1. A Sheltered Approach to Sheltered Instruction
Deficits to Assets
A Sheltered Approach to Sheltered Instruction
10/7/10
Center for the Education & Study of Diverse Populations at New Mexico Highlands University

2. What are we going to do? Greater Awareness of Assumptions & Realities
(Self & Others)
Poverty
Language Acquisition
Planning for the Language Demands of Our Content

3. How are we going to do it?
We will participate in group dialogues to question our awareness and assumptions about ourselves and others.
We will recall and share our past experiences and readings specific to the day’s conversation.
We will organize our thoughts and ideas in order to support our ability to actively share with others on the various topics presented today.
We will negotiate meaning in both large and small groups.

4. What I see as an outsider…

7. Assumptions Who are we as people … as educators?
How do we perceive others?
How do you perceive me?

8. Being a Culturally Competent Educator
As a culturally proficient educator/administrator, you must accommodate for both culture and language.
It means being aware of your own learning style and the learning styles of your students.
It also means being aware of your own culture and the effects your culture has on children in your classroom.

9. Being a Culturally Competent Educator
It’s a way of being, an attitude, or behavior that incorporates who you are, what you bring into the classroom, and how you interact with the culture of your students.

10. Assessing Culture: Naming the Differences
Consider your own culture and the cultural norms of your organization
Understand how the culture of your organization impacts those whose culture is different
Recognize how culture affects others

11. Valuing Diversity: Claiming the Differences
Recognize difference as diversity, rather than as inappropriate responses to the environment
Accept that each culture considers some values and behaviors more important than others
Seek opportunities to work with and learn from people who differ from you

12. Managing the Dynamics of Difference: Reframing the Differences
Understand the effect of historic distrust on present-day interactions
Realize that you may misjudge another’s actions based on your own learned expectations
Learn effective ways to resolve conflicts among people whose culture and values may differ from yours

13. Adapting to Diversity: Training About Differences
Change the way you have done things to acknowledge the differences present among staff members, clients, and community members
Align programs and practices with the guiding principles of cultural proficiency
Institutionalize appropriate interventions for conflicts and confusion caused by the dynamics of difference

14. Institutionalizing Cultural Knowledge: Changing for Differences
Incorporate cultural knowledge into the mainstream of the organization
Develop skills for cross-cultural communication
Integrate into the organization’s systems information and skills that enable you to interact effectively in a variety of cultural situations

15. Remember….becoming a culturally proficient educator means…
Being aware of your own learning style and learning styles of your students;
Being aware of your own culture and the effects your culture has on children in your classroom;
A way of being, an attitude, or behavior that incorporates who you are, what you bring into the classroom, and how you interact with the culture of your students.

16. University of Illinois, Chicago
Alfred Tatum
University of Illinois, Chicago
10/7/10
Center for the Education & Study of Diverse Populations at New Mexico Highlands University

17. Poverty
10/7/10
Center for the Education & Study of Diverse Populations at New Mexico Highlands University

18. Some Data
The Census Bureau reports that New Mexico ranks fifth nationally for the percentage of children living in poverty.
Mississippi was the highest at 31 percent.

19. Some More Data
The agency's American Community Survey found that slightly more than 25 percent of children under 18 in New Mexico were below the federal poverty level in 2009.
That's an increase of about 1 percent from 2008.

20. Poverty
Assumptions
Realities

21. Poverty (Assumptions)
Why?
Who?
How long? (Situational vs. Generational)
Impact on learning?

22. Poverty (Some Realities) How well do we know Eagle Ridge?
Percent Free/Reduced Meals: 59.2 %

23. Poverty (Some Realities)
Maslow’s Hierarchy of Needs
Needs for Self-Actualization
Needs for Esteem
Needs of Love, Affection and Belongingness
Safety Needs
Physiological Needs

24. Poverty (Some Realities)
Some of the factors related to poverty that may place a child at-risk for academic failure are:
very young, single or low educational level parents;
unemployment;
abuse and neglect;
substance abuse;

25. Poverty (Some Realities)
dangerous neighborhoods;
homelessness;
mobility; and
exposure to inadequate, inappropriate or no formal educational experiences.

26. Some Consequences of These Factors
Delay in language development,
Delay in reading development,
“Downshifting”,
Aggression,
Violence,

27. Some Consequences of These Factors
Social withdrawal,
Substance abuse,
Irregular attendance, and
Depression /Craving for Attention.

28. Positive Assumptions All Parents & Families Love Their Children
All Children Can & Will Learn (Have Strengths)
All Families Want a Positive School Experience for Their Children
Recognize Schools & Homes Have Shared Goals
Refer to handout: “Examining Assumptions About Family”

29. Positivism Applied
We need to make them feel that they are lovable, important and acceptable human beings by making them feel secure and good about themselves and by building trusting respectful relationships with them (Bassey, 1996).
Positive and respectful relationships of this nature are essential for at-risk students (Hixson and Tinsmann, 1990; Ciaccio, 2000).

30. Positivism Applied
Educators also need to work to foster resilience in children, focusing on the traits, coping skills, and supports that help children survive in a challenging environment.

