Sheltering Instruction for ELLs

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Sheltering Instruction for ELLs
Second Language Department Ivanna Thrower, CMS
SIOP Coach
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So, why are we here?
Because
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There were over 5.1 million K-12 English language
learners in the U.S. in 2002-03.
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ELL Demographics

• Nearly one of every 5 students entering U.S.
  schools speaks a language other than English.

• One in 10 is born outside the U.S. (2000 Census)

Hola!

• One in 3 school children is from an ethnic or
  racial minority group.

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North Carolina experienced a 700 growth in the
of LEP students from 1995 to 2003!
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How can YOU help YOUR ELLs?
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How can YOU help YOUR ELLs?
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How can YOU help YOUR ELLs?
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Training Overview Day 1
Content Objectives
Language Objectives

• Participants will
• Explore aspects of SLA
• become familiar with the SIOP Model
• engage in practice with 3 or4 components of the
  SIOP Model

• Participants will
• begin to develop a SIOP -related lexicon
• discuss aspects of SLA, strategies for sheltered
  instruction and components and features of the
  SIOP Model

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Second Language Acquisition

• At your table, discuss factors that affect
  language learning.
• Assign a scribe, a reporter and a time keeper. (2
  minutes)

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Second Language Acquisition
Factors which affect SLA (SLA BLM1)

• Age
• Personality and learning style
• Peers and role models
• Quality of Instruction
• Cultural background

• Motivation
• First language development
• Language distance and attitude
• Access to the language

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Social and Academic Language

• BICS
• (Basic Interpersonal Communication Skills)

Watch your BICS and CALP!

• CALP
• (Cognitive Academic Language Proficiency)

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Social and Academic Language

• Cummins Model of Academic Language
• Range of Communication
• Context Embedded Lesson

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The Iceberg Theory
BICS
CALP
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Rauche

• Favorable rauche conditions are
• necessary for this activity.
• You have to have enough
• rauche to make it work.
• If you have too much rauche,
• it will break.

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Restate the following

• The authors book was rather
• sesquipedalian. Clinching the
• piece before the end of the
• volation nonplused us
• to say the least.

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Answer

• The authors book was full of long
• words. Finishing the piece before
• the end of the flight surprised us
• to say the least.

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Defenestrate
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Echinated
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Purchase
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Restate the following

• The cat defenestrated the dog with an
• echinated bat. However, the dog
• purchased the sill to save himself.

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Program Descriptions

• How many ESL students are in the program?
• Where are the students from and what L1s are in
  the school?
• What are the proficiency levels in the school?
• Likes and challenges
• Similarities and differences

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Teachers and the Integrated Approach

• content related language skills language
  skills related to the content curricula for
  content area
• curricula for language learning
• modified instructional methods assessment
• INTEGRATED APPROACH

Cant we just look at Intro BLM4? I need a
visual!
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What is Sheltered Instruction?

• Write your own definition of sheltered
  instruction.

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Multiple Meanings

• What subject area might you find these words used
  with different meanings?
• What can the teacher do to help clarify
  content-specific vocabulary?

Face
Tree
Cone
Plane
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In Science

• Label Equipment
• Illustrate Safety Regulations

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In Social Studies

• All students may not have lived in a democratic
  society.
• Consider holding mock elections to build
  background experiences
• HINT
• The History Alive
• curriculum does this for you!!

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Math
or English Problem

• 4 divided into 2
• 4 divided by 2

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Word Problems

• Math is NOT a universal language, is it?
• Word problems are a
• big problem!
• What can the math teacher do?

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How many ways can you say
- X ?
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The SIOP Model

• HELPING ENGLISH LEARNERS SUCCEED
• An Overview of the SIOP Model

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True or False

• T
• T
• F Can be used in ALL classes
• F More than highly qualified teaching!
• F ContextMeaningFaster Learning
• T

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SIOP Model Components

• Preparation
• Building Background
• Comprehensible Input
• Strategies
• Interactions
• Practice
• Lesson Delivery
• Assessment

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SIOP Pre-Test

• OOPS! I Mean Checklist (RB pp. 209-210)
• What do you already do well?
• What could you improve on to better meet the
  needs of your ELLS?

