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.

6. Stages of Language Acquisition and Texas Proficiency Level Descriptors (PLDs) Pre Production Early Production Speech Emergence Intermediate Fluency Advanced Fluency Beginner Intermediate Advance 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. 8 Texas Education Agency LEP Instructional Excellence Center: Project Tesoro TEA 19 TAC §74.4 ELPS Introduction District Responsibilities Student Expectations Proficiency Levels English Language Proficiency Standards TEA presentation at NABE 2009, “Curriculum and Assessment Update for English Language Learners”

9. Parts of the ELPS Introduction (part a):District Responsibilities (part b): Student Expectations (part c): Proficiency Level Descriptors (part d):

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. 13 Social vs. Academic Language Social Language Academic Language Simpler language (shorterTechnical vocabulary; written material has sentences, simplerlonger sentences and more complex vocabulary and grammar)grammar Usually face-to-face, smallOften lecture-style communication number of people, informalor reading a textbook; little situational settingscontext Precise understanding is Precise understanding and seldom requireddescription/explanation is required; higher-order thinking Usually simpler, familiar topicsNew 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, gesturesFewer clues, most clues are language clues social contextsuch as further explanation Many opportunities to clarify (look puzzled,More difficult to clarify ask questions, etc.) Texas Education Agency: Project Tesoro

14. Basic Interpersonal Communication Skills (BICS) Playground Language

15. Cognitive Academic Language Proficiency (CALP) Classroom Language

16. Texas Education Agency: Region 1 ESC Project Tesoro 16 BICS vs CALP Which language do we use more often? BICS ScienceMathSoc. Studies Guess HypothesisEstimateSpeculation RulesLaws Subtract SameIdentical Method Plan Justice Numerous

17. Texas Education Agency: Region 1 ESC Project Tesoro 17 BICS vs. CALP Which language do we use more often? BICS ScienceMathSoc. Studies Guess HypothesisEstimateSpeculation Rules ProceduresTheorems Laws Take awayExtract Subtract Remove/Genocide Same BalancedEqual Identical Way Method ProcessApproach Plan Scientific method Order of operations Timeline Fairnesscontrols Proof Justice A lotDensity Numerous majority

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

19. Parts of the ELPS Introduction (part a):District Responsibilities (part b): Student Expectations (part c): Proficiency Level Descriptors (part d):

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 What you will learn: –Math –Science –Social Studies –Language Arts How you will use –Listening –Speaking –Reading –Writing in your learning Content ObjectivesLanguage Objectives

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. 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. Content Objective Examples

25. 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. Content Objective Examples

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 Objective Listening, Speaking, Reading and Writing 1.State simply, orally, and in writing. 2.Objectives should set higher order thinking vocabulary. 3.A progression of objectives may be taught over several days 4.Assessment needs to be ongoing. 5.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: NameRecallGive examples PlanOrganizeDescribe DebateRestateDramatize ComposeDictateRecord PredictExpressExplain RelateGeneralizeOutline TellListInfer ReviseContrastMap Listen ForRetellDefine Find the main ideaCompareSummarize RehearsePersuadeWrite

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 Do I know my students’ English proficiency levels? (TELPAS: T.O.P. Level Descriptors) Have I incorporated true and relevant accommodations for my ELL students? Have I made use of all relevant visuals and graphics? 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)

34. Adaptation of Content Effective for Struggling Readers 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?

36. 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 vs. Indirect 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

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 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. Activity

51. Key Concepts for Building Background The more times we engage information in the working memory, the higher probability it will be embedded in permanent memory. Even surface-level background knowledge is useful. Background knowledge manifests itself as vocabulary knowledge. Teaching vocabulary is synonymous with teaching background knowledge.

52. Effective Vocabulary Instruction Background knowledge may be stored in the form of images (non-linguistic) or language (linguistic) Students who lack linguistic representations of target information (vocabulary) to connect information are at a disadvantage when they attempt to place information in long term memory.

