1. Using Our New Language Standards
Academic English is not a natural language. It must be explicitly taught not merely caught. ( Kinsella, 2006)
Center for the Education and Study of Diverse Populations at New Mexico Highlands University

2. Content Objectives Understand the concept of sheltered instruction
Understand the importance of lesson preparation and the integration of content and language objectives
Develop a working knowledge of the new ELD Standards

3. Language Objectives
Participants will recall and list topical information from readings, previous trainings and personal experiences.
Participants will articulate and listen to various points of view related to the day’s topic.
Participants will negotiate meaning from and respond to readings and essential questions related to sheltered instruction and lesson preparation.

4. Language Objectives
Individually and in groups begin to synthesize the day’s information through dialogue and reflection.
Participants will work in groups to apply the knowledge of the day in the creation of a lesson plan that takes into account the realities of the classroom.

5. What is Sheltered Instruction?
Sheltered instruction is an approach for teaching content to English Language Learners in strategic ways that make the subject matter concepts comprehensible while promoting the student’s English language development.
The SI classroom integrates language and content and infuses socio-cultural awareness is an excellent place to scaffold instruction.
Sheltered instruction is an approach that can extend the time students have for getting language support services while giving them a jump start on content subjects.
Sheltered instruction may also be referred to as SADIE (specially designed academic instruction in English). Sheltering techniques are used increasingly in schools across the United States and teachers continue to ensure that all students are prepared to meet high academic standards.

6. What is Sheltered Instruction?
“Sheltered instruction is an approach for teaching content to English Language Learners in strategic ways that make the subject matter concepts comprehensible while promoting the students’ English language development.”
Echevarria, Vogt and Short, Making Content Comprehensible for
English Language Learners, 2004, 2007, 2010
Sheltered instruction is an approach for teaching content to English Language Learners in strategic ways that make the subject matter concepts comprehensible while promoting the student’s English language development.
The SI classroom integrates language and content and infuses socio-cultural awareness is an excellent place to scaffold instruction.
Sheltered instruction is an approach that can extend the time students have for getting language support services while giving them a jump start on content subjects.
Sheltered instruction may also be referred to as SADIE (specially designed academic instruction in English). Sheltering techniques are used increasingly in schools across the United States and teachers continue to ensure that all students are prepared to meet high academic standards.

7. Why is it necessary?

8. Why is it necessary?
In many of our classrooms the level of the textbook we are teaching from does not match the academic language level of our students.
The academic content and language of the text is difficult for students to negotiate.

9. Why is it necessary?
Watering down the curriculum allows students to read the curriculum.
…but
The richness of the content concepts are lost.

10. “Sheltered Instruction is good for ALL students
but it is IMPERATIVE for students
with a language or learning challenge!”
Mary Ellen Vogt, 2004; 2007

11. Eight Core Components of High Quality Sheltered Instruction
Preparation
Building Background
Comprehensible Input
Strategies
Interaction
Practice / Application
Lesson Delivery
Review / Assessment
Using SIOP: Getting started
SIOP a guide to teaching high-quality sheltered instruction
-Assess your areas of strength and areas that you want to begin practicing.
-Some elements of SI are critical to include when teaching ELL, while other aspects of the model may be implemented as experience in SI is gained.
-Therefore you may wish to begin using SIOP by focusing on one set of indicators at a time
EXAMPLE:
Comprehensible input is critical for Ells. If you are unfamiliar with comprehensible input techniques, you may want to practice implementing them as a first step.
IMPORTANT: Learning to implement the SI model is a process and not all elements will be observed to a high degree in the beginning stages.

12. Observation Protocol Preparation 4 3 2 1 NA 1.4 3 2 1 NA 1.
Clearly defined content objectives for students
Content objectives for students implied
No clearly defined content objectives for students 2.
Clearly defined language objectives for students
Language objectives for students implied
No clearly defined language objectives for students 3.
Content concepts appropriate for age and educational background level for students
Content Concepts somewhat appropriate for age and educational background level of students
Content concepts inappropriate for age and educational back ground level of students

13. Dilemma
If we agree that these are strong and useful ideas, what is the best way for us to make sure they happen every day?