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Preparation

• WWII and the Atomic Bomb
• Barbara Formoso
• Gunston Middle School
• Arlington, VA

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Preparation

• Clearly defined content and language ________.
• Content ________ appropriate for age and
  educational background.
• Supplementary __________ used to a high degree.
• Adaptation of _______ to all levels of
  proficiency.
• Meaningful _______ that integrate lesson concepts
  with language practice in reading, writing,
  listening and/or speaking.

objectives
concepts
materials
materials
activities
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Writing Language Objectives

• Make a list of action verbs that could be used to
  begin language objectives.
• Discuss Organize
• Analyze Explain
• Debate Define
• Ask Respond

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THIS IS A TEST

• What is a blue tick?
• What is the best method for catching catfish?
• What is a Hana Butta?
• What is Jun Ken Po?

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Building Background

• The English Settle America
• Robin Liten-Tejada
• Gunston Middle School
• Arlington, VA

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Building Background

• Concepts explicitly linked __ students
  background experiences.
• Links explicitly made _____ past learning and new
  concepts.
• Key vocabulary emphasized.

to
between
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Building Background
Teach KEY Vocabulary

• Let students create a Picture Dictionary.
• Post new vocabulary words.
• Have students practice academic vocabulary.
• Make students accountable for vocabulary!!

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Comprehensible Input

• _peech appropriate for
• students proficiency level.
• _lear explanation of academic tasks.
• _ variety of techniques used to make content
  concepts clear.

S
C
A
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Comprehensible Input

• Magnets
• Angela Bennett
• Gunston Middle School
• Arlington, VA

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Comprehensible Input
Southern Style

• Vocabulary!
• Sum and some sound the same
• in the South!
• The math teacher said SUM (that means total)
  but the ESL student heard some. Hmmmm

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Comprehensible Input
Teaching Language

• Model pronunciation and let students practice.
• Have students practice what they will say.
• Say it as you think it or write it. (Verbalize
  your thoughts.)
• Teach prefixes, suffixes, and root words.

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Comprehensible Input
Do you follow me?

• Avoid complicated directions.
• Stand near the student when possible.
• Give examples.
• Provide verbal and written directions.
• Present only 1 or 2 directions at a time.

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Did we cover our objectives?
Content Objectives
Language Objectives

• Participants will
• Explore aspects of SLA
• become familiar with the SIOP Model
• engage in practice with 3 or 4 components of the
  SIOP Model

• Participants will
• begin to develop a SIOP -related lexicon
• discuss aspects of 2nd language acquisition,
  strategies for sheltered instruction and
  components and features of the SIOP Model

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Ticket Out

• I still have questions about
• I learned
• I wish we had

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Sheltering Instruction for ELLs
Second Language Department Ivanna Thrower, CMS
SIOP Coach
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Ticket Out Follow Up

• I still have questions about
• I learned
• I wish we had

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Training Overview Day 2
Content Objectives
Language Objectives

• Participants will
• engage in practice with 4 or 5 components of the
  SIOP Model
• begin to determine strategies for implementing
  the SIOP Model in their class/school

• Participants will
• explore strategies that can be used to build
  background, increase interaction, enhance student
  engagement and make content accessible to ELLs
• critique lesson components of the SIOP Model

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Strategies

• _______opportunities for students to use
  strategies
• Consistent use of _______ techniques throughout
  the lesson.
• _______question types used, including those that
  promote higher-order thinking skills.

Ample
scaffolding
Various
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Strategies

• Achievements of the Sumerian Empire
• Randi Gibson
• Stanford Middle School
• Long Beach, CA

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Strategies
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Strategies

• Mark important concepts on worksheets and notes.
• Teach Highlighting/Underlining
• Use sticky notes
• on texts, novels, etc.

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Strategies
Graphic Organizers
Venn Diagrams Story Maps KWL Others?
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Interaction

• Frequent opportunities for interactions and/or
  discussion between teacher/student and among
  students.
• Grouping configurations support language and
  content objectives of the lesson.
• Sufficient wait time for student response.
• Ample opportunities for students to clarify key
  concepts in L1 (with peers and/or text).