53. Planning with Vocabulary Tiers (Beck, 2001) –Tier I basic, high frequency words. –Tier II words essential to academic discourse.**** –Tier IIIwords limited to specific domains – isotope, peninsula, refinery (content vocabulary). (Beck, McKeown, and Kucan 2002)

54. The First Skirmish In the 1740’s, the British and French both became interested in the Ohio River valley. By crossing from Lake Ontario to the Ohio River and following the river south to the Mississippi, the French could travel from New France to Louisiana easily. Meanwhile, British fur traders were entering the Ohio region, and British land speculators began eyeing the land to sell to settlers. To block British claims in the region, the French built a chain of forts from Lake Ontario to the Ohio River. The British decided to counter with a fort of their own in western Pennsylvania. Before they could complete It, however, the French seized it and built Fort Duquesne on the site. In an attempt to expel the French, a young Virginian, George Washington, led troops toward the Ohio River in the spring of 1754. After a brief battle with a small French force, Washington retreated to a hastily built stockade, Fort Necessity. Chapter 3, Section 1 The Colonies Fight for Their Rights The French and Indian War Source: Glencoe, The American Republic Since 1877, 2003

55. The First Skirmish In the 1740’s, the British and French both became ______ in the Ohio River valley. By ______ from Lake Ontario to the Ohio River and ______ the river south to the Mississippi, the French could travel from New France to Louisiana easily. ________, British fur traders were entering the Ohio region, and British land ______ began _____ the land to sell to settlers. To block British claims in the region, the French built a chain of forts from Lake Ontario to the Ohio River. The British decided to counter with a fort of their own in western Pennsylvania. Before they could complete It, however, the French _____ it and built Fort Duquesne on the site. In an attempt to _____ the French, a young Virginian, George Washington, led troops ______ the Ohio River in the spring of 1754. After a ____ battle with a small French _____, Washington retreated to a ______ built stockade, Fort Necessity. Chapter 3, Section 1 The Colonies Fight for Their Rights The French and Indian War Source: Glencoe, The American Republic Since 1877, 2003

56. Cognates –words from different languages that share similar spellings and meaning desert - desierto False cognates –words from different languages that share similar spellings but different meaning globe – globo (balloon) (Nash, 1997)

57. Cognates in Content Areas Science English – Spanish Hypothesis- hipótesis acid – ácido metal – metal corrosion – corrosión hurricane - huracán Social Studies English – Spanish civilization – civilización history – historia colonial – colonial pioneer – pionero revolution - revolución Math English - Spanish decimal – decimal fraction – fracción percent – porcentaje triangle – triángulo polynomial – polinomio divide - dividír (Herrell & Jordan, 2004)

58. Resource for Spanish Cognates ISBN: 0844279625 NTC's Dictionary of Spanish Cognates Thematically NTC's Dictionary of Spanish Cognates Thematically Organized By Nash, Rose

59. Six Step Process for Teaching New Terms Robert Marzano The first three steps are to assist the teacher in direct instruction. Step 1- Provide a description, explanation, or example of the new term Step 2- Ask students to restate the description, explanation, or example in their own words. Step 3- Ask students to construct a picture, symbol, or graphic representing the term or phrase.

60. Step 4- Engage students periodically in activities that help them add to their knowledge of the terms in their notebooks. Step 5- Periodically ask students to discuss the terms with one another. Step 6- Involve students periodically in games that allow them to play with terms. The last three steps are to provide the learner practice and reinforcement.

61. Step 1 Provide a description, explanation, or example of the new term Ex: Provide visuals when introducing new words and use concepts that students can relate to so they can add to their background knowledge.

62. Who am I? Hero Villain

63. Who am I? Good Character Bad Character

64. Protagonist or Antagonist? ProtagonistAntagonist

65. Step 2 Ask students to restate the description, explanation, or example in their own words. Ex: Have students restate in their own words using the Frayer Model.

66. Step 3 Ask students to construct a picture, symbol, or graphic representing the term or phrase. Ex: This can be included as part of the verbal visual

67. Frayer Model: TAKS Format Definition (in your own words) (Step 2) Non-linguistic Representation (Step 3) Self-assessment Examples/ Nonexamples (from your own life) Vocabulary

68. Frayer Model

69. Step 4 Engage students periodically in activities that help them add to their knowledge of the terms in their notebooks. Ex: Mapping; Have a quick review of terms with Talk a mile a minute.

