Sheltered Instruction Part I of III

Presented by Office of English Language Learners

2013-14

Session Goals

• • • • • Define English Learner Identify levels of language proficiency Identify who are the English learners in this school and what is their current level of language proficiency Develop a broad understanding of sheltered instruction and its role in providing meaningful access to core instruction to English Learners Develop a deeper understanding of the link between content and language objectives to support the academic and discipline specific language development of English learners

Norms for Collaborative Learning

• Understand that those who work learn • Look for solutions, not blame • Phrase questions for the benefit of everyone • Be honest • Recognize that everyone has expertise • Challenge ideas • Share talk time • Respect our learning environment 3

Who are Language Learners?

• Students designated as ESL – As determined by the W-APT/K MODEL • The W-APT/K MODEL are language proficiency screeners that was developed by the WIDA Consortium – Test social AND academic English proficiency

Who are Language Learners?

• General Education Students – Eligible but not enrolled (Waived) • Student qualifies to participate in an ELL program but the parent/guardian chooses to opt out of services – Formerly Limited English Proficient (Exited) • Student met the state exit criteria and is either monitored or has been released from the 2 year monitoring period – Passed W-APT, but may still need support • Student doesn’t qualify for ELL services, but…

Who are Language Learners?

• Some immigrant English learners had strong academic backgrounds before coming to the US • Some immigrant students had very limited formal schooling • Some English learners have grown up in the US but speak a language other than English at home • Some English learners were born in the US but have not mastered English or their native language

Who is Responsible for the Academic Achievement of Language Learners?

• EVERYONE!

• ESL teachers alone cannot be responsible, we must all work together.

– Understanding who our language learners are and what factors we should consider that may have an effect on language development – Understanding our students’ current level of language proficiency • Implications for instruction

Myth or Reality about ELLs

1.Younger children acquire language faster and more easily 2. The ability to speak a second language (especially in conversational settings) does not guarantee that a student will be able to use the language effectively in academic settings 3. If we focus on teaching the English language, learning in all areas will occur faster. 4. The challenge of learning academic English for school varies tremendously from learner to learner and depends on many factors .

Myth or Reality about ELLs

5 . Students who speak another language at home develop English skills more slowly than students who speak just English. Parents should try to avoid using other languages around their children. 6. Most ELLs were born here; only 20% of ELLs have been in the United States a year or less. 7. ELLs with beginning levels of language proficiency lack cognitive ability for higher order thinking.

Think about this…

1. L2 acquisition is not a linear process.

2. ELP levels of ELLs do not connote similar academic and linguistic profiles; 3. Meaning-based instruction helps ELLs to connect content with their backgrounds and identities; and 4. Consistent attention to embedding of language through tasks that are cognitively demanding is crucial for ELLs

The Levels of English Language Proficiency

3 2 1 ENTERING EMERGING DEVELOPING 4 EXPANDING 5 BRIDGING 6 REACHING

11

Language Domains

Listening

Process, understand, interpret and evaluate spoken language in a variety of situations

Speaking

Engage in oral communication in a variety of situations for a variety of purposes and audiences

Reading Writing

Process, understand, interpret and evaluate written language, symbols and text with understanding and fluency Engage in written communication in a variety of situations for a variety of purposes and audiences

Language Domains

Information produced by the W-APT, K MODEL and ACCESS for ELLs®

REACHING 6.0

BRIDGING EXPANDING 5.0-5.9

4.0-4.9

• • • •

Raw Score Scale Score Proficiency Level Individual Domain Scores

Reading, Writing, Speaking, Listening

DEVELOPING 3.0-3.9

EMERGING ENTERING 2.0-2.9

1.0-1.9

•

Composite Proficiency Scores

• Oral Language • Literacy • Comprehension • Overall

Current Level of Language Proficiency

• Where do I go to obtain my student’s current level of language?

– Permanent record • For new students: initial registration packet – W-APT scores • For current students: ACCESS Teacher Report – School clerk • W-APT & ACCESS scores are stored on REG2000

• •

Let’s plot Jose Carlos’ ACCESS for ELLs results on the

CAN DO Descriptors:

 Listening 4.1

   Speaking 6.0

Reading 5.0

Writing 3.8

4.

