Program Models Used at ACSD Intended practice (what our plan states) Current practice with some students First language influence or support

Dale’s Cone of Experience

Sheltered Instruction for Content and Language Instruction  Combines philosophies, strategies, and techniques that recognize the multifaceted challenges that ELLs confront in school  Introduced by Dr. Stephen Krashen in the early 1980s  Focuses on grade level-content that is understandable.  Provides instruction that is comprehensible, relevant, and motivating  Emphasizes language and content objectives

Sheltered Instruction The goal of sheltered instruction is to increase comprehensible input by differentiation and modification that is: » constructive » conscious » consistent

Sheltered Instruction  Cooperative learning  Structured - to practice speaking, 90 minutes a week, one on one is recommend by Institute of Education Sciences (2008)  Hands-on  Via manipulatives - provide support to learning.  Guarded vocabulary  pre-teaching, contextual, repetition, exposure  Speech  Visuals/Realia

Cooperative Learning  Support ELL learning through strong peer modeling.  Encourage ELL speaking through small group interaction.  Assign each person in group a role to ensure participation.  Draw on the background experiences of each group member.

Hands-On Learning  Support ELL learning through modeling and personal experience.  Encourage ELL learning through explicit, hands-on connections.  Reinforce hands-on learning with speaking and writing connections.

Vocabulary Instruction  Teach vocabulary in context  Emphasize students’ active role in the learning process.  Give students tools to expand word knowledge independently.  Reinforce word learning with repeated exposures over time.  Stimulate students’ awareness and interests in words.  Build a language-rich environment to support word learning.  Use academic language that is supported by student- friendly language and rephrasing (K. Brooks, 2006)

Modify Your Speech  Speak at a slow/normal pace  Provide wait time  Enunciate your words (going to not gonna)  Use simple sentence structure (avoid passive verbs and complex clauses)  Use high frequency words  Use cognates  Reduce the complexity of your language but still emphasize key content vocabulary  (K. Brooks, 2006)

Visuals & Realia Speak at a slow/normal pace Provide wait time Enunciate your words (going to not gonna) Use simple sentence structure (avoid passive verbs and complex clauses) Use high frequency words Use cognates Reduce the complexity of your language but still emphasize key content vocabulary (K. Brooks, 2006)