Sheltered Instruction: What, Why, and How Megan Anderson Reilly ELL PD Specialist

Group Introductions Extended Nametag 1. At which school do you teach? What grade, and for how long? 2. What do you know about the ELPS? 3. What do you know about Sheltered Instruction? 4. Share a highlight from this summer. Guided Oral Practice NAME OF STRATEGY: Extended Name Tag Researcher(s): University of Irvine, UCI Writing Project   WHY DO IT: Create a community of learners Allow team mates to get to know Each other beyond stereotypes, and find Similarities and differences Heighten cultural sensitivity and Awareness KEY POINTS: Students fold a piece of paper in half, hotdog style, creating a tent On one side of the tent, student’s name is written On the other side students record their responses in the four corners of the paper “Who influenced them in…..?” “What experiences influenced you to…..?” “What character in literature or from a film influenced you….?” “What was your most unusual experience in….?” After students record their responses they share one corner at a time with their group, until all corners are shared. STANDARDS: VARIATIONS: Students can write a personalized learning goal inside the tent

Content Objectives 1. Define Sheltered Instruction. 2. Make connections from Sheltered Instruction research and recommendations to daily instruction: Planning Instruction Strategies LANGUAGE OBJECTIVES Engage in academic dialogue about Sheltered Instruction

The What? What is Sheltered Instruction?

Yakima School District English Language Learners 32% 5,300 Diverse Sheltered Instruction District 32%- approximate student population Diverse: economically, educational background, length of time they have been considered an ELL, native language fluency

What is Sheltered Instruction?

Building Background/ Activating In groups, create and complete Inquiry Chart When completed, highlight 2 statements from each column to share with whole group WHAT DO YOU KNOW ABOUT Sheltered Instruction? WHAT DO YOU WANT TO KNOW ABOUT Sheltered Instruction?

Washington State Transitional Bilingual Instructional Programs Bilingual Programs 1) Dual Language (Two-Way Immersion or Two-Way Bilingual Education) 2) Developmental Bilingual Education (DBE or Late-Exit) 3) Transitional Bilingual Education (TBE or Early-Exit) Alternative Instructional Programs (AIP) 4) Content-Based Instruction (CBI) or Sheltered Instruction (SI) 5) Supportive Mainstream 6) Newcomer Program

Sheltered Instruction Annotation Read through excerpt, marking Makes sense, you do this, you see this happening, etc. Questions Be prepared to share Process previous poster with new information and record Questions, on “Sheltered Instruction Questions” poster, pre-created

Share out Use one of the following sentence stems to share: ___________________ resonated with me because_______________________________. I have a question about ____________________ because ________________________________. I want more information about ____________________ because ___________________________________.

Sheltered Instruction English Language Development and Academic Content Learning English as a language of instruction

“Sheltered” Classes in the High School What is the reality of the classroom composition of the “Sheltered Classes” in the high school? What are some of the benefits of a class like this? What are some of the challenges?

Strategy discussion How can Sentence Stems and Annotation be effective strategies in a Sheltered Instruction classroom?

The Why?

Stages of Language Acquisition Theorists: Stephen Krashen and Tracy Terrell Anticipation Guide Anticipation Guide

WELPA: Washington English Language Proficiency Assessment Currently used to identify ELLs 4 levels of proficiency 2014-2015 Last year for WELPA

ELPA-21: English Language Proficiency Assessment New Language Assessment New English Language Proficiency Standards (ELPS) 5 levels of proficiency More information to come 

What do these stages mean for instruction?

YSD 5

Strategy discussion Think, Pair, Share How can Annotation Guides, Graphic Organizers, and Numbered Heads be effective strategies in a Sheltered Instruction classroom?

Language Learning Experience

Reflective Write How did you feel during the first experience compared to the second experience? What was different between both experiences?

Share your thoughts with your partner Prompting: Can you elaborate on…? How does that connect to…? Can you add to this idea? Responding: It’s similar to when… I would add that… Then again, I think that… Call out 6 numbers. Ask participants to stand up.

Lower the Affective Filter

Build Background

Scaffold Understanding

Peer Interaction

Valuing Linguistic Diversity

Extended Discussions

How do we create a classroom environment that scaffolds language, lowers the affective filter, builds background knowledge, scaffolds understanding, and incorporates peer interaction?

Lunch!

Authentic Dialogue

“ELLs benefit from instructional approaches that treat language and content in an integrated way that is designed to help them build the language skills that they need to succeed in content classrooms, college and careers.” -Stanford University, Understanding Language

The How?

Movie time! With your content area, watch the video and make notes about different elements of effective ELL instruction. You may have to watch the video multiple times. When you finish, please discuss your observations with your partner.

Reflective Write Based on the video and your observations, write your thoughts about Sheltered Instruction. Use this paragraph frame: Based on the video, Sheltered Instruction is _________. I noticed ______________. I wonder ___________________. Circle one key word from your paragraph Write a six-word story what you will incorporate into your class.

Conversation Lines and Circles What will you incorporate into your class this year? Prompting: Can you elaborate on…? How does that connect to…? Can you add to this idea? Responding: It’s similar to when… I would add that… Then again, I think that… Call out 6 numbers. Ask participants to stand up.

Strategies

YSD 5

In linguistically diverse classrooms, unstructured small group and partnering activities continually fail to produce substantive L2 oral language growth. Merely increasing student interaction without explicit, coached language instruction and accountability for application leads to discussions with minimal cognitive or linguistic challenge and negligible academic content. Gersten & Baker, 2001 Saunders and Goldenberg, 2010

Strategy discussion What were some scaffolds for ELLs that we used throughout out time?

Time to Plan In every lesson, how can you: Build background knowledge and tap into students’ prior knowledge? Scaffold understanding? Support peer interactions? Value linguistic diversity? Encourage extended conversations Be ready to share out

Share out

Next meetings Leave requests: October 22, 2015 January 14, 2016 April 28, 2016 Volunteers for fishbowl?

Thank you! GOTS + WANTS Please include your name if you would like me to get back to you!

One idea from the article that resonated with me was ________ because ___________. Choose one or more: To elaborate,_______. On the other hand, ______. An example for support is, ______.

In pairs or groups, have students discuss their answers to a question and students should feel free to speak in the language and/or style with which they are most comfortable. After giving students time to discuss, provide a sentence frame for students to use in their responses. Have students to rehearse their answer Select students to share out with the group using the sentence frame (pull sticks, Numbered Heads, choose A or B, etc.) Have those students who are selected rehearse their answer out loud with their group using the sentence frames Randomly call on two of those students who rehearsed to share out with the whole class. Sharing Protocol

How does a Sharing Protocol support ELLs?