized by Echevarria, Vogt and Short 2000, 2004, 2008).Echevarria, Vogt and Short 2000, 2004, 2008).

Pedagogical Models of Sheltered Pedagogical Models of Sheltered Content InstructionContent Instruction

–Low affective filterLow affective filter–Modified speechModified speech–Multisensory experiencesMultisensory experiences–Comprehensible inputComprehensible input–Frequent Comprehension Frequent Comprehension checkschecks

–Formative assessmentFormative assessment–Content DrivenContent Driven

The Eight Components The Eight Components of the SIOP Modelof the SIOP Model

Lesson PreparationLesson Preparation-content and language -content and language objectiveobjectiveBuilding BackgroundBuilding Background-connections to prior -connections to prior knowledgeknowledgeComprehensible InputComprehensible Input-demos, modeling, role -demos, modeling, role playing, graphs, previews, hands-onplaying, graphs, previews, hands-onStrategiesStrategies-explicit instruction, practice-explicit instruction, practiceInteractionInteraction-oral language proficiency, text -oral language proficiency, text interactionsinteractionsPractice & ApplicationPractice & Application-a variety of activities-a variety of activitiesLesson DeliveryLesson Delivery-knowing that content and -knowing that content and language objectives were metlanguage objectives were metReview & AssessmentReview & Assessment-wrap up -wrap up 

11

SIOP Component 1, Preparation

Content objectives Language objectives Skills objectives Supplemental

materials Curriculum adaptations

Meaningful activities

1

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Language Objectives Should Be ObservableLanguage Objectives Should Be Observable

SWBATSWBAT make predictionsmake predictions SWBATSWBAT use prior languageuse prior language SWBAT SWBAT describedescribe SWBATSWBAT represent expository text visuallyrepresent expository text visually SWBATSWBAT make and explainmake and explain SWBATSWBAT read story problemsread story problems SWBATSWBAT sequencesequence SWBATSWBAT identifyidentify SWBATSWBAT share his/her opinionshare his/her opinion SWBATSWBAT write, provide detail, and meaningwrite, provide detail, and meaning

Language objective exampleLanguage objective example Students will be able to analyze how Students will be able to analyze how

bats are different from other animals bats are different from other animals that fly by using the structures even that fly by using the structures even though, instead, and although, and though, instead, and although, and the worlds feathers, mammals, the worlds feathers, mammals, wings, etc. wings, etc.

1313

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Adaptation of ContentAdaptation of Content

Increase use of………………Increase use of……………… Graphic organizersGraphic organizers Native language textsNative language texts Framed sentences or outlinesFramed sentences or outlines Taped textsTaped texts Marginal notesMarginal notes Modified texts/reading materialsModified texts/reading materials

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SIOP COMPONENT 2SIOP COMPONENT 2BUILDING BACKGROUNDBUILDING BACKGROUND

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English Language Learners DiverseEnglish Language Learners DiverseBackgrounds (Backgrounds (ELLELL/LEP/ESL/ESOL)/LEP/ESL/ESOL)

Newly arrived with adequate Newly arrived with adequate schooling. schooling. (less than 5 years)(less than 5 years)

Newly arrived with limited Newly arrived with limited formal schooling. formal schooling. Less that 5 Less that 5 years)years)

Long term English learner. Long term English learner. 7+years in the U.S.7+years in the U.S.

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Assessing Prior KnowledgeAssessing Prior Knowledge

QuestioningQuestioningChartsChartsKWLKWLStudent JournalsStudent JournalsLesson ConnectionsLesson Connections

1818

Background KnowledgeBackground Knowledge

1.1. The fact is learning depends on…The fact is learning depends on… Skill of the teacherSkill of the teacher Interest of the studentInterest of the student Complexity of the contentComplexity of the content

With this, research supports that what students already know abut the content is one of the strongest indicators of how well they will learn new information relative to the content.

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Accessing prior knowledge in second Accessing prior knowledge in second language learners.language learners.

Critical component in the planning of Critical component in the planning of instructioninstruction

All new information needs to be linked to All new information needs to be linked to studentstudent’’s relevant prior knowledges relevant prior knowledge

The learning should be made explicit so The learning should be made explicit so that students understand that they are that students understand that they are building on knowledge frameworks building on knowledge frameworks acquired through prior schooling and life acquired through prior schooling and life experiencesexperiences

2020

Background knowledge…continuedBackground knowledge…continued

Types of knowledge Academic Background knowledge built on traditional

schooling in core subjects Non-academic Background knowledge built on survival

experiences, i.e. real lifeThe goal is to enhance academic background knowledge by utilizing what the student brings from home

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Building Background-ContentBuilding Background-Content Read aloudsRead alouds Presenting the information explicitly- Presenting the information explicitly-

concept definition mapsconcept definition maps Generate & plan discussions about the Generate & plan discussions about the

topictopic Using picturesUsing pictures VideosVideos Guest speakersGuest speakers Field tripsField trips

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Concept Map….vocabularyConcept Map….vocabulary

sentences syllables

words

vocabulary

2323

Academic Vocabulary is KEY to Academic Vocabulary is KEY to Achievement!Achievement!

