sheltered instruction for english language learners

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Sheltered Instruction for English Language Learners Tonie Garza [email protected]

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Sheltered Instruction for English Language Learners. Tonie Garza [email protected]. Learner Outcomes. Identify the characteristics of the Sheltered Instruction Model. Analyze the different components. Practice various strategies. Apply theory into practice. - PowerPoint PPT Presentation

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Page 1: Sheltered Instruction for English Language Learners

Sheltered Instruction for English Language Learners

Tonie [email protected]

Page 2: Sheltered Instruction for English Language Learners

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.

Page 3: Sheltered Instruction for English Language Learners

ELL Assessment

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

• Benchmarks– As appropriate

• Criterion– TAKS—Spanish, English, LAT

• Linguistic– TELPAS– Woodcock-Muñoz

Page 4: Sheltered Instruction for English Language Learners

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

Page 5: Sheltered Instruction for English Language Learners
Page 6: Sheltered Instruction for English Language Learners

Planning a Learning Experience

Content

+ Process + Product

=Learning

Experiences

ContentConcept

Topics

Skills

+

ProcessThinkingProblem Solving

Research

+

Product Visual

OralKinestheti

cWritten

=Learning

Experiences

Page 7: Sheltered Instruction for English Language Learners

Components of Sheltered Instruction

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

– Interaction– Scaffolding– Instructional Strategies

• Assessment

Page 8: Sheltered Instruction for English Language Learners

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

Page 9: Sheltered Instruction for English Language Learners

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.

Page 10: Sheltered Instruction for English Language Learners

Making Input Comprehensible

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

beginners).

Page 11: Sheltered Instruction for English Language Learners

Making Input Comprehensible• Stress student involvement;

hands - on activities.• Use prior content introduction in

the primary language.• Simplify teacher talk.

Page 12: Sheltered Instruction for English Language Learners

Simplifying Teacher Talk

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

Page 13: Sheltered Instruction for English Language Learners

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

Page 14: Sheltered Instruction for English Language Learners

Scaffolding

I Do You Do

We Do

Page 15: Sheltered Instruction for English Language Learners

I Do

Objectivs

Cues

Guided Practice

You Do

Group Practice

Independent Practice

We Do

Page 16: Sheltered Instruction for English Language Learners

• A wide range of reading opportunities

• Language interaction• Educational Media• Direct vocabulary instruction

related to content

Ways of Building Background Knowledge

Page 17: Sheltered Instruction for English Language Learners

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

Page 18: Sheltered Instruction for English Language Learners

•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

Page 19: Sheltered Instruction for English Language Learners

•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.)

Page 20: Sheltered Instruction for English Language Learners

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.

Page 21: Sheltered Instruction for English Language Learners

Frayer Model

Essential Characteristics:

Nonessential Characteristics:

Examples: Non Examples:

Page 22: Sheltered Instruction for English Language Learners

23

Other Strategies

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

Page 23: Sheltered Instruction for English Language Learners

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