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Sheltered Instruction

Sheltered Instruction

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Sheltered Instruction

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  1. Sheltered Instruction Region 10 ESC 400 E. Spring Valley Richardson, TX 75007 972-348-1308 It is the policy of Region 10 Education Service Center not to discriminate on the basis of race, color, national origin, gender or handicap in its vocational programs, services or activities as required by Title VI of the Civil Rights Act of 1964, as amended; Title IX of the Educational Amendments of 1972; and Section 503 and 504 of the Rehabilitation Act of 1973, as amended. Region 10 Education Service Center will take steps to ensure that lack of English language skills will not be a barrier to admission and participation in all educational programs and services.

  2. Objectives for Today Content Objective: Identify content and language objectives for English learners that are aligned to state standards Identify effective researched based strategies that will assist in making content comprehensible and the development of background knowledge. Language Objective: Write language and content objectives in collaboration with peers. Participate in small group discussion and implementation of effective activities to support the development of background knowledge. Develop ideas and expand repertoire of learning strategies to create lessons that are comprehensible to the ELL.

  3. What is Sheltered Instruction? 1) Instruction that makes content area knowledge comprehensible for English Language Learners (ELLs) while simultaneously 2) supporting the students’ English language development

  4. What is SIOP? • SIOP is an observation tool designed for use by teachers and administrators working with English Language Learners (ELLs). • SIOP is a tool, or framework, for planning and delivering lessons that are comprehensible for ELLs.

  5. Lesson Planning

  6. Stages of Language Acquisition and Texas Proficiency Level Descriptors (PLDs) Pre Production Beginner Early Production Intermediate Speech Emergence Intermediate Fluency Advance Advanced Fluency Advance High – minimal support, almost native-like

  7. English Language Proficiency Standards (ELPS) The English language proficiency standards outline English language proficiency level descriptors and student expectations for English language learners (ELLs). School districts shall implement this section as an integral part of each subject in the required curriculum. The English language proficiency standards are to be published along with the Texas Essential Knowledge and Skills (TEKS) for each subject in the required curriculum. Access website: http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html#74.4 http://ritter.tea.state.tx.us/teks/ (TEA Update April 23, 2008)

  8. 19 TAC §74.4 ELPS Introduction English Language Proficiency Standards District Responsibilities Student Expectations TEA presentation at NABE 2009, “Curriculum and Assessment Update for English Language Learners” Proficiency Levels Texas Education Agency LEP Instructional Excellence Center: Project Tesoro TEA 8

  9. Parts of the ELPS

  10. Introduction: Who is responsible for the ELPS? All content area and enrichment subject teachers Linguistic accommodations part of lesson plans if at least one English Language Learner is in the class. Many opportunities for training!

  11. Introduction: Goal of the ELPS

  12. Introduction: 2 Kinds of Language Social Academic

  13. Social vs. Academic Language Social LanguageAcademic Language Simpler language (shorter Technical vocabulary; written material has sentences, simpler longer sentences and more complex vocabulary and grammar) grammar Usually face-to-face, small Often lecture-style communication number of people, informal or reading a textbook; little situational settings context Precise understanding is Precise understanding and seldom required description/explanation is required; higher-order thinking Usually simpler, familiar topics New and more difficult to understand (movies, friends, daily life) topics, knowledge is often abstract; cognitively complex; student often has less background knowledge to build on Get many clues from expressions, gestures Fewer clues, most clues are language clues social context such as further explanation Many opportunities to clarify (look puzzled, More difficult to clarify ask questions, etc.) Texas Education Agency: Project Tesoro 13

  14. Basic Interpersonal Communication Skills (BICS) Playground Language

  15. Cognitive Academic Language Proficiency (CALP) Classroom Language

  16. BICS vs CALPWhich language do we use more often? Texas Education Agency: Region 1 ESC Project Tesoro 16

  17. BICS vs. CALPWhich language do we use more often? Texas Education Agency: Region 1 ESC Project Tesoro 17

  18. SURFACE AND DEEPER LEVEL OF LANGUAGE PROFICIENCY Conversational Proficiency Knowledge Pronunciation Comprehension Vocabulary Application Grammar Analysis Synthesis Semantic Evaluations Functional Cognitive Process Language Process Cognitive Academic Proficiency

  19. Parts of the ELPS

  20. (c)  Cross-curricular second language acquisition essential knowledge and skills (Student Expectations)

  21. Objectives • Content objectives: describe the state’s expectations (TEKS) Students will solve word problems using a two-step process. • Language objectives: describe the way that the student will learn or produce the expectation while using language skills. (ELPS) Students will write a word problem for a classmate to solve requiring a two-step process.

