1. Sheltered Instruction: What, Why, and How
John Kerr: Chief Bilingual Officer
Megan Anderson Reilly: ELL PD Specialist

2. Today’s Objectives
Develop a unit plan that identifies both content and language demands
Construct lesson plans addressing both language and content
Identify effective strategies to support language and content by participating and researching.
Determine the role of paras and native language support by participating in a discussion with my colleagues.

3. Overall Objectives:
Gain a deeper understanding of second language acquisition
Use the English Language Proficiency Standards in planning, instruction, and assessment
Identify and implement strategies to support and assess language acquisition
Determine best practices for language and content development

4. Yakima School District
16,782 students
5,376 ELL (32%)
691 ELLs at Davis and Ike (17%)
YSD= Sheltered Instruction District
Every class is supporting academic content and English language development

5. Focus for YSD Sheltered Instruction
Language Objectives and English Language Proficiency Standards
Structured Interactions
Language Assessment

6. Review
What is one thing that you have been doing to support your ELLs?
What is one area that you would like more support?

7. Lunch!

8. Reflection
How is my practice going to be different moving forward from this training?

9. Para-educator and Teacher Collaboration

10. Yakima School District
ELL -32%
YSD= Sheltered Instruction District
Every class is supporting academic content and English language development

11. Use of Native Language
Strategic use of native language is a critical support for our ELLs.
Native Language
English Language Development

12. Use of Native Language ELLs need opportunities to:
Develop their English language (n+1)
What stage of language acquisition are they at?
How can I help them get to the next stage?

13. Use of Native Language ELLs need opportunities to:
Struggle with the language (negotiate for meaning)
Am I giving students opportunities to express themselves in English?
Am I allowing them to communicate with their peers without translating?
Am I helping them become independent?

14. 10/2
How does this information about native language use resonate with your prior understanding?

15. Determine your role
Collaboration between teacher and para-educator to discuss expectations (when, how and who)

16. Break up groups to read a section and identify,
Collaboration
Break up groups to read a section and identify,
Successes this model will provide
Necessary items needed to implement
Have pre-created chart to record responses

17. 10/2
Which model of collaboration and co-teaching do you use most often? Why?
Is there another model that could work for your situation? Why?

18. Strategy Blitz

19. Strategies Content Standards Assessment Objectives Language Standards

20. How do we choose appropriate strategies?
Unit Content and Language Objective
Daily Content and Language Objectives
English Language Proficiency Standards (ELPS)
Student need- Formative Assessment
Data- Homeroom**

21. Reflection
Where do your students struggle? How can we support their language and content development?

22. Partner Work
With a same content partner, identify 3-5 strategies that would work for your content.
Be ready to share:
The strategy
The purpose behind the strategy
How you will use it in your class

23. Next meetings
Leave requests:
April 27, 2016
Volunteers for fishbowl?

24. Thank you!
Exit Slip
Leave Request