To understand words and learn new wordsTo understand words and learn new wordsStudents must be actively involved and immersed with Students must be actively involved and immersed with

challenging vocabularychallenging vocabularyBreaking vocabulary words apart using: Prefixes Suffixes Latin/Greek Roots Inflections Parts of speechConcept-based WORD WALLS, word sorts, and personal

dictionaries should be utilized.REMEMBER, ENGLISH IS NOT ALWAYS PHONETICAL!

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SIOP Component 3SIOP Component 3Comprehensible InputComprehensible Input

• Speech appropriate for student’s proficiency• Slower rate• Careful enunciation• Simple Sentence Structures• Clear explanation of academic tasks• Include: modeling, visuals, hands-on activities,

demonstrations, gestures, body language.

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Strategies for Comprehensible Strategies for Comprehensible InputInput

• Cloze activities • Mix and match words Simplifying Teacher Talk:• Speaking slowly• Include pauses• Repeat vocabulary words / key words• Avoid slang and idioms (newcomers)

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SIOP Component 4SIOP Component 4

StrategiesStrategies

2727

ScaffoldingScaffoldingScaffolding is a means by Scaffolding is a means by which students receive which students receive support in various forms support in various forms from their teachers in an from their teachers in an effort to promote skills and effort to promote skills and understanding, eventually understanding, eventually resulting in student resulting in student independence through the independence through the careful reduction of support careful reduction of support as students make progress.as students make progress.

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Verbal Scaffolding Verbal Scaffolding

Student Independence

TeachModel

PracticeApply

According to Echevarria, Vogt, and Short (2000), teachers use verbal scaffolding to prompt, guide, and support English language learners by using a variety of questioning techniques that promote higher levels of thinking as students develop their language skills.

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Procedural ScaffoldingProcedural Scaffolding

Student Independence

Whole Class

Small Group

Paired/ Partner

Independent Work

Procedural scaffolding refers to the use of grouping configurations that provide different levels of support to students as they gain greater levels of language proficiency and skills.

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Three Types of English Three Types of English Language LearnersLanguage LearnersFormal Schooling

Limited-Formal Schooling

Long-Term

3131

Needs of English Language Needs of English Language LearnersLearners

Effective teachersEffective teachersAffective supportAffective supportCognitive supportCognitive supportLinguistic supportLinguistic supportFocused instruction Focused instruction Modified textsModified textsModified and Modified and differentiated instructiondifferentiated instructionOpportunities to Opportunities to demonstrate mastery of demonstrate mastery of knowledge and skillsknowledge and skills

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Effective TeachersEffective Teachers

Ability to multi-task

Ability to engage all students in meaningful learning

Ability to maintain an appropriate

sense of timing and pacing

Ability to differentiate instruction

Ability to use appropriate

questioning techniques

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Affective SupportAffective Support

Anxiety-free learning situation

Valued native

language and

culture

Advocacy for rights

Opportunities for success

The greatest motivation for any student to learn a second language is the desire to live in fellowship with those individuals that speak that language.

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Cognitive SupportCognitive Support

TEKS in English and the content

areas

Comprehensible input

Higher-level thinking skills

Learning strategies

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Linguistic SupportLinguistic Support

Research-based instructionResearch-based instructionMeaningful interactions with Meaningful interactions with more proficient English more proficient English speakersspeakersInstruction designed for Instruction designed for level of proficiencylevel of proficiency

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Focused Instruction Based on Content, Focused Instruction Based on Content, Language, and Metacognitive ObjectivesLanguage, and Metacognitive Objectives

Content

Language Metacognitive

1

2 3

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Modified Texts Appropriate for Language Modified Texts Appropriate for Language Proficiency and Reading LevelProficiency and Reading Level

Teachers can modify texts to make Teachers can modify texts to make content more comprehensible for content more comprehensible for their students by:their students by:– Using graphicsUsing graphics– Using outlinesUsing outlines– Rewriting the textRewriting the text– Using audio recordingsUsing audio recordings– Providing demonstrations Providing demonstrations – Using alternate books or materialsUsing alternate books or materials