14. Lesson Preparation
What:
For maximum learning to
occur, planning must
produce lessons that enable
students to make
connections between their
own knowledge and
experiences, and the new
information being taught. 
Why:
Lesson planning is critical to
both a student's and
teacher’s success.
When: Every lesson How: Adaptation of content Meaningful activities Supplementary materials Plan for language

15. Content Objectives
What are they?
Why use them?

16. Language Objectives
What are they?
Why use them?

17. Weaving Academic Language into Instructional Planning
Content Objectives: Focus of the Lesson (What students should know and be able to do.)
Language Objectives: Focus on Language Development, Language Needs & Language Use for the Lesson (How Listening, Speaking, Reading and Writing will be incorporated into the lesson.)

18. Content and Language Objectives
Content objectives are the
Language objectives are the
HOW
WHAT

19. Content Objectives
Statements that identify what students should know and be able to do in particular content areas.
They support school, district, and state content standards and learning outcomes.
When teaching ELLs, content objectives for each lesson need to be tied to specific grade- level content standards.
They guide teaching and learning in the classroom.
Concrete content objectives identify what students should know and be able to do to guide teaching and learning.
For ELLs content objectives for each lesson need to be stated simply, orally and in writing, and they need to be specific grade level content standards.
Content objectives should be limited to 1-2 per lesson to reduce the complexity of the learning task.

20. Language Objectives
Statements that identify what students should know and be able to do while using English (or another language).
They support students’ language development often focusing on vocabulary, functional language, questioning, articulating predictions or hypotheses, reading, and writing.
Language objectives support students language development, they should be stated clearly and simply both orally and in writing.
Language objectives may focus on development of student’s vocabulary, reading comprehension, or the writing process.

21. Verbs for Language Objectives
recall
recite
list
elaborate
define
apply
infer
justify
revise
pre-write
draft
publish
predict
write
identify
negotiate
compare
contrast
listen
respond
interpret
describe
observe
sequence
synthesize
These are some examples of verbs to be used when developing language objectives.
e.g., The student will be able to tell why routes were named the way they were, and how places receive their names. You will also learn how the structure of some words give clues to their meanings.
e.g., The student will be able to compare and contrast types of transportation used in colonial America to modern day America.

22. Reasons for Talking in Class
Practice academic language
Informal assessment of language/content
Deepen, strengthen concepts
Confidence, empowers, safe
Socialize, build relationships
Management, strengthens routines
While teachers develop language objectives they should ask themselves, “ What are my students doing today to develop their language skills in reading, writing, listening, speaking and thinking?”

23. More Reasons for Talking in Class
Interest, engagement
Transfers to writing
Transfers to other subjects
Impacts quality
Strengthens both L1 and L2
Listening!!!!!

24. New Mexico ELD Standards 2009
Language Domains
Listening: process, understand, interpret, and evaluate spoken language in a variety of situations
Speaking: engage in oral communication in a variety of situations for a variety of purposes and audiences
Reading: process, understand, interpret, and evaluate written language, symbols and text with understanding and fluency
Writing: engage in written communication in a variety of situations for a variety of purposes and audiences
New Mexico ELD Standards 2009

25. Language Domains
Why are the language domains important?

26. Teaching Academic Language: Some Important Concepts
Language Domains:
Different types of language are required for the discussion of different topics. Many topics require specific vocabulary and sometimes even specific grammatical structures.
Academic Language:
The variety of language used for academic purposes in our school settings. (Bricks and Mortar)

27. Teaching Academic Language: Some Important Concepts
BICS:
Basic Interpersonal Communication Skills refer to a type of everyday language that is commonly used for social interaction.
CALP:
Cognitive Academic Language Proficiency refers to the more abstract variety of language commonly used in academic classes. Abstract language refers to language that is used to discuss objects or people who are not present in the “here and now,” as well as concepts or ideas.
(Adapted from Elaine Horwitz, 2007)

28. Margo Gottlieb, Ph.D., WIDA Lead Developer, 2009
Remember
“Children are capable of high level thinking regardless of their language level.”
Margo Gottlieb, Ph.D., WIDA Lead Developer, 2009

29. Content & Language Objectives
Who gets to see them?

30. Objectives Stated clearly and simply in student friendly language; and
Should be:
Stated clearly and simply in student friendly language; and
Posted and referred to before, during and after the lesson.

31. Sample Content and Language Objectives 9th Grade Geometry
Content Objective:
9-12.G.1.2 Find the area and perimeter of a geometric figure composed of a combination of two or more rectangles, triangles, and/or semicircles with just edges in common.
Language Objectives:
With your learning partner you will use mathematical vocabulary to explain the process for finding the area and perimeter of geometric figures.
During a carousel activity, your group will construct a Venn Diagram to contrast and compare the area and perimeter of one geometric figure to another.
Work in pairs to solve and justify statements about the area and perimeter of geometric figures.