  22. Content vs. Language Objectives Content Objectives LanguageObjectives • How you will use • Listening • Speaking • Reading • Writing in your learning • What you will learn: • Math • Science • Social Studies • Language Arts

  23. Content and Language Objectives • Start with your grade level subject area TEKS! • Write the TEKS objective in student friendly language. • Students should know what the lesson objective is.

  24. Content Objective Examples Math: Students will solve word problems using a two-step process. Language Arts: Students will be able to use descriptive adjectives to write sentences about the characters.

  25. Content Objective Examples Geography: Students will be able to identify specific landforms on a map of South America. Earth Science: Students will be able to analyze the impact of deforestation of tropical rain forests on the environment.

  26. Now, write a content objective! • Pick a subject and grade that you are knowledgeable in. • Brainstorm one lesson topic. • Brainstorm one content objective for that topic. Activity

  27. Language ObjectiveListening, Speaking, Reading and Writing • State simply, orally, and in writing. • Objectives should set higher order thinking vocabulary. • A progression of objectives may be taught over several days • Assessment needs to be ongoing. • Be aware that receptive skills are usually learned faster than productive skills by ELLs.

  28. Math Content Objective: Students will solve word problems using a two-step process. Language Objective: Students will write a word problem for a classmate to solve requiring a two-step process.

  29. Geography Content Objective: Students will be able to identify specific landforms on a map of South America. Language Objective: Students will be able to present a visual or oral report about one landform and its influence on economic development.

  30. Writing a Language Objective Helpful verbs: Name Recall Give examples Plan Organize Describe Debate Restate Dramatize Compose Dictate Record Predict Express Explain Relate Generalize Outline Tell List Infer Revise Contrast Map Listen For Retell Define Find the main idea Compare Summarize Rehearse Persuade Write

  31. Lesson Preparation • Clearly defined content objectives for students; • Clearly defined language objectives for students; • Content concepts appropriate for age and educational background; Echeverria, Voght, & Short (2004)

  32. Lesson Preparation • Supplementary materials are used to a high degree, making the lesson clear and meaningful (e.g., graphs, models, visuals); • Adaptation of content (e.g., text, assignment) to all levels of student proficiency); • Meaningful activities that integrate lesson concepts (e.g., surveys, letter writing, simulations, constructing models) with language practice opportunities for reading, writing, listening, and/or speaking. Echeverria, Voght, & Short (2004)

  33. Rigorous, Essential Planning Questions The English language proficiency (ELP) standards contain the language skills that limited English proficient children in Texas are taught to ensure that they have the full opportunity to learn English and succeed academically. (TEA) Have I made use of all relevant visuals and graphics? Have I incorporated true and relevant accommodations for my ELL students? Do I know my students’ English proficiency levels? (TELPAS: T.O.P. Level Descriptors)

  34. Increase use of: Graphic organizers Outlines Leveled study guides Highlighted text Taped text Adapted text Jigsaw text reading Marginal notes Native language texts Why are these strategies and techniques good for ELL? Adaptation of ContentEffective for Struggling Readers

  35. Background Knowledge

  36. Who am I?

  37. Who am I?

  38. Who am I?

  39. B. S. Bloom, 1976 “What Students already know about the content is one of the strongest indicators of how well they will learn new information relative to the content.”

  40. What is Background Knowledge? • Background knowledge is what a person already knows about a topic. • Academic knowledge is what students already know about academic content.

  41. Direct Providing academically enriching experiences Assist students in establishing mentoring relationships with members of the community. Indirect Can be fostered during the school day Is a realistic and viable approach to providing academic background knowledge Direct vs. Indirect

  42. Why Is Background Knowledge Important? • It is one of the strongest indicators of how well students learn new information. • It affects future occupation and status in life. • It affects success in school and success in school has a strong bearing on future earning potential. Marzano 2004, p. 1-4

  43. Assessing Prior Knowledge • Questioning • Charts • KW • Student Journals • Portfolios • Rubrics • Observation/Anecdotal Notes

  44. Mystery Webs "See if you can find any connections between the words. If you can think of a connection, draw an arrow and write the connection on it."

  45. Example Notice that the arrows show the direction in which the sentences are to be read. For example, the arrow shows that we read from Earth to ice caps: "Earth has two ice caps."

  46. In this example "planets" has been circled as the topic word, or heading. Blue has been used for connections the writer believes to be true. Red has been used for connections about which the writer is doubtful.

  47. Purpose Provides information on: • what the children already know, • where the knowledge gaps are, • who may be able to offer a presentation on an aspect of the topic, and • how you might pair children with complementary strengths.

  48. Assessing Their Prior Knowledge

  49. Word Sort Vocabulary Activity Activity • Work with the people in your group to sort the cards into categories. • Each group determines how they think the cards should be sorted and why. • Once everyone at your table has sorted the cards, share with others how you sorted your cards and why you chose to organize them that way.

  50. Building Vocabulary