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Interaction

• Frequent opportunities for interactions and/or
  discussion between teacher/student and among
  students.
• Grouping configurations support language and
  content objectives of the lesson.
• Sufficient wait time for student response.
• Ample opportunities for students to clarify key
  concepts in L1 (with peers and/or text).

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Interaction

• Addition Stories
• Angie Aldrich
• Robert E. Lee Elementary
• Long Beach, CA

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Interaction Cooperative Learning

• Think-Pair-Share
• Jigsaw Activities
• Others?

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Practice and Application

• Hands-on materials and/or
• manipulatives for students to practice using
• new content knowledge.
• Activities for students to apply content language
  knowledge in the classroom.
• Activities that integrate all language skills
  (reading, writing, listening, and speaking).

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Practice and Application

• Parts of the Cell
• Gerry Hoyos
• Jordan High School
• Long Beach, CA

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Lesson Delivery

• Content objectives clearly
• supported by lesson delivery.
• Language objectives clearly supported by lesson
  delivery.
• Students engaged 90-100 of the period.
• Pacing of the lesson appropriate to the students
  ability level.

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Lesson Delivery

• WWII and the Atomic Bomb
• Barbara Formoso
• Gunston Middle School
• Arlington, VA

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Review and Assessment

• Comprehensive review of key vocabulary.
• Comprehensive review of key content concepts.
• Regular feedback to students on their output.
• Assessment of student comprehension and learning
  of all lesson objectives.

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Review and Assessment

• Addition Stories
• Angie Aldrich
• Robert E. Lee Elementary
• Long Beach, CA

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Review and Assessment
Active Response

• TPR (like Simon Says)
• Thumbs up/ pencils up
• Response boards
• Response pads
• Stand up/sit down
• Good for silent period

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SIOP Lesson Plan Activity

• Pair English Language Development Objective with
  Content Objective
• List supplementary materials needed
• Develop one meaningful activity that integrates
  lesson concepts with language practice in
  reading, writing, listening and/or speaking

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The SIOP Model

• HELPING ENGLISH LEARNERS SUCCEED
• Summary of the SIOP Model

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NC Standard Course of Study for LEP Students
Grades 9-12

• Federal law requires LEP students be provided
  with an equal opportunity to access curriculum
  and instruction.
• NC state regulations require LEP services while
  students meet content standards prescribed by the
  SCS and performance standards.

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Classroom Mods for LEP Students

• LEP students may have
• extra time
• dictionaries
• electronic translators
• abbreviated assignments

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Teacher Made TEST MODS

• Extra time
• Alternate test formats
• Taping tests
• Taping responses
• Using notes
• Reduced choices on multiple choice
• Word list for fill-in-the-blank
• Shorten test

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WARNING!!

• No Teacher should FAIL an LEP student if that
  teacher has not offered instructional and testing
  accommodations to the student.

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Summary

• What CMS faces with ELLs.
• Second Language Acquisition and factors which
  impact the process.
• The benefits of Sheltered Instruction.
• The SIOP Model

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More SIOP Training !?!?

• SIOP Strategies
• Friday, August 19
• 830-330
• PDC
• Register on Line
• Open to anyone with background in SIOP

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More SIOP Training !?!?

• CMS/CAL
• SIOP Training
• September
• November
• January
• March
• April

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More SIOP Training !?!?

• SIOP Site Coach Monthly Meetings
• SIOP School Level Team Meetings
• (Schedule may vary by school)

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Did we cover our objectives?
Content Objectives
Language Objectives

• Participants will
• explore strategies that can be used to build
  background, increase interaction, enhance student
  engagement and make content accessible to ELLs
• critique lesson components of the SIOP Model

• Participants will
• engage in practice with 4 or 5 components of the
  SIOP Model
• begin to determine strategies for implementing
  the SIOP Model in their class/school

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Ticket Out/Evaluation
Name _____________ E-mail ______________at_cms.k12.n
c.us
I got (G)
I came here expecting (E)
I would suggest (S)
I really like (L)
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For the Overachievers in the Group