1. Boulder Valley Public Schools Sheltered Instruction

2. The purpose of session: To provide participants with the expertise to deliver effective sheltered lessons.

3. Sheltered Instruction Session Objectives Teachers will define sheltered instruction and identify a variety of techniques to assist in making content area material comprehensible for ELs. Teachers will analyze the Can Do Descriptors for their grade level. Teachers will discuss the importance of language development and how to differentiate content for the proficiency levels of ELs.

4. For Reading: Theoretical Overview Building Background Knowledge

5. General Principles of Language Acquisition Language acquisition is a long-term process Language acquisition occurs through meaningful use and interaction Language learning is cultural learning

6. Language Acquisition is a Long-Term Process Introduce the CELPS/WIDA Can Do Descriptors to the group How long does it take to learn a second language? What role does native language foundation have in learning a second language? How does this theory affect classroom instruction?

7. Language Acquisition Occurs Through Meaningful Use and Interaction What is the difference between acquiring a language and learning a language? How does acquisition and learning look in the classroom? How do language and culture impact classroom instruction?

8. Theoretical Overview Read 50 Strategies for Teaching English Language Learners pages 1-13 As you read select three key points that speak to you. At your table take turns discussing the article. What connections are you making to your classroom?

9. Sheltered Instruction Definition Teaching approach that extends the time students have for receiving English Language support while they learn content subjects. Classroom may include a mix of native English speakers and English language learners. Teachers scaffold instruction to aid student comprehension of content topics by adjusting their speech, instructional tasks, and by providing appropriate background information and experiences. The ultimate goal is accessibility for ELLs to grade level content standards and concepts while they continue to improve their English language proficiency.

10. Work with your table group Sort the content of your packet into two groups: “Sheltered Instruction Is” and “Sheltered Instruction Is Not” Justify your placements with your table group Sheltered Instruction Activity

11. Sheltered Instruction IS… Clearly defined language objectives that meet the needs of all learners. Sheltered Instruction is NOT… Teacher provides the same activities for all students to apply content or language knowledge in the classroom.

12. Sheltered Instruction is Not… The “individualized instruction of the 1970’s (skills fragmented, learning fragmented and largely irrelevant) A separate level for each learner Sheltered Instruction is … Content concepts appropriate for age and educational background level of all students.

13. Sheltered Instruction is NOT… Chaotic, disorderly or undisciplined Sheltered Instruction IS… The use of supplementary materials used for making lessons clear and meaningful (e.g., computer programs, graphs, models, visuals)

14. Sheltered Instruction Is NOT… Assignment of student groups based on one level of English language proficiency. Sheltered Instruction IS… Adaptation of content (e.g., text, assignments, supplementary material) to all levels of student proficiency.

15. Sheltered Instruction is NOT… Just “tailoring the same suit of clothes”. Reactively trying to adjust the plans when it becomes apparent that the lesson is not working for some of the learners. Just adjusting the quantity of the assignment. Sheltered Instruction IS… Proactive, 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.

16. Sheltered Instruction is NOT… Concepts loosely linked to students’ background experiences. Sheltered Instruction IS… Concepts explicitly linked to student’s background experiences; Links made between past learning and new concepts.

17. Sheltered Instruction IS NOT… Assuming that one assignment will suit all learners Sheltered Instruction IS… Key vocabulary emphasized (e.g., introduced, written, repeated and highlighted for students to see)

18. Sheltered Instruction IS… A Way of Life!! Speech appropriate for students’ proficiency level (e.g., slower rate and enunciation, and simple sentence structure for beginners) Sheltered Instruction IS is NOT… “Something to do” when there’s extra time, a prescribed set of strategies to employ.

19. Five Key Components of Sheltered Instruction Focus on language: Vocabulary Structure Uses Functions Activate and build prior knowledge Support meaning with realia Make text accessible Plan for peer interaction and collaboration

20. Read: Five Key Components of Sheltered Instruction by Karin Rich Read the article Select 3 phrases or sentences that are of interest to you. Mark them in your text Small group discussion: Each person will share one thing that was of interest and tell why that piece spoke to them. Everyone in the group will speak one time before someone speaks twice. In you small group summarize the article in 5-7 sentences.

21. Characteristics of Sheltered Instruction Well-planned lessons Time-on-task Use of student background knowledge and experience Variety of delivery modes Grade-level content Checks for understanding Use of higher-order thinking skills Explicitly stated lesson objectives Comprehensible input Warm, affective environment High levels of student interaction, including small-group and cooperative learning More hands-on tasks

22. Characteristic Activity Working with your grade level team think about the characteristics of Sheltered Instruction. Develop a list using chart paper of where these characteristics are addressed in your classrooms If you find one or more that you don’t do or don’t do well discuss what you will do to enhance this characteristic in your classrooms this school year. Share out using Novel Ideas Only

23. Strategy Share Book: “50 Strategies for Teaching English Learners” by Herrell and Jordan As a table group select a strategy from the book to teach your peers. Tell us why your table group selected that specific strategy. Using the Can Do Descriptors tell the group what Can Do Level/s this strategy will best support. Use chart paper to create a visual telling about the strategy and include the level/s from the Can Do Descriptors.

24. Ticket out List 3 Things you learned List 2 Questions you still are pondering List 1 Thing you will do differently when the students arrive because of the work we have done today