1. Sheltered Instruction
Part I of III
Presented by
Office of English Language Learners

2. Session Goals Define English Learner
Identify levels of language proficiency
Identify who are the English learners in this school and what is their current level of language proficiency
Develop a broad understanding of sheltered instruction and its role in providing meaningful access to core instruction to English Learners
Develop a deeper understanding of the link between content and language objectives to support the academic and discipline specific language development of English learners

3. Norms for Collaborative Learning
Understand that those who work learn
Look for solutions, not blame
Phrase questions for the benefit of everyone
Be honest
Recognize that everyone has expertise
Challenge ideas
Share talk time
Respect our learning environment
Have participants read the norms.
Tell participants that if they need to make or take a call, or text someone, that they may step out into the hallway.

4. Who are Language Learners?
Students designated as ESL
As determined by the W-APT/K MODEL
The W-APT/K MODEL are language proficiency screeners that was developed by the WIDA Consortium
Test social AND academic English proficiency

5. Who are Language Learners?
General Education Students
Eligible but not enrolled (Waived)
Student qualifies to participate in an ELL program but the parent/guardian chooses to opt out of services
Formerly Limited English Proficient (Exited)
Student met the state exit criteria and is either monitored or has been released from the 2 year monitoring period
Passed W-APT, but may still need support
Student doesn’t qualify for ELL services, but…

6. Who are Language Learners?
Some immigrant English learners had strong academic backgrounds before coming to the US
Some immigrant students had very limited formal schooling
Some English learners have grown up in the US but speak a language other than English at home
Some English learners were born in the US but have not mastered English or their native language

7. Who is Responsible for the Academic Achievement of Language Learners?
EVERYONE!
ESL teachers alone cannot be responsible, we must all work together.
Understanding who our language learners are and what factors we should consider that may have an effect on language development
Understanding our students’ current level of language proficiency
Implications for instruction

8. Myth or Reality about ELLs
1.Younger children acquire language faster and more easily 2. The ability to speak a second language (especially in conversational settings) does not guarantee that a student will be able to use the language effectively in academic settings 3. If we focus on teaching the English language, learning in all areas will occur faster. 4. The challenge of learning academic English for school varies tremendously from learner to learner and depends on many factors.
Work with a partner discuss each statement as myth or reality and why- share out.
(10 minutes)
While younger language learners may learn to pronounce a new language with little or not accent, older language learners are often more efficient learners.
Language learning is a developmental process; while learning a language will not occur in the absence of exposure to the language, increased exposure to the language (particularly in academic settings) does not guarantee quicker learning.
4. Take into account students’ previous exposure to content in their first language; students’ formal academic preparation in a given content area

9. Myth or Reality about ELLs
5. Students who speak another language at home develop English skills more slowly than students who speak just English. Parents should try to avoid using other languages around their children.
6. Most ELLs were born here; only 20% of ELLs have been in the United States a year or less.
7. ELLs with beginning levels of language proficiency lack cognitive ability for higher order thinking.
5. Monolingual and bilingual children develop language abilities at the same rate. What matters most for language development is that children engage with spoken and written language, no matter what language it is. Parents can effectively help their children develop English language skills by communicating in their home tongue.
6. Reality

10. Think about this… L2 acquisition is not a linear process.
ELP levels of ELLs do not connote similar academic and linguistic profiles;
Meaning-based instruction helps ELLs to connect content with their backgrounds and identities; and
Consistent attention to embedding of language through tasks that are cognitively demanding is crucial for ELLs

11. The Levels of English Language Proficiency 5 BRIDGING 4 EXPANDING 3
DEVELOPING 2
EMERGING
REACHING: Classroom instruction as all other student learners. Student receives the same classroom instruction/support as any other student.
Level 6 students function like a native speaker, but may experience a hiccup from time to time with the use of language.
Refer everyone to the performance definitions handout 1
REACHING
ENTERING 6

12. Language Domains Listening Speaking Reading Writing
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
Process, understand, interpret and evaluate written language, symbols and text with understanding and fluency
Reading
Each standards matrix is organized around one of these four language domains.
Writing
Engage in written communication in a variety of situations for a variety of purposes and audiences

13. Language Domains
How are the four language domains similar and unique? This slide illustrates how we often talk about domains as productive (Speaking/Writing) or Receptive (Listening/Reading). This means that our students are either producing or receiving language, which requires a different set of skills.
Do all language domains develop at the same rate for students?
Is there a typical order in which domains are developed?
Encourage our own experiences, either learning a language or teaching ELLs.

