improving student outcomes through sheltered instruction
TRANSCRIPT
Improving Student Outcomes through
Sheltered Instruction
Eliza Simental
Professional Development Consultant
Leadership & Accountability Leading the Learning
Objectives Content Objective
Participants will be able to identify effective
instructional strategies to teach academic content
and literacy development to English Language
Learners.
Language Objective
Participants will engage in activities by practicing
effective strategies by responding orally and written in
pairs and as a group.
• Get your clock and find the following clock partners
12:00 3:00 6:00 9:00 Partner must not be someone from your table
“Brief: Using
Sheltered Instruction to
Support English Learners”
http://www.cal.org/
Setting the Stage
Building Background
Get into content groups
ELAR
Social Studies
Science
Mathematics
Read the article
Highlight something new,
surprising, important idea,
connections, etc…
Discuss and share what
you highlighted in the
article with your group
Social Studies
Gallery Walk
Fort Hancock ISD
SIOP/ Sheltered
Instruction
The Changing Field
of English Learners
Jot it down
Take out a post-it
Jot down what you think
needs to change regarding
teaching ELLs
In your experience what do
you think has changed in
teaching ELLs?
https://youtu.be/wduTnK8BuC8?list=PLoU659hwTdDYpbpIc4L_ANVPYosyZ7aga
“What It Takes for
English Learners to Succeed” by Jana Echevarria, Nancy Frey & Doug Fisher
What was your thinking as you
read this article?
What connections did you
make?
Sentence Frame:
It takes_____________
In order for English Language
Learners to Succeed.
Table Talk
Chalk Talk Protocol
Silent activity Done individual Need a marker Read the question on chart Write your response in a
complete sentence Read other responses Add/comment to response
Gallery Walk
Fort Hancock ISD
Research Base for Instructional Practices
Students learn academic vocabulary intensively
across several days.
Oral and written English language instruction are
integrated into content-area teaching.
Regular structured opportunities to develop writing.
Small-group instructional interventions for struggling
students.
Educational Sciences Practice Guide (Baker et.al., 2016)
• Language Objectives
Content
Function
Structure
Lets Make Connections
PLDs T-TESS
Rock Solid Teacher
PLDs-Speaking
• These students: • are able to express simple, original messages, speak using sentences, and participate in short conversations and classroom interactions; may hesitate frequently and for long periods to think about how to communicate desired meaning • speak simply using basic vocabulary needed in everyday social interactions and routine academic contexts; rarely have vocabulary to speak in detail • exhibit an emerging awareness of English grammar and speak using mostly simple sentence structures and simple tenses; are most comfortable speaking in present tense • exhibit second language acquisition errors that may hinder overall communication when trying to use complex or less familiar English • use pronunciation that can usually be understood by people accustomed to interacting with ELLs
Planning Domain
Activities
Dimension 1.4
The teacher plans
engaging, flexible lessons
that encourage higher –
order thinking,
persistence and
achievement.
T-TESS
PLDs-Writing • These students: • have a limited ability to use the
English language to express ideas in writing and
engage meaningfully in grade-appropriate
writing assignments in content area instruction •
are limited in their ability to develop or
demonstrate elements of grade-appropriate
writing in English; communicate best when topics
are highly familiar and concrete, and require
simple, high-frequency English Typical writing
features at this level: • simple, original messages
consisting of short, simple sentences; frequent
inaccuracies occur when creating or taking risks
beyond familiar English • high-frequency
vocabulary; academic writing often has an oral
tone • loosely connected text with limited use of
cohesive devices or repetitive use, which may
cause gaps in meaning • repetition of ideas due
to lack of vocabulary and language structures •
present tense used most accurately; simple future
and past tenses, if attempted, are used
inconsistently or with frequent inaccuracies •
descriptions, explanations, and narrations lacking
detail; difficulty expressing abstract ideas •
primary language features and errors associated
with second language acquisition may be
frequent • some writing may be understood only
by individuals accustomed to the writing of ELLs;
parts of the writing may be hard to understand
even for individuals accustomed to the writing of
ELLs
Differentiation
Dimension 2.4
The teacher differentiates instruction, aligning methods and techniques to diverse student needs.
