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Sheltered Instructionfor ELLs Using Foldables

ByTeresa Warren

ELL Coordinator, Wylie ISD

TheSIOPModelforTeachingEnglishLanguageArtstoEnglishLearners

DuctTapeFoldable

ShelteredInstruction

For ELLs

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SocialLanguage• Academic languagediffers considerablyfromthelanguageused ontheplayground,athome,oratcocktailparties. (Echevarría,Vogt&Short)

• Socialorconversational languageisgenerally moreconcrete than abstract,andit is usually supported bycontextualclues,such asgestures,facialexpressions,andbodylanguage(Cummins,1979;2000;Echevarría &Graves,2007).

Academic Language

• Academic languageis…thelanguagethat is sued byteachers andstudentsforthepurpose ofacquiring newknowledge andskills…imparting newinformation,describing abstractideas,anddeveloping students’conceptual understandings (Chamot&O’Malley)

Academic Language

• A critical component of academiclanguage is academic vocabulary

1) ContentWords- key words in a particular topic

2) Process/FunctionWords- words or phrases for functional use: state,identify, etc.

3) Words that Teach EnglishStructure-base roots, roots, prefixes and suffixes: ecosystem, anaerobic, etc.

HowIsAcademic LanguageManifested inClassroomDiscourse?Our teachers come to class,

And they talk and they talk,

Til their faces are like peaches,

We don’t;

We just sit like cornstalks.

(Cazden, 1976, p.74)

InteractionComponent• Frequent opportunities forinteraction…encourageelaboration

• Grouping configurationsthatsupportlanguageandcontentobjectives

• Sufficient wait time• Ampleopportunities forstudentstoclarify keyconceptsinL1

Effectively Teach AcademicLanguageinELA• …explicit vocabulary

instruction through a variety of approaches and activitiesprovides English learners withmultiple chances to learn, practice, and apply academiclanguage (Stahl & Nagy, 2006)

Role ofDiscussionandConversationinDevelopingAcademic Language• To Prompt More ThinkingqYou are on to something

important. Keep Going.

qYou are on the right track. Tell us more.

qWhat did you notice about…

Turn toyour partner andtry it out…

• To Prompt More ThinkingqYou are on to something

important. Keep Going.

qYou are on the right track. Tell us more.

qWhat did you notice about…

Academic LanguageofELA

• Imagery

• Symbolism

• Narrative

• Nonfiction

Easy Lesson Planning

• Key Vocabulary

• Content Objectives

• Language Objectives

CongaLine1) Develop questionsrelated to

content.Youwill need onequestionperstudent.

2) Write each questionona3x5card.

3) Students lineupintwo lines,facingeach other.

4) Give each student aquestioncard.5) Student Awill read questionto

student B

CongaLine6) Student Bgives ananswer forthe

question.7) Student Achecks andconfirms it

with student Borgives correctanswer.

8) Student Bthen asks his question.9) At thesignaloftheteacher,

students A&Btrade cards andthen each person inlineAmovesonetotheright.

10) Theprocess continuesuntilstudents haveshared questionsseveral times.

Other TypesofFoldables• The Double Flap Foldable can

be used when making a comparison between two words.

• Simple & quick, but creativeenough to give ELLs an opportunity to learn vocabularythrough following directions and note-taking.

Character TraitFoldable

Character TraitFoldable

Fold in half, leave 1”

Fold in half, then cut flaps

TripleFlap Foldable• TheTripleFlapFoldableisagreatresourceforinterviewingclassmatesandrecordingtheinformation.

• Studentsmayusethefoldabletorecallinformationandshareoutwiththeclass.

• Nowyoutry!

InterviewQuestionsforPartners

TripleFlap Foldable• Foldacoloredpageofcopypaperinhalf.• Thenfoldintothirds.• AddtheDuctTapespineandtrimtheedges.• Addthethreetitlesonthefrontoftheflaps.• Nowyougiveitatry!Interviewyourelbowpartner.

ShareOut• UsingtheTripleFlapFoldableandtheinterviewresponses,shareoutwiththegroup.

• CanyouthinkofotherwaystoutilizetheTripleFlapFoldablewithyourclass?

• SharewiththegroupJ

Remember

• Make it comprehensible!• Make it fun!• Make it engaging!

TeresaWarrenELLCoordinatorWylieISDteresa.warren@wylieisd.net