14. Information produced by the W-APT, K MODEL and ACCESS for ELLs®
6.0
REACHING
Raw Score
Scale Score
Proficiency Level
Individual Domain Scores
Reading, Writing, Speaking, Listening
Composite Proficiency Scores
Oral Language
Literacy
Comprehension
Overall
BRIDGING
EXPANDING
DEVELOPING
EMERGING
ENTERING

15. Current Level of Language Proficiency
Where do I go to obtain my student’s current level of language?
Permanent record
For new students: initial registration packet
W-APT scores
For current students: ACCESS Teacher Report
School clerk
W-APT & ACCESS scores are stored on REG2000

16. Let’s plot Jose Carlos’ ACCESS for ELLs results on the
CAN DO Descriptors:
Listening 4.1
Speaking 6.0
Reading 5.0
Writing 3.8

17. 4.1
These are the bullet points within the CAN DO Descriptors showing what Jose Carlos can do in Listening and Speaking, based on what was listed on his score report.
6.0

18. 5.0
These are the bullet points within the CAN DO Descriptors showing what Jose Carlos can do in Reading and Writing, based on what was listed on his score report.
3.8

19. Activity With a partner, examine Alfredo’s profile.
Plot Alfredo’s ACCESS for ELLs results on the
CAN DO Descriptors.
Discuss and write how student’s information would inform your instruction.
Be ready to share out.

20. Planning the lesson & Delivering Instruction
Know your ELLs’ proficiency levels (ACCESS or WAPT)
Consider what your ELLs can do in relationship to the materials for your lesson (texts, worksheets, manipulatives, etc.), your lesson delivery, and the lesson activities.
Can your ELLs read and comprehend the text?
How will your ELLs participate in the instruction and activities?
What scaffolds can you use and/or what accommodations can you make to help your ELLs access the content?
Be mindful of what effect your ELL’s language proficiency will have on the outcome of your assessment.
Can you make assessment accommodations for your ELL?
Can you develop/utilize an alternate assessment for your ELL?

21. Sheltered Instruction
Most well known model of sheltered instruction – SIOP
Language and content objectives are systematically woven into the curriculum of the subject area
Present regular, grade-level subject curriculum through modified instruction in English
Shares many techniques found in high-quality, non-sheltered teaching for native English speakers
Characterized by careful attention to the English learners’ distinctive language development needs
Sheltered instruction is a means for making grade-level academic content more accessible for English language learners while at the same time promoting their English language development, both formal and informal.
Furthermore, sheltered instruction is the practice of highlighting key language features, such as subject-verb agreement, pronouns, tone, multiple meanings, grammatical structure, etc., and incorporating strategies that make the content comprehensible to students acquiring English.
Sheltered instruction is an approach that can extend the time students have for getting language support services while giving them a jump start on the content subjects they need for graduation.
Clear and explicit learning objectives are objectives that are written in a language easily understood by the learner. They also are specific to the desired learning for the activity.
Grade-level appropriateness ensures that the lessons and activities are aligned with the regular curriculum.
Interactive learning opportunities guarantees that the language learner has ample opportunities to converse and interact with native speakers, as well as students with high levels of language acquisition

22. Gradual Release for Language Learners
This is an added step to support language learners

23. SIOP Components 8 General Components Lesson Preparation
Building Background
Comprehensible Input
Strategies
Interaction
Practice/Application
Lesson Delivery
Review/Assessment
The thirty indicators of the SIOP model are divided into eight general components:
lesson preparation, building background, comprehensible input, strategies,
interaction, practice/application, lesson delivery, and review/assessment.

