1. Sheltered Instruction for English Language Learners Tonie Garza tgarza@elsaberenterprises.com

2. Learner Outcomes Identify the characteristics of the Sheltered Instruction Model. Analyze the different components. Practice various strategies. Apply theory into practice. Identify different methods of adapting lesson plans for ELL.

3. ELL Assessment Entry –Oral Language Proficiency--Woodcock-Muñoz –Standardized Assessment Benchmarks –As appropriate Criterion –TAKS—Spanish, English, LAT Linguistic –TELPAS –Woodcock-Muñoz

4. Student Exit and Monitoring Exit Criteria –Fluent English Speaker –Meeting Grade level Standards –Meeting Minimum Expectations on TAKS or 40%ile on a Standardized Assessment Monitoring –Year 1 and 2 –LPAC Reviews academic progress each grading period –Reclassify if necessary

6. Planning a Learning Experience Content + Process + Product = Learning Experiences Content Concept Topics Skills + Process Thinking Problem Solving Research + Product Visual Oral Kinesthetic Written = Learning Experiences

7. Components of Sheltered Instruction Language Acquisition Comprehensible Input Lesson Preparation – Objectives Background Knowledge – Vocabulary Lesson Delivery –Interaction –Scaffolding –Instructional Strategies Assessment

8. Academic English Language Proficiency Academic Language Proficiency Academic Achievement Language Proficiency

9. Krashen’s Monitor Model The Affective Filter Hypothesis Variables like motives, needs, attitudes, & anxiety may prevent learners from using input (i.e. from acquisition) Affective filter UP NO ACQUISITION Learner: anxious bored tense Affective filter DOWN ACQUISITION Learner: confident motivated relaxed

10. Making Input Comprehensible Use authentic language. Use non - verbal cues. Use manipulatives, realia, and visuals. Create a low - stress friendly environment. Give clear explanation of academic tasks.

11. Making Input Comprehensible Restate. Use cognates. Use high frequency words. Reduce the number of pronouns. Avoid slang and idioms (for beginners).

12. Making Input Comprehensible Stress student involvement; hands - on activities. Use prior content introduction in the primary language. Simplify teacher talk.

13. Simplifying Teacher Talk Speak slowly. Enunciate clearly. Include pauses. Repeat key words/vocabulary.

14. Providing substantial amounts of support and assistance in the earliest stages of teaching a new concept or strategy, and then decrease the amount of support as the learners acquire experience through multiple practice opportunities (Vacca, 2000). Scaffolding

15. I Do You Do We Do

16. I Do Objectivs Cues Guided Practice You Do Group Practice Independent Practice We Do

17. A wide range of reading opportunities Language interaction Educational Media Direct vocabulary instruction related to content Ways of Building Background Knowledge

18. Activities to Deepen Understanding of Vocabulary Comparing terms Classifying terms Generating metaphors using terms Generating analogies using terms Revising initial descriptions or nonlinguistic representations of terms Using understanding of roots and affixes to deepen knowledge of terms

19. Decide on an appropriate cue word and give students 3 minutes to write as many words as they can associate with the term. Ask for a quick justification for how each word or expression relates to the topic. List-Group-Label

20. When a sufficient list has been compiled, have students work in cooperative teams to groups items by common characteristics. Provide teams with small slips of paper so they can record items and physically shift then into groups. Students should aim for at least three items per group, if possible. List-Group-Label (cont.)

21. Finally have students examine their groupings and decide on an appropriate label, which can be written on a slip of paper and used as a title for each sublist. Each team shares its categories and explains the rationale for organizing the lists.

22. Frayer Model Essential Characteristics: Nonessential Characteristics: Examples: Non Examples:

23. 23 Other Strategies Add Subtract Multiply Closed or Open Word Sort Word Wall Cloze Sentences Alphaboxes Socratic Seminar PWIM Gist Graphic Organizers SQP2RS

24. Textbook Highlights Contents and Index Titles—Chapter, Sections and Subsections Outlines and Questions Summaries and Review Sections Glossaries Text Boxes and Highlighted Areas Text Organizers Graphics Visuals Vocabulary