1 6.

0

3.

8 5.

0

Activity

• With a partner, examine Alfredo’s profile.

• Plot Alfredo’s ACCESS for ELLs results on the

CAN DO Descriptors.

• Discuss and write how student’s information would inform your instruction. • Be ready to share out.

Planning the lesson & Delivering Instruction

Know your ELLs’ proficiency levels (ACCESS or WAPT) Consider what your ELLs can do in relationship to the materials for your lesson (texts, worksheets, manipulatives, etc.), your lesson delivery, and the lesson activities. • Can your ELLs read and comprehend the text?

• How will your ELLs participate in the instruction and activities? • What scaffolds can you use and/or what accommodations can you make to help your ELLs access the content? Be mindful of what effect your ELL’s language proficiency will have on the outcome of your assessment. • Can you make assessment accommodations for your ELL? • Can you develop/utilize an alternate assessment for your ELL?

Sheltered Instruction

• Most well known model of sheltered instruction – SIOP – Language and content objectives are systematically woven into the curriculum of the subject area – Present regular, grade-level subject curriculum through modified instruction in English – Shares many techniques found in high quality, non-sheltered teaching for native English speakers

Gradual Release for Language Learners

This is an added step to support language learners

SIOP Components

• 8 General Components – Lesson Preparation – Building Background – Comprehensible Input – Strategies – Interaction – Practice/Application – Lesson Delivery – Review/Assessment

Lesson Preparation

1. Content Objective 2. Language Objective 3. Content/Concepts Appropriate for Age 4. Supplemental Materials 5. Adaptation of Content 6. Meaningful Activities http://www.youtube.com/watch?v=o5xK5gP_Tbw

Language Objective

• The language objective should represent an aspect of academic English that students need to learn or master.

• Should be drawn from the English proficiency standards and should incorporate the content

Organization of MPIs within the 2012 Standards

ELD STANDARD 4 - The Language of Science energy GRADE 8 EXAMPLE TOPIC: Forms of

MPI STRAND

The Elements of the MPI

The Language Function The Content Stem/Example Topic The Support

Elements of Model Performance Indicators

The Model Performance Indicator (MPI) consists of three elements: •

Language function:

describes how students use language to demonstrate their proficiency •

Content stem/example topic:

specifies context for language instruction; derived from state content standards •

Support:

sensory, graphic, or interactive resources embedded in instruction and assessment that help students construct meaning from language and content

Elements of MPIs

Language Function Content Stem/Example Topic Follow oral directions to design area maps using manipulatives and illustrated examples in small groups Instructional Support

The Model Performance Indicator Language Function

The Model Performance Indicator Content Stem

The Model Performance Indicator Content Stem

Support Examples

Activity

• Transforming MPIs.

• With a partner, use the elements in the envelope to create and transform MPIs.

• Be ready to share out.

Let’s try this…

Refer to this checklist after writing your objective:

 Objective is written and stated simply, in language the students can understand  Objective promotes student academic language growth  Objective connects clearly with the lesson objective and/ or lesson activities  Objective is measurable. I have a plan for assessing student progress on meeting the objective during the lesson  Objective is observable

Outcomes

 Students will have meaningful access to the full curriculum .

 Students will progress with their English language development while meeting academic content standards .

 Students will acquire the language and content necessary to exit the formal ESL program and demonstrate academic achievement as a result of teacher collaboration and planning . 37

3-2-1 Reflection

3 things you learned or “Aha!” moments 2 things you’re going to go back and do differently as a results of today’s session 1 thing you still have a question about

Final Thoughts or Questions?

• If you have any questions, please feel free to contact the Office of ELLs: – Soledad Barreto, Director • [email protected]

– Ronilee Scittarelli, Secondary ELL Specialist • [email protected]

– Nelia Fontes, Elementary ELL Specialist • [email protected]

– Roland Sasseville, Secondary ELL Specialist • [email protected]

– 456-9256