24. Lesson Preparation Content Objective Language Objective
Content/Concepts Appropriate for Age
Supplemental Materials
Adaptation of Content
Meaningful Activities
The first component, lesson preparation, consists of the first six indicators for
effective sheltered instruction. In the lesson preparation component, teachers learn
that at least two kinds of objectives need to be determined for each lesson, content
objectives and language objectives. Furthermore, these objectives need to be stated
in student-friendly terms and posted for all students to see. Activities selected for
the lesson need to be both meaningful to students and adapted to address their
language proficiencies. Last, teachers should use supplemental materials and ensure
that content concepts are made accessible to students in relationship to their age
and developmental stage.

25. Language Objective
The language objective should represent an aspect of academic English that students need to learn or master.
Should be drawn from the English proficiency standards and should incorporate the content

26. STRAND MPI Organization of MPIs within the 2012 Standards GRADE 8
ELD STANDARD 4 - The Language of Science EXAMPLE TOPIC: Forms of energy
The standards continue to be represented in a series of scaffolded steps within a linguistic progression across 5 levels of language proficiency. Each individual level of the progression is called a Model Performance Indicator or MPI. MPIs are meant to be examples and not fixed prescriptions of the language students may engage with during instruction and assessment. We refer to a series of 5 MPIs tied to one language domain as a strand. This strand of MPIs pertains to the language domain of Speaking.
STRAND
MPI

27. The Content Stem/Example Topic
The Elements of the MPI
The Language Function
The Content Stem/Example Topic
The Support
Each MPI consists of three main elements: language function, content stem/example topic, and type of support.
Watch video – slide 12

28. Elements of Model Performance Indicators
The Model Performance Indicator (MPI) consists of three elements:
Language function: describes how students use language to demonstrate their proficiency
Content stem/example topic: specifies context for language instruction; derived from state content standards
Support: sensory, graphic, or interactive resources embedded in instruction and assessment that help students construct meaning from language and content 28

29. Content Stem/Example Topic Instructional Support
Elements of MPIs
Content Stem/Example Topic
Language Function
Follow oral directions to design area maps using manipulatives and illustrated examples in small groups
An example MPI from
Grade: 3
Standard 3: The Language of Mathematics
Proficiency Level: 3
Instructional Support

30. The Model Performance Indicator Language Function
Another example

31. The Model Performance Indicator Content Stem

32. The Model Performance Indicator Content Stem

33. Support Examples
Instructional supports illustrate the importance of scaffolding language development for ELLs, at least through level 4.
WIDA categorizes supports as sensory, graphic, or interactive, with some examples of each provided in the table. These can be found the in the 2007 Edition of the WIDA ELP Standards.

34. Activity Transforming MPIs.
With a partner, use the elements in the envelope to create and transform MPIs.
Be ready to share out.

35. Let’s try this…

36. Refer to this checklist after writing your objective:
Objective is written and stated simply, in language the students can understand
Objective promotes student academic language growth
Objective connects clearly with the lesson objective and/ or lesson activities
Objective is measurable. I have a plan for assessing student progress on meeting the objective during the lesson
Objective is observable

37. Outcomes Students will have meaningful access to the full curriculum.
Students will progress with their English language development while meeting academic content standards.
Students will acquire the language and content necessary to exit the formal ESL
program and demonstrate academic achievement as a result of teacher
collaboration and planning.

38. 3 2 1 3-2-1 Reflection things you learned or “Aha!” moments
things you’re going to go back and do differently as a results of today’s session 1
thing you still have a question about

39. Final Thoughts or Questions?
If you have any questions, please feel free to contact the Office of ELLs:
Soledad Barreto, Director
Ronilee Scittarelli, Secondary ELL Specialist
Nelia Fontes, Elementary ELL Specialist
Roland Sasseville, Secondary ELL Specialist