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Modified and Differentiated Assignments Modified and Differentiated Assignments Based on Language ProficiencyBased on Language Proficiency

Teachers can modify assignments so Teachers can modify assignments so that a distinction can be made that a distinction can be made between the studentbetween the student’’s content s content knowledge and language proficiency knowledge and language proficiency by:by:

- Simplifying the objectives- Simplifying the objectives– Asking the students to draw or use pictures Asking the students to draw or use pictures – Using oral discussions in pairs or small groupsUsing oral discussions in pairs or small groups– Modifying the length and difficulty of the Modifying the length and difficulty of the

assignmentsassignments

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SIOP Component 5SIOP Component 5

INTERACTIONINTERACTION

4040

Grouping for Differentiated Instruction Grouping for Differentiated Instruction Based on Student NeedsBased on Student Needs

Individualized Support

Cooperative Groups

Teacher- Directed Small-Group

Instruction

Pairing Students for Peer

Assistance

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Small-Group InstructionSmall-Group Instruction Enables the teacher to monitor student progress Enables the teacher to monitor student progress

(knowledge and skills)(knowledge and skills) Enables the teacher to provide immediate Enables the teacher to provide immediate

feedbackfeedback Enables the teacher to collect data by which Enables the teacher to collect data by which

instructional decisions and plans can be madeinstructional decisions and plans can be made Enables the teacher to provide data-drivenEnables the teacher to provide data-driven

differentiated instructiondifferentiated instruction

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STRATEGIES FOR INTERACTIONSTRATEGIES FOR INTERACTION

Use a variety of grouping configurationsUse a variety of grouping configurations Clear instructional conversationsClear instructional conversations Use Native Language (L1) when Use Native Language (L1) when

advantageousadvantageous Positive interdependence of groupsPositive interdependence of groups Individual accountability (NO Slackers)Individual accountability (NO Slackers) Monitor and Evaluate team workMonitor and Evaluate team work Monitor interpersonal skills in groupsMonitor interpersonal skills in groups

4343

SIOP Component 6SIOP Component 6

Practice/ApplicationPractice/Application Hands-on materials and/or manipulativesHands-on materials and/or manipulatives Apply content and language knowledgeApply content and language knowledge Activities that integrate all language skillsActivities that integrate all language skills Select purposeful and meaningful Select purposeful and meaningful

activitiesactivities

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SIOP Component 7SIOP Component 7Lesson DeliveryLesson Delivery

Content objectives covered-well planned Content objectives covered-well planned lessonslessons

Language objectives covered- clear Language objectives covered- clear explanation of academic tasks and explanation of academic tasks and instructioninstruction

Students engaged 90% of time-Strong Students engaged 90% of time-Strong classroom management skillsclassroom management skills

Appropriate pacing of lesson-opportunities Appropriate pacing of lesson-opportunities to apply information in meaningful waysto apply information in meaningful ways

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A Shift In Teaching And A Shift In Teaching And LearningLearning

Increase:Increase: Experimental, Experimental,

inductive , hands-inductive , hands-onon

Active learning in Active learning in the classroomthe classroom

Diverse roles for Diverse roles for teachersteachers

Decrease:Decrease: Only whole-class, Only whole-class,

teacher directed teacher directed instructioninstruction

Teachers thinly Teachers thinly covering large covering large amounts of amounts of material in every material in every subject areasubject area

SIOP Component 8:SIOP Component 8:AssessmentAssessment

Comprehensive review of key Comprehensive review of key vocabulary.vocabulary.Comprehensive review of key Comprehensive review of key content conceptcontent conceptRegular feedback to students on Regular feedback to students on their inputtheir inputAssessment of student Assessment of student comprehension and learning of all comprehension and learning of all lesson objectiveslesson objectives

4646

SIOP SIOP (sheltered instruction observation protocol)(sheltered instruction observation protocol)

Look at one of your own lesson plans. Look at one of your own lesson plans. Which characteristics of the SIOP® Which characteristics of the SIOP® Model do you already incorporate? Model do you already incorporate? Explain. Do the following:Explain. Do the following:

√ √ = use very often= use very often× = never use× = never use√ √ - = use occasionally- = use occasionally

47

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CollaborationCollaborationESL and content area ESL and content area teachers benefit from teachers benefit from collaborative efforts to collaborative efforts to design and implement design and implement effective lesson effective lesson strategies for English strategies for English language learners.language learners.Teachers in the Teachers in the collaborative effort must collaborative effort must be comfortable with be comfortable with giving and receiving giving and receiving constructive criticism.constructive criticism.

4949

Co-Teaching ModelCo-Teaching Model

Content Area ESL/SI