70. Semantic Map for Solar System

71. Concept of Definition Map What is it? – Definition Example Concept Characteristic greatest It is the most and the biggest. It is also the opposite of least. More than Greater than > 20 > 12 > 3 Juan has two cats and April has four cats. Who has the greatest number of cats? April does. = greatest

72. Talk a Mile a Minute Give a team of students a list of terms that are organized are into categories. Each team designates a “talker” who is given the list. The “talker” tries to get the team to say each of the words by talking a mile a minute to describe the terms. He may not use the words in the title or rhyming words. Activity

73. Step 5 Periodically ask students to discuss the terms with one another. Ex: Think-Pair-Share

74. Think-Pair-Share Strategy Think Provide a few minutes for students to think individually. (You can model for them by “thinking aloud”) Pair Organize them into pairs and ask them to discuss Share Share with the whole class.

75. Free Association Call out a “Target Term” Students in small groups take turns saying any word they think of that is related to the target term. After a few seconds, say, “stop.” The last person to say a word must explain how that word is related to the target.

76. Image Streaming Person A Speaks with no interruptions Person B Listens Person B Speaks with no interruptions Person A Listens Person A and B can share what they heard during the debrief phase of the image stream

77. Image Streaming Student A: Talk about everything that you know about the skeletal system. Student B: Listen. Student B: Talk about everything that you know about the nervous system. Student A: Listen. Student A and B share information on what they each talked about and how the topics are related to one another.

78. Step 6 Involve students periodically in games that allow them to play with terms. Ex: Who wants to be a millionaire, Jeopardy, Charades http://jc-schools.net/tutorials/PPT-games/

79. Tips for ELL Students Provide a picture or other nonlinguistic representation with vocabulary description or example. Allow ELL students to utilize native language to understand the term. Group according to language levels. Example: Levels 4 and 2, with native English speakers are one group and levels 3 and 1 grouped with native English speakers are another group.

81. 81 Motivation Monitor Comprehensible Input Affective Filter (Krashen, 1985) Natural Order Second Language Theories

82. Un aficionado a la paleontología ha descubierto en la localidad suiza de Frick, junto a la frontera con Alemania, el que podría ser el mayor 'cementerio' de dinosaurios de Europa. Los hallazgos demuestran que la zona, conocida por los descubrimientos de plateosaurios durante décadas, podría extenderse hasta 1.5 kilómetros, lo que la convertiría en "el mayor sitio" de estas características en todo el continente, según Martin Sander, paleontólogo de la Universidad de Bonn.

83. Dinosaur Mass Grave Discovery Un aficionado a la paleontología ha descubierto en la localidad suiza de Frick, junto a la frontera con Alemania, el que podría ser el mayor 'cementerio' de dinosaurios de Europa.

84. Frick located in Switzerland Frick

85. Cementerio = Cemetery Un aficionado a la paleontología ha descubierto en la localidad suiza de Frick, junto a la frontera con Alemania, el que podría ser el mayor 'cementerio' de dinosaurios de Europa.

86. Learning Pyramid Lecture Reading Audio-Visual Demonstration Discussion Group Practice By Doing Teach Others/Immediate Use of Learning AVERAGE RETENTION RATE 5% 10% 30% 50% 75% 90% 20%

87. Key Features of Schools with Successful ELL Student Programs Value is placed on students’ languages and cultures; High expectations for ELL students; Education of ELL students are a priority for school leadership; Staff development explicitly designed to help teachers better serve ELLs; A variety of courses are made available to ELL students;

88. Key Features (Continued) Counseling program gives special attention to language minority students; Parents of language minority students are actively encouraged to get involved; Shared commitment among staff to improve education for ELLs is strong. - Lucas, Henze, and Donato (1990), Reyes, Scribner, and Scribner (1999)

89. References Marzano, R. and Pickering, D. (2005). Building academic vocabulary: Teacher’s manual. Alexandria, VA: ASCD. Marzano, R. (2004). Building Background Knowledge for Academic Achievement. Alexandria, VA: ASCD. Making Content Comprehensible for English Learners- The SIOP Model by J. Echevarria, M.Vogt, and D. Short, Person Allyn and Bacon