Sheltered Instruction Part II of III Presented by Office of English Language Learners

Session Goals Develop a basic understanding of the components and features of sheltered instruction Understand sheltered instruction and its role in providing meaningful access to core instruction to English Learners Gain knowledge of strategies and techniques that can be utilized to help ELLs acquire academic language and content knowledge.

Norms for Collaborative Learning Understand that those who work learn Look for solutions, not blame Phrase questions for the benefit of everyone Be honest Recognize that everyone has expertise Challenge ideas Share talk time Respect our learning environment 3

SIOP Components 8 General Components –Lesson Preparation –Building Background –Comprehensible Input –Strategies –Interaction –Practice/Application –Lesson Delivery –Review/Assessment

Gallery Walk Activity Directions: 1.Participants work in groups to create posters about a component of SIOP 2.Display completed posters around the room. 3.Groups rotate to the next poster, adding to what is already there. 4.When time is up, participants return to their own posters and ask volunteers to summarize orally the ideas or comments that were added.

6  So that students will have meaningful access to the full curriculum.  So that students will progress with their English language development while meeting academic content standards.  So that students will acquire the language and content necessary to exit the formal ESL program and demonstrate academic achievement as a result of teacher collaboration and planning.

Building Background 7.Link concepts to background experiences  Teach vocabulary as prereading step  Chapter previews  Anticipation guides 8.Link concepts to past learning  Make explicit connections between new learning and the material, vocabulary, and concepts previously covered 9.Introduce and teach key vocabulary  Introduced, written, repeated, and highlighted for students to see.

Comprehensible Input 10.Clear articulation of words and sentences  Enunciate clearly  Avoid colloquialisms 11.Speech is not too fast or too slow  Pause between phrases  Repeat and review vocabulary 12. A variety of techniques to make concepts clear  Paraphrase (Teacher to student & student to student)  TPR  Use visuals e=1&safe=active

Strategies 13.Provide opportunities for students to use strategies  Cognitive  Metacognitive  Language Learning 14.Use scaffolding techniques consistently 15.Use a variety of question types rsist_safety_mode=1&safe=active

Why a Focus on Strategies?

Provide opportunities for students to use strategies CognitiveMetacognitiveLanguage Learning Previewing a textPredicting and InferringApplying reading skills Establishing a purposeSelf-questioningAnalyzing and using forms and patterns in English HighlightingMonitoring and clarifyingMaking logical guesses about words Reading aloudEvaluatingBreaking words into component parts Taking notesSummarizing and synthesizing Substituting known words for unknown words Self-talkingVisualizing Finding key vocabulary Using mnemonics

Let’s Try a Metacognitive Strategy Activity Directions: 1.Find a partner at your table. Decide who will be #1 and who will be #2. 2.Both of you will read the quote to yourselves. 3.#1 will read the quote to #2. 4.Then, #2 will read the quote to #1. 5.#1 will then summarize the quote. 6.#2 will then boil it down to a summary using just 10 words.

Self regulated learning “emphasizes autonomy and control by the individual who monitors, directs, and regulates actions toward goals of information, acquisition, expanding expertise, and self- improvement.” (Paris, 2001;, as cited in MCC4, p.117)

Use scaffolding techniques consistently Scaffolding is… –Teaching that is characterized by careful attention to a student’s levels of language and academic proficiency, with early instruction at a level that ensures student success –The teacher provides enough support to move students from one level of understanding to a higher level of understanding –Assistance is decreased as students are able to access content concepts independently –Historically, this has been referred to as the “gradual release of responsibility” Handout

Gradual Release for Language Learners This is an added step to support language learners

More on Scaffolding The strategic use of sentence starters –Giving students sentence starters or frames provides the support many need to be able to participate in literature and content area discussions –Examples: I already know… I wonder why… If__________, then… In my mind, I see.. I got lost here because… Handout

Use a variety of question types Use a variety of questions or tasks that promote higher-order thinking skills  Plan questions ahead of time to ensure that students are being challenged appropriately, regardless of language proficiency  Example: Are seeds sometimes carried by the wind? vs. Which of these seeds would mostly likely be carried by the wind: the round one or the smooth one? Or this one that has fuzzy hairs? Why do you think so?

Interaction 16. Offer frequent opportunities for interaction and discussion 17.Use a variety of grouping configurations  Group students to support language and content objectives- use at least 2 different structures during a lesson- pairs, triads, teams, varied by language proficiency or interest 18.Use wait time  Consistently afford sufficient wait time- 19.Use native language support when advantageous

Practice/Application 20.Use hands-on materials and/or manipulatives for students to practice using new content knowledge 21.Provide practice opportunities for students to apply content and language objectives 22.Integrate reading, writing, speaking and listening

Lesson Delivery 23. Clearly support content objectives  Objectives apparent throughout lesson 24. Clearly support language objectives  Students given ample opportunities to “show off” their language capabilities in speaking, reading, writing 25. Promote student engagement  Engage students % of the lesson- less “teacher talk”- students are actively working in whole group, small group and individually  26. Appropriately pace the lesson to students’ ability level 

Review & Assessment Review Lesson Objectives: 27. Key Vocabulary  Provide comprehensive review of key vocabulary. 28. Key content concepts  Supply comprehensive review of key content concepts. Assess Lesson Objectives: 29. Regularly give feedback to students on their output— clarify, discuss, correct responses 30. Assess student comprehension of objectives

3-2-1 Reflection 3 things you learned or “Aha!” moments 2 things you’re going to go back and do differently as a results of today’s session 1 thing you still have a question about

Final Thoughts or Questions? If you have any questions, please feel free to contact the Office of ELLs: –Soledad Barreto, Director –Ronilee Scittarelli, Secondary ELL Specialist –Nelia Fontes, Elementary ELL Specialist –Roland Sasseville, Secondary ELL Specialist –