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

2. 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

3. 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

4. The What?
What is Sheltered Instruction?

5. 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

6. What is Sheltered Instruction?

7. 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?

8. 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

9. 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

10. 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 ___________________________________.

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

12. “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?

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

14. The Why?

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. Language Learning Experience

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

24. 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.

25. Lower the Affective Filter

26. Build Background

27. Scaffold Understanding

28. Peer Interaction

29. Valuing Linguistic Diversity

30. Extended Discussions

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

32. Lunch!

33. Authentic Dialogue

34. “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

35. The How?

36. 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.

37. 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.

38. 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.

39. Strategies

40. YSD 5

42. 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

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

44. 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

45. Share out

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

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

48. 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, ______.

49. 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

50. How does a Sharing Protocol support ELLs?