Transcript SIOP - PBworks

An Introduction
to
Sheltered Instruction
Presented by
Andrea Barras & Jeannie Landry
Sheltered Instruction
is simply a
holistic approach
for teaching ELLs that works
with at-risk students as well.
Sheltered Instruction is not:

Pull-out ESL classes

ESL classes that focus exclusively on
learning English (not on content)

Mainstream classes with no English
Language Learners
Sheltered Instruction is a total
English approach to instruction and
classroom management that teachers
can use to help ELLs students acquire
English and content area knowledge
and skills. It is also beneficial to at-risk
students as well.
Sheltered Instruction draws from and
compliments methods and strategies
advocated for both second-language
learners and at-risk students.
Sheltered Instruction is beneficial because
the more familiar the academic tasks and
routines are, the easier it will be for these
students to focus on the new content.
How can we apply the
Sheltered Instruction
method in the
classroom...
The 8 Components of
Sheltered Instruction
1.
2.
3.
4.
5.
6.
7.
8.
Lesson Preparation
Building Background
Comprehensible Input
Strategies
Interaction
Practice and Application
Lesson Delivery
Review and Assessment
1. Lesson Preparation:
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Clearly define content objectives
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Clearly define language objectives
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Use supplementary materials to clarify
lessons
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Adapt content to all levels of student
proficiency

Integrate lesson concepts with language
practice opportunities
2. Building Background:

Link concepts to students’ background

Link students’ past learning with new
concepts
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Emphasize key vocabulary
3. Comprehensible Input:

Speak slowly, enunciate clearly.
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Don’t use idioms without explaining them.
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Make content concepts clear using a
variety of techniques.
4. Strategies:
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Use of scaffolding techniques throughout
lessons
Modeling
Hands-on manipulatives
Real-life activities
Commercially made pictures
Teacher-made pictures
Overhead projector
Demonstration
Multimedia
Even more strategies…
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Time-lines
Graphs
Bulletin Boards
Maps
Key vocabulary
Word bank
Slower speech
Wait time
Consistent vocabulary
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Create interaction
possibilities between
students
Linking concepts to
students background
Relating content
material to previous
lessons
Vary your reading
options ( whole class,
pairs, small groups)
5. Interaction:
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Student discussion and interaction
provides much needed “oral
rehearsal”
Vary student grouping to support
language and content objectives
Afford sufficient wait time
Ample opportunity for clarification of
concepts
6. Practice/Application:
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Lots of hands-on materials
Make abstract concepts concrete
through discussion and student
activities.
Integrate all language skills; listening,
speaking, reading, writing, into every
lesson
7. Lesson Delivery:

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Clearly support content objectives
Clearly support language objectives
Students need to be engaged 90100% of the lesson
Pace lessons to students’ ability
levels…Quality not quantity
8. Review/Assess
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Comprehensive review of key
vocabulary and key content concepts
Provide students feedback on their
output
Assess students’ comprehension and
learning
Who benefits from this model?
Students who…
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have strong academic background in their first
language
have intermediate fluency in second language
were born in USA but not given the opportunity
of their first language learning and/or an ESL
program
are regular students, who are not ESL, but need
extra help with their learning process.
Research..
has shown that teachers must support these
students by addressing the following needs:
Affective Support
Cognitive Support
Linguistic Support
Affective Support
The greatest motivation for any students to
learn a second language is the desire to live
in fellowship with those individuals who
speak that new language.
Anxiety-free learning situation
 Valued native language and culture
 Advocacy for rights
 Opportunities for success

To Meet Affective Needs…
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Find out what they already know & build on
that.
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Allow them to use their native language
when needed & to teach others about their
language & culture
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Let them and their parents know they the
right to an education and what the school
system has to offer them
Cognitive Support
Comprehensible input
Learning and metacognitive
strategies
Louisiana English Language
Development Standards
Higher-level thinking skills
To Meet Cognitive Needs…
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Speak slowly, enunciate clearly, avoid idioms
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Make connections between concepts and
vocabulary words
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Teach study skills and thinking strategies to
use in all content areas
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Modify lessons and texts
Linguistic Support
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Research-based instruction
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Meaningful interaction with more proficient
English speakers
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Instruction designed for level of proficiency
To Meet Linguistic Needs…
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Expand and elaborate on what students are
saying to provide a correct model for them
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Correct errors by paraphrasing or re-wording
rather than overt error correction, which may lead to
embarrassment

Become aware of the students’ Language
Development Stages
Language Development
Stages
The Silent Stage
ELLs learn the English language in the
following order: they read, write, acquire the
ability to listen, and finally, they learn how to
speak. Students go through the, so-called,
“silent stage”.
They do not speak at all and people around
them do not realize they are able to
understand 90% or more of a conversation
while they are not able to either give an
opinion, or answer a question because they
cannot produce the language, yet.
The Chinese Bamboo Story
Except for a light and small bud from the bulb,
this incredible plant, after being sown, does not
show anything until five years later.
For five years, the growing is under the ground,
invisible to the human eye. But…a firm and
fibrous root structure is being scattered
vertically and horizontally under the ground
while is maturing. Then, at the end of the fifth
year, the Chinese bamboo suddenly grows until it
reaches a height of 75 feet.
Conclusion
Sheltered Instruction has many features
that can be used in any class setting, even
students whose primary language is English can
benefit from this approach.
We should never forget that ELLs and atrisk students are also like the Chinese Bamboo.
Just give them time and they will become strong
and productive like the giant Chinese Bamboo.
REFERENCES
Cloud, N. (2000). Dual language instruction: a handbook for
enriched education. In Heinle (Eds . ). 80, 125-126, 207.
Echevarría, J. (2003). Sheltered Content Instruction: teaching
English-language learners with diverse abilities. In A. and B
(Eds.), 54-74, 176-178.
Echevarría, J., Vogt, M., Short, D. (2008). Making Content
Comprehensible for English Learners.
Ovando, C. J. (2003). Bilingual and ESL Classrooms: teaching in
multicultural contexts.
In Mc Graw Hill (Eds . ), 154-156.
Segan, P (1998). The teaching of reading in Spanish to the
bilingual student. In A. Carrasquillo (Ed .). 165.