1. Instructions
This is a framework presentation for you to manipulate – it has all the key ideas, but no personality!
Please add:
Design
Visuals
Activities
Instructions for activities
Personality!

2. Essential Sheltered Instruction for FBISD High Schools Part One
Campus Name
Fort Bend ISD Campus Training

3. Content Objectives
I will identify strategies for differentiating instruction for English language learners in my classroom.

4. Language Objectives
I will orally share ideas and participate in structured reading and writing activities to take back to my classroom.

5. Opening Activity or “Hook”
Name tent with sentence stems
“That’s Me!” Response Signals to 8 items
Sentence stem response to the question, “What is one challenge English language learners face?” (partner-share activity)

6. Why Sheltered Instruction?
(Do background knowledge activity(ies) that demonstrates content without comprehensible input and with it.)
Sentence strips in English with a high academic/technical language activity
“Put your pangalan in the top right corner” activity
Foreign language lesson about the first four U.S. Presidents using volunteers

7. Why Sheltered Instruction?
After the previous activities, lead your colleagues through one or two reflection activities about the need for sheltered instruction. See next slide as a possibility…

8. Write-Pair-Share Please write your reflections using these stems:
“To make the lesson comprehensible, I observed that the presenter….”
“During the first presentation of the lesson, I felt…, but during the second presentation, I felt….”
“I imagine that if a lesson uses comprehensible input, English language learners….”

9. Why Sheltered Instruction?
Share your “launch pad” observations to answer the question, “Why Sheltered Instruction?”

10. The Goals of Sheltered Instruction
The goals of sheltered instruction are to make content comprehensible while developing both social and academic English language proficiency.
Or you may want to choose this format:
Two goals of Sheltered Instruction:
Make content comprehensible
Develop academic language

11. 7 Steps to Building an Interactive Language-Rich Classroom
Step 1: Teach students strategies and language to use when they don’t know what to do. (Refer to your notes and book.)

12. 7 Steps to Building an Interactive Language-Rich Classroom
Step 2: Have students speak in complete sentences. (Refer to your notes and book.)

13. 7 Steps to Building an Interactive Language-Rich Classroom
Step 3: Randomize and rotate when calling on students.
Using dice
Using Stick Picks App
(Refer to your notes and book.)

14. 7 Steps to Building an Interactive Language-Rich Classroom
Step 4: Use total response signals.
Written
Ready
Choices
Ranking
(Refer to your notes and book.)

15. 7 Steps to Building an Interactive Language-Rich Classroom
Step 5: Use visuals and vocabulary strategies that support your objectives.
Visuals for concept understanding
Lists for vocabulary development
Sentence stems for learning language structures

16. 7 Steps to Building an Interactive Language-Rich Classroom
Step 5: Use visuals and vocabulary strategies that support your objectives.
Vocabulary cards with word, image, and meaningful sentence
Card Sort Activity
Brick and Mortar Cards Activity
Daily Use Vocabulary Chart

17. 7 Steps to Building an Interactive Language-Rich Classroom
Step Six: Have students participate in structured conversation. QSSSR structure and activity To solicit more information: W – Why do you think…? I – Is there another…? T – Tell me more about…” (Refer to your notes and book.)

18. 7 Steps to Building an Interactive Language-Rich Classroom
Step 7: Have students participate in structured reading and writing activities.
Sentence Stems for Carousel Activity
Sentence Stem Wall
Sentence stems come from questions you ask (p. 19, 20)
Whip Around
Sentence Sort
(Refer to your notes and book.)

19. Closure Activity for Part One
Jigsaw the “Guide to Terms and Activities”

20. Reference Materials
Sheltered Instruction Plus by John Seidlitz ELPS Flip Book By John Seidlitz

21. Essential Sheltered Instruction for FBISD High Schools Part Two
Campus Name
Fort Bend ISD Campus Training

22. Content Objectives
I will plan a sheltered lesson that differentiates learning for students by looking at authentic TELPAS scores.

23. Language Objectives
I will write objectives, sentence stems, and a sheltered lesson plan that I can use in my classroom during the first two weeks of the new semester.

24. Sheltered Instruction Reflection/Review
4 Questions in a Carousel Activity:
At your campus, what are challenges your ELLs face?
How would you describe sheltered instruction to a colleague?
Why are sentence stems essential for ELLs?
Why is it so important to elicit/develop background knowledge with ELLs?

25. Review of Sentence Stems
Get Acquainted With Sentence Stems Activity
Provide sentence strips with a variety of sentence stems that can be used in a variety of ways. Ask teachers to apply a few of them to their lesson. Give teachers an opportunity to share out or walk around to see how other teachers used them.

26. Review of Sheltered Instruction Goals
The two goals of sheltered instruction are to make content comprehensible while developing both social and academic English language proficiency.

27. Sheltered Instruction Lesson Plan Activity
Model how teachers can use the Sheltered Instruction Lesson Plan to think about differentiating instruction.

28. How to Differentiate Lessons for Different Proficiency Levels
“How do ELLs get their TELPAS proficiency scores?” Discussion

29. How to Differentiate Lessons for Different Proficiency Levels
Differentiation Puzzle Activity from p. 28

30. How to Differentiate Lessons for Different Proficiency Levels
Sample TELPAS Scores Activity
Use TELPAS scores samples
Use sticky notes to identify what individual students can do
Discuss possible reasons for student TELPAS scores being the way they are
Discuss how teachers can help this student advance.
Discussion sentence stem: “How might your lesson look different if ___ were in your class?

31. A Differentiated Sheltered Lesson Plan
Give teachers time to reflect on how they can use the TELPAS scores to choose specific, differentiated instruction for their students; model how to reflect this on the sheltered instruction lesson.

32. Closing Reflection Written Conversation Activy – p. 71
Provide academic vocabulary word bank and sentence stems.

33. Reference Materials
Sheltered Instruction Plus by John Seidlitz ELPS Flip Book By John Seidlitz