Monitor and Adjust Dimension 2.5
The teacher formally and informally collects, analyzes and uses student progress data and makes necessary lesson adjustments
T-TESS
Vocabulary Choose a brief, engaging
piece of informational text
that includes academic
vocabulary as a platform
for intensive academic
vocabulary instruction.
Choose a small set of
academic vocabulary for
in-depth instruction.
Teach academic
vocabulary in depth using
multiple modalities (writing,
speaking, listening).
Teach word-learning
strategies to help students
independently figure out
the meaning of words.
Teacher presents
vocabulary
Teacher-Student assess
knowledge
Student restate definition in
their own words/draw/
gestures
Activities to deepen student
knowledge
Review & spiral
previous and new
vocabulary
Buzzing with Words Model
Vocabulary MK Cognate/ Translation
Define in my own
words
Picture/ Illustration
My Connection
Example
MK
1 1
2 2
3 3
4 4
Before you define the vocabulary, rate your level of knowledge: 1 = I’ve never heard the word. 2 = I’ve heard the word before. 3 = I have a good understanding of the word. 4 = I can define the word and use it correctly
Walk the Walls
Instructions
*Preview the walls
*Define the terms in your understanding
*Draw your own representation
*Discuss and compare notes with partner
Term Definition Picture Discussion
Clarifying Words
The exhibit we saw at the zoo really helped us understand how animals play together.
After coming back from our trip to the zoo, some of us exhibited anger and sadness at the way that animals were being treated.
Which definition goes with each sentence? Explain why.
Exhibit: to show or express feelings
Exhibit: a show or display that is meant for a lot of people to see
Oral & Written
English Language
Strategically use
instructional tools
Explicitly teach
content-specific
academic vocabulary
Daily opportunities for
students to “talk”
Writing opportunities to
extend learning &
understanding of the content material
Paper Bag Speech
Choose three symbols that can fit into the paper bag and that each represent a different value in your life. (for example, family, career, friendship, religion, education) Prepare a speech that explains these symbols.
Talk is rehearsal for
writing
Talk to engage, including brainstorming and reviewing existing knowledge
Talk to extend understanding and to explain or justify understanding
Talk to express learning, including presenting final outcomes
Talk to evaluate learning
Structured Writing Activities
Assignments that are anchored in content and focused on developing academic language & writing skills
Provide language-based supports
Use small groups or pairs to work & talk about aspects of writing
Assess students’ writing periodically to identify needs & provide positive feedback
Writing Before, During & After Reading
“10 Things
People Will Miss
Most Without
Electricity at
Home”
Extended Writing Opportunities
Narrative: Imagine yourself facing these conditions
Informative/explanatory:
Investigate a related
cover-up
Persuasive/argumentative: Take a side on a current controversy
Small Group Instructional Intervention
Use available assessment
Design the content of
small-group instruction
Provide additional
instruction in small groups (3-5 students)
Spend time on basic
foundational reading
skills, vocabulary,
listening and reading
comprehension
strategies
Interventions
Frequent checks for understanding
Immediate feedback
Practice opportunities
Review of previously taught material
Activate Prior Knowledge
Comprehensible Input
Vocabulary Development
Oral Practice
Activating Prior Knowledge
• Show & Tell • Thinking Maps • Graphic Organizers • Think Aloud • Visuals/Realia
Comprehensible Input • Making Content
Accessible • Scaffolding • Sheltered Instruction
Vocabulary Development • Picture Cards • Visuals/Realia • Word Walls • Cognates • VKV’s
Oral Practice • Readers’ Theater • Choral Reading • Poetry • Music • Apps
Strategies • Kahoot
• Clock Activity
• Gallery Walk
• Jot
• Quick Write
• Chalk Talk
• Table Talk
• Exit Ticket
• One Page Wonders
• Paper Bag Speech
• Anchor Charts
What am I doing
What am I going to stop doing
What am I going to start doing
Inspire Growth
Envision extraordinary possibilities, take courageous actions, and be our best selves to motivate and create a space for continuous improvement.
-2016 AIE Conference
Thank you!