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Improving Education for English Learners: Research-Based Approaches. English Learner and Support Services Professional Learning Series February 17, 2011.

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Improving Education for English Learners: Research-Based Approaches

English Learner and Support Services

Professional Learning Series

February 17, 2011

Chapter 5(pp. 251-321)Programs and Practices for Effective Sheltered Content Instructionby Jana Echevarría, CSU Long BeachDeborah Short, Center for Applied Linguistics

Based on a presentation by

Magdalena Ruz Gonzalez, LACOE


Lizette Diaz, SBCSS

Today’s format

  • Pair discussions –graphic organizer with focus questions

  • Explore sections 1-5

  • Briefly touch on sections 6-8

What’s on your mind?


One and a half minutes each

Chapter 5 OverviewEight Sections

  • Rationale for focus on Sheltered Instruction Observation Protocol (SIOP) , pp. 251-252

  • Rationale and Components of SDAIE in providing ELs access to content subjects, pp. 253-262

  • Pedagogical Models of Sheltered Content Instruction with a focus on SIOP (Sheltered Instruction Observational Protocol), pp. 262-264

  • Components and features of the SIOP model, pp. 264-271

Chapter 5 OverviewEight Sections (cont’d)

5. Application of the SIOP model, pp. 272-276

6.SIOP Research Syntheses, pp. 276-286

7.Program Models, pp. 287-297

8. SIOP Professional Development, pp. 297-301

Section 1Rationale for focus on SIOP

pp. 251 & 252

Partners A & B work together.

Why is SIOP

the focus of this chapter?

Section 2Rationale and Components of SDAIE…

pp. 254-255

Partners A & B work together again!

The authors offer a number of reasons for the difficulty ELs experience in school.

Which reason/s have you addressed at your site/district?

Which ones are priorities for you in the future?

Section 2History of Sheltered Instructionp. 256 Figure 5.1

Section 2

The California Context

p. 257-258

“Unfortunately, the programs that offered bilingual and sheltered instruction for English learners tended to be generally inconsistent in design, quality, and effectiveness.”

1987 – law for bilingual education “sunseted”

Section 2

The California Context

p. 257-258

“The term SDAIE exists in the California Education Code as a legal construct, but the practices that are typically incorporated into SDAIE content classes have been based on theoretical models (Diaz-Rico and Weed 2006; Walqui, 2006). …no empirical research has shown that any particular model of SDAIE has a positive effect on student academic achievement.”

Section 2

The California Context

p. 257-258

  • 1998 – Proposition 227 passes, instituting structured English immersion (SEI) as the new term for a program type that was intended to give students access to the core curriculum.

  • SEI is not operationally defined.

  • Wide variety of program types

Section 2

The California Context

p. 257-258

  • Primary Language Instruction

  • 1990s: 29%

  • After 1998, <10%

Section 2Goals of Content-Based ELDand Sheltered Content Instruction

p. 259, Figure 5.1

Partner As work together.

Partner Bs work together

What are the differences between the two types of instruction?

Section 2Academic Language Proficiencypp. 260-262

…the development of academic English is a complicated endeavor that involves more than simply additional vocabulary development and grammar practice.

p. 260

Interaction of


p. 261

Figure 5.2

Section 3Pedagogical Models of Sheltered Content Instruction with a focus on SIOP pp. 262-264

CALLA (Cognitive Academic Language Learning Approach) was created in the mid 1980s, (Chamot and O’Malley 1987,1994)

  • Focused on explicit instruction in metacognitive, cognitive and social/affective strategies

  • No empirical evidence to determine its effect on student achievement.

Section 3Pedagogical Models of Sheltered Content Instruction with a focus on SIOP pp. 262-264


“…while valuable these (SDAIE techniques & strategies) are not sufficient to ensure success with grade-level content for English Learners.” p. 264

Sections 4 & 5The SIOP Modelpp. 264-276

Review p. 265-271

Table Talk

What makes SIOP an effective model of sheltered instruction?


Sections 4 & 5The SIOP Model

pp. 272-276: SIOP in Action – two lessons: third grade & High School ESL Biology

pp. 314- 321: sample lesson plans, elementary, biology

Section 6Research Synthesespp. 276-278

All of the highlights listed on these pages have been mentioned in previous chapters.

Section 6SIOP Model Researchpp. 278-285

Student Writing Assessment Study

Evaluation Research-Isaac School District in Phoenix, AZ

Quasi-Experimental Research-New Jersey

Experimental Research-funded by US Dept of Education for the National Center for Research an the Educational Achievement and Teaching of English Language Learners (CREATE)

Section 6Future Research on Sheltered Instructionpp. 285-286

Placement of ELs in sheltered courses

Instructional grouping configuration

Empirical research on other models of sheltered instruction

Most effective instructional features

Instruction for beginning speakers and underschooled students

Section 7Program Models pp. 287-289

  • Empirical evidence is not available to support whether EL students should be grouped homogeneously in sheltered courses or mixed with former ELs and EOs.

Section 7Program implementation should consider:

  • Scheduling for students

    • Access to and completion of courses necessary to graduate from HS

    • Flexible pathways into regular curriculum

  • Explicit timeline and set of coursework that leads to graduation

  • Extend students’ time for learning

    • Extension of the school day, before, after, or summer.

  • Considerations for beginners

    • Additional time, primary language support, two years to cover a one year course

      pp. 287-289

Section 7Sheltered Instruction Programspp. 289-297


Lela Alston Elementary School, Phoenix, AZ

Hoover High School, San Diego, CA

Newcomer Programs: The International Academy-LEAP, St. Paul, Minnesota

General Education classes: Hill Classical Middle School, Long Beach, CA

Section 8Professional Developmentpp. 297-301

Effective SIOP Professional Development includes:


Reflection on practices

Discussing the implementation

Coaching with knowledgeable trainers

Modeling of lessons

Refining lesson plans based on student assessment

Agreed upon strategies implemented school-wide


  • A to Z Review

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