1. Yakima School District English Language Learners What, Why, and How
Megan Anderson Reilly
ELL PD Specialist

2. We are here to support you!
Megan Anderson Reilly (YSD)
Christine Champie (ESD 105)
Bridget Dale (ESD 105)

3. Favorite thing you did over summer vacation
Share with your partner for two minutes
When you share, don’t use the letter n!
When you listen, mark every time you hear your partner use the letter n.
Switch partners

4. How did your experience relate to English Language Learners?

5. Yakima School District English Language Learners
32%
5,000
Diverse
At risk for Long Term ELL
32%- approximate student population
Diverse: economically, educational background, length of time they have been considered an ELL, native language fluency

6. Yakima School District = Sheltered Instruction District
What does that mean?

7. Danielson Connection
1b: Knowledge of Student 2a: Creating an Environment of Respect and Rapport 3b: Using Questions and Discussions 4b: Maintaining Accurate Records 4a: Reflecting on Teaching

8. Content Objectives Define Sheltered Instruction.
Make connections between ELL research to implications for daily instruction:
Stages of Language Acquisition
Oral Academic Language
LANGUAGE OBJECTIVES
While writing and speaking, use new terms.

9. 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?

10. 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

11. Yakima TBIP Programs Annotation
Read through excerpt, marking
Makes sense
Questions
Be prepared to share
Process previous poster with new information and record Questions, on “Sheltered Instruction Questions” poster, pre-created

12. 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 ___________________________________.

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

14. Strategy discussion Think, Pair, Share
How can Sentence Stems and Annotation be effective strategies in a Sheltered Instruction classroom?

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

17. WELPA: Washington English Language Proficiency Assessment
Currently used to identify ELLs
4 levels of proficiency
Last year for WELPA

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

19. What do these stages mean for instruction?

20. YSD 5

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

22. Importance of Oral Language
“The National Literacy Panel concluded that high-quality reading instruction alone will be ‘insufficient to support equal academic success’ for ELLs, and that ‘simultaneous efforts to increase the scope and sophistication of these students’ oral language proficiency’ is also required.” –Claude Goldenberg, 2008

23. “Oral language functions as a foundation for literacy and as the means of learning in school and out. However, despite its importance for learning, many teachers know much less about oral language than they need to know.” –Fillmore & Snow, 2002

24. Evidence of the Dire Need for Explicit Vocabulary Instruction & Structured Verbal Engagement in Linguistically Diverse Classrooms
Only 4% of English Learners’ school day is spent engaging in student talk.
Only 2% of English Learners’ day is spent discussing focal lesson content, rarely speaking in complete sentences or applying relevant academic language.
Arreaga-Mayer & Perdomo-Rivera (1996)
Presented by: Dr. Kate Kinsella – TESOL Conference
Requirements:
Slide required; may use NTC original or customize quotes.
Research:
Dr. Kate Kinsella
Arreaga-Mayer & Perdomo-Rivera
Presenter Notes:
-Provide a meaningful 10/2 prompt for A/B partnership or table talk.
10/2

25. Authentic Dialogue

26. 10/2
How would this video relate to our ELLs?

27. Teaches the art of conversation: eye contact, social skills

28. Reflective Write
Based on the research about Stages of Language Acquisition and Importance of Oral Academic language, what are some ways you will support your ELLs this year?
Use the following paragraph frame:
Based on ___________________, I want to incorporate ____________________ because ______________________.
Circle one key word from your paragraph
Write a six-word story describing what you will do to support your ELLs this year.

29. Conversation Lines and Circles
How will you support your ELLs 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.

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

31. Academic Conversations

32. We are here to support you!
Megan Anderson Reilly (YSD)
Christine Champie (ESD 105)
Bridget Dale (ESD 105)

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