Transcript Slide 1

Academic English is not a natural language.
It must be explicitly taught not merely caught.
( Kinsella, 2006)
Center for the Education and Study of Diverse Populations at
New Mexico Highlands University
 Understand the concept of sheltered instruction
 Understand the importance of lesson preparation and
the integration of content and language objectives
 Develop a working knowledge of the new ELD
Standards
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 Participants will recall and list topical information
from readings, previous trainings and personal
experiences.
 Participants will articulate and listen to various points
of view related to the day’s topic.
 Participants will negotiate meaning from and respond
to readings and essential questions related to sheltered
instruction and lesson preparation.
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 Individually and in groups begin to synthesize the
day’s information through dialogue and reflection.
 Participants will work in groups to apply the
knowledge of the day in the creation of a lesson plan
that takes into account the realities of the classroom.
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“Sheltered instruction is an approach for
teaching content to English Language
Learners in strategic ways that make the
subject matter concepts comprehensible
while promoting the students’ English
language development.”
Echevarria, Vogt and Short, Making Content Comprehensible for
English Language Learners, 2004, 2007, 2010
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
In many of our classrooms the level of the
textbook we are teaching from does not
match the academic language level of our
students.

The academic content and language of the
text is difficult for students to negotiate.
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
Watering down the curriculum allows
students to read the curriculum.
…but
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The richness of the content concepts are
lost.
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“Sheltered Instruction
is good for ALL students
but it is IMPERATIVE for students
with a language or learning challenge!”
Mary Ellen Vogt, 2004; 2007
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 Preparation
 Interaction
 Building
 Practice /
Background
 Comprehensible
Input
 Strategies
Application
 Lesson Delivery
 Review /
Assessment
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Preparation
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3
1 Clearly defined
. content objectives
for students
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3 Content concepts
. appropriate for age
and educational
background level
for students
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Content objectives
for students implied
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2 Clearly defined
. language
objectives for
students
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2
No clearly defined
content objectives
for students
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Language
objectives for
students implied
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2
Content Concepts
somewhat
appropriate for age
and educational
background level of
students
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0
No clearly defined
language
objectives for
students
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0
Content concepts
inappropriate for
age and
educational back
ground level of
students
N
A
N
A
N
A
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 If we agree that these are strong and useful
ideas, what is the best way for us to make
sure they happen every day?
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What:
For maximum learning to
occur, planning must
produce lessons that enable
students to make
connections between their
own knowledge and
experiences, and the new
information being taught.
Why:
Lesson planning is critical to
both a student's and
teacher’s success.
When:
Every lesson
How:
Adaptation of content
Meaningful activities
Supplementary materials
Plan for language
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 What are they?
 Why use them?
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 What are they?
 Why use them?
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Content Objectives: Focus of the Lesson (What
students should know and be able to do.)
Language Objectives: Focus on Language
Development, Language Needs & Language Use
for the Lesson (How Listening, Speaking, Reading and
Writing will be incorporated into the lesson.)
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Content objectives
are the
Language objectives
are the
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 Statements that identify what students
should know and be able to do in particular
content areas.
 They support school, district, and state
content standards and learning outcomes.
 When teaching ELLs, content objectives for
each lesson need to be tied to specific gradelevel content standards.
 They guide teaching and learning in the
classroom.
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 Statements that identify what students
should know and be able to do while using
English (or another language).
 They support students’ language
development often focusing on vocabulary,
functional language, questioning,
articulating predictions or hypotheses,
reading, and writing.
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 compare
recall
revise
 contrast
recite
pre-write
list
draft
elaborate
publish
define
predict
apply
write
 sequence
infer
identify
 synthesize
justify
negotiate
 listen
 respond
 interpret
 describe
 observe
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• Practice academic language
• Informal assessment of language/content
• Deepen, strengthen concepts
• Confidence, empowers, safe
• Socialize, build relationships
• Management, strengthens routines
While teachers develop language objectives they should
ask themselves, “ What are my students doing today to
develop their language skills in reading, writing,
listening, speaking and thinking?”
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• Interest, engagement
• Transfers to writing
• Transfers to other subjects
• Impacts quality
• Strengthens both L1 and L2
• Listening!!!!!
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
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: process, understand, interpret, and evaluate
written language, symbols and text with understanding
and fluency