32. Collaboration and Discussion:
What are some advantages to writing both content objectives and language objectives for students to hear and see?
How might written objectives affect teacher and student performance in the classroom?

34. Break!!!!!! 7.5

35. NM English Language Development Standards

36. NM English Language Development Standards
What is our schema related to standards?
What have you heard and what do you know about the NMELD Standards?

37. NM English Language Development Standards
The NMELD Standards are unlike anything we have experienced in New Mexico.
They are first and foremost language standards.
Social and Instructional Language
The Language of Language Arts
The Language of Mathematics
The Language of Science
The Language of Social Studies
Meant to be flexible and adaptable.

38. NM English Language Development Standards
English language development standards are the bridge to enable learners to access the content requisite for academic success through language (Academic Language and Thinking).

39. Let Me Throw Some Bricks and Mortar at You!
Framework
Entering
Formative
Emerging
Summative
Developing
Language Proficiency Level
Expanding
Bridging

40. Let Me Throw Some Bricks and Mortar at You!
Language Domain
Language Function
Grade Level Cluster
Example Topic
Genre
Support
Model Performance Indicator (MPI)
Transformation

42. Supports

43. Model Performance Indicator

46. Transformations

47. Transformations

48. Transformations

49. Transformations

50. Transformations

51. Organization of the Standards
2 Frameworks
5 English Language Proficiency Standards
5 Grade Level Clusters
4 Language Domains
5 Levels of English Language Proficiency
200 Example Topics and Model Performance Indicators (MPIs)

52. Using the Standards
No numbers but rather an emphasis on language, content and support. (Mindfully prodding you towards Content and Language Objectives)
Make it topic or subject specific. Make it real for you! Make it work for you!
You are never held to what is in the box – this can change!

53. Using the Standards
Step 1: Determine English Language Learners’ current language profiles
Step 2: Analyze the language demands of a content topic
Step 3: Match ELD standards to language demands, and decide whether and which transformations are necessary.
Step 4: Develop content and language objectives.

54. Using the Standards
Step 5: Differentiate instructional and assessment activities by the students’ levels of English language proficiency.
Step 6: Plan for instructional supports and vary the supports used.
Step 7: Review evidence of language learning and decide next steps.

55. Let’s apply our knowledge!
A Case Study
Let’s apply our knowledge!

56. Activity: Teaching Scenarios
Coleen is twelve years old and has lived in New Mexico all her life. She lives with her grandparents who speak Diné and little English. She is quiet during classroom discussions, but is very proficient in social conversations.
She is very frustrated with school. She comprehends portions of the science textbook and attempts to use academic vocabulary. She is able to complete some of the written assignments, but has difficulty summarizing her thoughts. She doesn’t believe she needs any assistance because she can speak English very well with her friends. However, she doesn’t understand why she is having difficulties in Biology.

57. Where is Coleen? Listening Speaking Reading Writing English
Proficiency
Level
Entering
Emerging
Developing
Expanding
Bridging
Listening
Speaking
Reading
Writing

58. Activity: Writing Language Objectives 30 Minutes (Be prepared to share
Work in groups of Each group will be given a specific grade level and content standard.
Select a performance standard from the NM Content Standards and Benchmarks. This will function as your Content Objective.
Choose any two language proficiency levels.
Determine which ELD standard, grade level cluster, MPI, transformation will support you with this content objective.
Write at least 3 Language Objectives for the Content Objective you have chosen.
Remember that the Content Objective is the “WHAT” and the Language Objective is the “HOW”.

59. Verbs for Language Objectives
Listen
Identify
Classify
Collect
Distinguish
Categorize
Match
Show
Select
Construct
Assemble
Arrange
Name
Recall
Give Examples
Draw
Organize
Decide
Describe
Tell
Create
Dramatize
Locate
List
Underline
Review
Compose
Dictate
Point out
Record
Report
Predict
Express
Plan and Evaluate
Relate
Generalize
Demonstrate
Restate
Interpret
Outline
Summarize
Suppose
Estimate
Judge
Explain
Debate
Illustrate
Infer
Revise
Rewrite
Assess
Justify
Critique
Compare
Contrast
Question
Map
Discriminate
Observe
Sequence
Synthesize
Recite
Elaborate
Define
Apply
Pre-write
Draft
Publish
Write
Negotiate
Respond

60. Thank you!
Patricia Latham Adrian Sandoval Phone:
Center for the Education and Study of Diverse Populations
at New Mexico Highlands University