Instructions This is a framework presentation for you to manipulate – it has all the key ideas, but no personality! Please add: Design Visuals Activities Instructions for activities Personality!

Essential Sheltered Instruction for FBISD High Schools Part One Campus Name Fort Bend ISD Campus Training 2014-2015

Content Objectives I will identify strategies for differentiating instruction for English language learners in my classroom.

Language Objectives I will orally share ideas and participate in structured reading and writing activities to take back to my classroom.

Opening Activity or “Hook” Name tent with sentence stems “That’s Me!” Response Signals to 8 items Sentence stem response to the question, “What is one challenge English language learners face?” (partner-share activity)

Why Sheltered Instruction? (Do background knowledge activity(ies) that demonstrates content without comprehensible input and with it.) Sentence strips in English with a high academic/technical language activity “Put your pangalan in the top right corner” activity Foreign language lesson about the first four U.S. Presidents using volunteers

Why Sheltered Instruction? After the previous activities, lead your colleagues through one or two reflection activities about the need for sheltered instruction. See next slide as a possibility…

Write-Pair-Share Please write your reflections using these stems: “To make the lesson comprehensible, I observed that the presenter….” “During the first presentation of the lesson, I felt…, but during the second presentation, I felt….” “I imagine that if a lesson uses comprehensible input, English language learners….”

Why Sheltered Instruction? Share your “launch pad” observations to answer the question, “Why Sheltered Instruction?”

The Goals of Sheltered Instruction The goals of sheltered instruction are to make content comprehensible while developing both social and academic English language proficiency. Or you may want to choose this format: Two goals of Sheltered Instruction: Make content comprehensible Develop academic language

7 Steps to Building an Interactive Language-Rich Classroom Step 1: Teach students strategies and language to use when they don’t know what to do. (Refer to your notes and book.)

7 Steps to Building an Interactive Language-Rich Classroom Step 2: Have students speak in complete sentences. (Refer to your notes and book.)

7 Steps to Building an Interactive Language-Rich Classroom Step 3: Randomize and rotate when calling on students. Using dice Using Stick Picks App (Refer to your notes and book.)

7 Steps to Building an Interactive Language-Rich Classroom Step 4: Use total response signals. Written Ready Choices Ranking (Refer to your notes and book.)

7 Steps to Building an Interactive Language-Rich Classroom Step 5: Use visuals and vocabulary strategies that support your objectives. Visuals for concept understanding Lists for vocabulary development Sentence stems for learning language structures

7 Steps to Building an Interactive Language-Rich Classroom Step 5: Use visuals and vocabulary strategies that support your objectives. Vocabulary cards with word, image, and meaningful sentence Card Sort Activity Brick and Mortar Cards Activity Daily Use Vocabulary Chart

7 Steps to Building an Interactive Language-Rich Classroom Step Six: Have students participate in structured conversation. QSSSR structure and activity To solicit more information: W – Why do you think…? I – Is there another…? T – Tell me more about…” (Refer to your notes and book.)

7 Steps to Building an Interactive Language-Rich Classroom Step 7: Have students participate in structured reading and writing activities. Sentence Stems for Carousel Activity Sentence Stem Wall Sentence stems come from questions you ask (p. 19, 20) Whip Around Sentence Sort (Refer to your notes and book.)

Closure Activity for Part One Jigsaw the “Guide to Terms and Activities”

Reference Materials Sheltered Instruction Plus by John Seidlitz ELPS Flip Book By John Seidlitz

Essential Sheltered Instruction for FBISD High Schools Part Two Campus Name Fort Bend ISD Campus Training 2014-2015

Content Objectives I will plan a sheltered lesson that differentiates learning for students by looking at authentic TELPAS scores.

Language Objectives I will write objectives, sentence stems, and a sheltered lesson plan that I can use in my classroom during the first two weeks of the new semester.

Sheltered Instruction Reflection/Review 4 Questions in a Carousel Activity: At your campus, what are challenges your ELLs face? How would you describe sheltered instruction to a colleague? Why are sentence stems essential for ELLs? Why is it so important to elicit/develop background knowledge with ELLs?

Review of Sentence Stems Get Acquainted With Sentence Stems Activity Provide sentence strips with a variety of sentence stems that can be used in a variety of ways. Ask teachers to apply a few of them to their lesson. Give teachers an opportunity to share out or walk around to see how other teachers used them.

Review of Sheltered Instruction Goals The two goals of sheltered instruction are to make content comprehensible while developing both social and academic English language proficiency.

Sheltered Instruction Lesson Plan Activity Model how teachers can use the Sheltered Instruction Lesson Plan to think about differentiating instruction.

How to Differentiate Lessons for Different Proficiency Levels “How do ELLs get their TELPAS proficiency scores?” Discussion

How to Differentiate Lessons for Different Proficiency Levels Differentiation Puzzle Activity from p. 28

How to Differentiate Lessons for Different Proficiency Levels Sample TELPAS Scores Activity Use TELPAS scores samples Use sticky notes to identify what individual students can do Discuss possible reasons for student TELPAS scores being the way they are Discuss how teachers can help this student advance. Discussion sentence stem: “How might your lesson look different if ___ were in your class?

A Differentiated Sheltered Lesson Plan Give teachers time to reflect on how they can use the TELPAS scores to choose specific, differentiated instruction for their students; model how to reflect this on the sheltered instruction lesson.

Closing Reflection Written Conversation Activy – p. 71 Provide academic vocabulary word bank and sentence stems.

Reference Materials Sheltered Instruction Plus by John Seidlitz ELPS Flip Book By John Seidlitz