Writing: engage in written communication in a variety
of situations for a variety of purposes and audiences
New Mexico ELD Standards 2009
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 Why are the language domains important?
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•
Language Domains:
Different types of language are required for the
discussion of different topics. Many topics require
specific vocabulary and sometimes even specific
grammatical structures.
•
Academic Language:
The variety of language used for academic
purposes in our school settings. (Bricks and
Mortar)
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•
BICS:
Basic Interpersonal Communication Skills refer to a
type of everyday language that is commonly used for
social interaction.
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CALP:
Cognitive Academic Language Proficiency refers to
the more abstract variety of language commonly
used in academic classes. Abstract language refers
to language that is used to discuss objects or people
who are not present in the “here and now,” as well as
concepts or ideas.
(Adapted from Elaine Horwitz, 2007)
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“Children are capable of high level thinking regardless of
their language level.”
Margo Gottlieb, Ph.D., WIDA Lead Developer, 2009
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 Who gets to see them?
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Should be:
 Stated clearly and simply in student
friendly language; and
 Posted and referred to before, during
and after the lesson.
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Content Objective:
9-12.G.1.2 Find the area and perimeter of a geometric figure
composed of a combination of two or more rectangles, triangles,
and/or semicircles with just edges in common.
Language Objectives:
With your learning partner you will use mathematical
vocabulary to explain the process for finding the area and
perimeter of geometric figures.
During a carousel activity, your group will construct a Venn
Diagram to contrast and compare the area and perimeter of
one geometric figure to another.
Work in pairs to solve and justify statements about the area
and perimeter of geometric figures.
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Collaboration and Discussion:
What are some advantages to writing both
content objectives and language objectives
for students to hear and see?
How might written objectives affect teacher
and student performance in the classroom?
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 What is our schema related to standards?
 What have you heard and what do you know about the
NMELD Standards?
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 The NMELD Standards are unlike anything we have
experienced in New Mexico.
o They are first and foremost language standards.
1. Social and Instructional Language
2. The Language of Language Arts
3. The Language of Mathematics
4. The Language of Science
5. The Language of Social Studies
 Meant to be flexible and adaptable.
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English language development standards are the
bridge to enable learners to access the content
requisite for academic success through language
(Academic Language and Thinking).
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 Framework
 Entering
 Formative
 Emerging
 Summative
 Developing
 Language Proficiency  Expanding
Level
 Bridging
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 Language Domain
 Language Function
 Grade Level Cluster
 Example Topic
 Genre
 Support
 Model Performance
 Transformation
Indicator (MPI)
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 2 Frameworks
 5 English Language Proficiency Standards
 5 Grade Level Clusters
 4 Language Domains
 5 Levels of English Language Proficiency
 200 Example Topics and Model Performance Indicators
(MPIs)
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 No numbers but rather an emphasis on language,
content and support. (Mindfully prodding you
towards Content and Language Objectives)
 Make it topic or subject specific. Make it real for you!
Make it work for you!
 You are never held to what is in the box – this can
change!
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 Step 1: Determine English Language Learners’ current
language profiles
 Step 2: Analyze the language demands of a content
topic
 Step 3: Match ELD standards to language demands,
and decide whether and which transformations are
necessary.
 Step 4: Develop content and language objectives.
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 Step 5: Differentiate instructional and assessment
activities by the students’ levels of English language
proficiency.
 Step 6: Plan for instructional supports and vary the
supports used.
 Step 7: Review evidence of language learning and
decide next steps.
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Let’s apply our knowledge!
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Coleen is twelve years old and has lived
in New Mexico all her life. She lives with
her grandparents who speak Diné and
little English. She is quiet during
classroom discussions, but is very
proficient in social conversations.
She is very frustrated with school. She
comprehends portions of the science
textbook and attempts to use academic
vocabulary. She is able to complete some
of the written assignments, but has
difficulty summarizing her thoughts.
She doesn’t believe she needs any
assistance because she can speak English
very well with her friends. However, she
doesn’t understand why she is having
difficulties in Biology.
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English
Proficiency
Level
Entering
Emerging
Developing
Expanding
Bridging
Listening
Speaking
Reading
Writing
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Writing Language Objectives:
 Work in groups of 3-4. Each group will be given a specific grade level
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and content standard.
Select a performance standard from the NM Content Standards and
Benchmarks. This will function as your Content Objective.
Choose any two language proficiency levels.
Determine which ELD standard, grade level cluster, MPI,
transformation will support you with this content objective.
Write at least 3 Language Objectives for the Content Objective you
have chosen.
Remember that the Content Objective is the “WHAT” and the Language
Objective is the “HOW”.
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Verbs for Language Objectives
Listen
Identify
Classify
Collect
Distinguish
Categorize
Match
Show
Select
Construct
Assemble
Arrange
Name
Recall
Give Examples
Draw
Organize
Decide
Describe
Tell
Create
Dramatize
Locate
List
Underline
Review
Compose
Dictate
Point out
Record
Report
Predict
Express
Plan and
Evaluate
Relate
Generalize
Demonstrate
Restate
Respond
Interpret
Outline
Summarize
Suppose
Estimate
Judge
Explain
Debate
Illustrate
Infer
Revise
Rewrite
Assess
Justify
Critique
Compare
Contrast
Question
Map
Discriminate
Observe
Sequence
Synthesize
Recite
Elaborate
Define
Apply
Pre-write
Draft
Publish
Write
Negotiate
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Patricia Latham
[email protected]
Adrian Sandoval
[email protected]
Phone: 505-243-4442
Center for the Education and Study of Diverse Populations
at New Mexico Highlands University
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