31. University of Michigan
Elizbeth Birr Moje
University of Michigan
10/7/10
Center for the Education & Study of Diverse Populations at New Mexico Highlands University

32. Break!!!!!!

33. Language Acquisition 101 How did you learn language?
How did your children learn language?
2nd Language?

34. Academic Language and Thinking
Center for the Education and Study of Diverse Populations
at New Mexico Highlands University

35. Overview What is Academic Language and Thinking?
Why should students engage in purposeful, focused and extended academic talk?
What are key features of academic language and academic conversations?
How can we support academic language and thinking?

36. Academic Language and Thinking? (3 min.)
What is academic language and
thinking?
What does academic language and thinking “look like” and “sound like”?

37. Defining Academic Language and Thinking: What the Researchers Say
Cognitive Academic Language Proficiency (CALP): CALP is the language students are exposed to during content lessons, in course materials, textbooks, and standardized assessments. Cummins suggests that it generally takes an ELL student up to 2 years to acquire BICS and 5-7 years to acquire the linguistic skills associated with CALP (Cummins 1981).
Teachers of English to Speakers of Other Languages (TESOL 2007) define academic language as, “Language used in the learning of academic subject matter in formal schooling context; aspects of language strongly associated with literacy and academic achievement, including specific academic terms or technical language, and speech registers related to each field of study”.

38. Defining Academic Language and Thinking: What the Researchers Say
Zwiers (2005) defines academic language as, “…the set of words and phrases that describe content-area knowledge and procedures; language that expresses complex thinking processes and abstract concepts; and language that creates cohesion and clarity in written and oral discourse”.
Scarcella (2008) defines academic language as the language of power. Students who do not acquire academic language fail in academic settings.

39. “Brick and Mortar” Dutro and Moran, 2003
"Brick" words are the vocabulary specific to the content and concepts being taught and include words such as: government, mitosis, metaphor, revolt, arid, revolution, etc….
"Mortar" words are the words that determine the relationships between and among words.

40. What is Academic Language?
Content vocabulary (bricks)
Terms that travel across disciplines
Grammar & organization
Content vocabulary (bricks)

41. What is Academic Language?
Content vocabulary (bricks)
Hypothesize Evidence Analyze Justify Critique Compare
Terms that travel across disciplines
Grammar & organization
Content vocabulary (bricks)

42. What is Academic Language?
Content vocabulary (bricks)
Hypothesize Evidence Analyze Justify Critique Compare
Terms that travel across disciplines
Grammar & organization
Content vocabulary (bricks)
Academic Metaphors
~300/hour! (Pollio, 1977)

43. What is Academic Language?
Hypothesize Evidence Analyze Justify Critique Compare
Content vocabulary (bricks)
Text structure Transitions Pronouns Clauses Word order U-turn terms Punctuation
Terms that travel across disciplines
Grammar & organization
Content vocabulary (bricks)
Academic Metaphors
~300/hour! (Pollio, 1977)

44. Students need chances to authentically talk about:
Abstract concepts
Higher-order thinking processes
Complex ideas

45. Watching for Academic Language
By the 1880's, steam power had dramatically shortened the journey to America. Immigrants poured in from around the world. They came from the Middle East, the Mediterranean, Southern and Eastern Europe, and down from Canada. The door was wide open for Europeans. In the 1880s alone, 9% of the total population of Norway emigrated to America. After 1892 nearly all immigrants came in through the newly opened Ellis Island. Families often immigrated together during this era, although young men frequently came first to find work. Some of these then sent for their wives, children, and siblings; others returned to their families in Europe with their saved wages.

46. Academic Language and Thinking Strategies Where?
Communication Literacies or
Language Domains
Speaking
Reading
Writing
Listening

47. 3 Ingredients for Acquiring Language
Input

48. 3 Ingredients for Acquiring Language
Visuals Gestures Verbal
Input

49. 3 Ingredients for Acquiring Language
Visuals Gestures Verbal
Input
Output

50. 3 Ingredients for Acquiring Language
Visuals Gestures Verbal
Input
Output
Sentence stems Pair-shares Presentations Improvs (pro-con) Questions (build)

51. 3 Ingredients for Acquiring Language
Input
Output
Co-construction of Meaning

52. The Need for Meaningful Talk
To learn academic styles in school, students must be immersed in rich activities in which academic language is modeled and used in purposeful and meaningful ways. (Gee, 2009)
85% of class time was devoted to lecture, question and answer, and seatwork. (Nystrand, 1997)

53. The Need for Meaningful Talk
Teachers encouraged elaborations, but only 16% of the paired interactions were beneficial to learning. (Staarman, Krol & Vander Meijden, 2005)
English learners spent only 4% of the school day engaged in talk; and 2% of the school day discussing focal content of the lesson. (Arreaga-Mayer & Perdomo-Rivera, 1996)

54. Academic Language in Action

55. Planning for: Content and Language
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

56. 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

57. 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.

58. 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.

59. 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.

60. 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.

61. Why is it necessary?

62. 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.

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

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

65. 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.

66. 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

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

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

69. 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.)

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

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

72. 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

73. Language Domains
Why are the language domains important?

74. 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

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

76. 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.

77. 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.

78. 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?

79. 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?

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

81. Evaluation

82. Contact Information
Adrian Sandoval
Website:
Center for the Education & Study of Diverse Populations at New Mexico Highlands University