Transcript Sheltered Content Instruction: Principles and Practices

Sheltered Content
Instruction:
Principles and
Practices
Malden Public Schools
Spring 2010
1
M & M Ice Breaker
 Blue
Words to Describe Yourself
 Yellow
Words Your Students Use To
Describe You
 Green
Things You Dislike
 Brown
Places You’ve Traveled To
 Red
Things You Love
 Orange
Hobbies/Pastimes
2
3
Class Norms
• Listen – Intend to understand rather
than respond or persuade.
• Invite differences – move away from
either/or. Embrace ‘and’.
• Suspend your assumptions – make your
assumptions visible to yourself and
others. Then, be less sure those
assumptions are right.
• Speak from awareness – be honest with
yourself about your purpose and intent in
listening.
• Assume good will – listen without
judging the other person’s intentions.
Assume their intentions are the very
best.
•
•
Sheltered Content
Instruction – Principles and
Practices
 This course is designed as an introduction to
the theories and sheltered strategies for
teaching content and grade level subject
matter to English Language Learners.
 It covers the required skills and knowledge
covered in the Massachusetts Department of
Education’s Commissioner’s June 2004
memo on Sheltered English Immersion
Category 2 trainings.
 This course will include strategies for
teaching sheltered subject matter and
assessing student learning.
 The essential question that will guide this
course is: How can we design curriculum
and classroom practices to simultaneously
develop the language and content
knowledge that is necessary to meet the
goals of students, the expectations of their
families and community, and the
expectations of the broader society?
5
Module One:
ELLs in a
State-wide Context
Glossary of Terms
• AMOA=Annual Measurable Objective
Achievement
• AYP=Adequate Yearly Progress
• Bilingual – Knowing two languages
• ELL=English Language Learner
• ESL=English as a Second Language
• FLEP=Formerly Limited English Proficient
• High Incidence=Program usually having 20 or
more of one language group enrolled in a school
district or schools
• Integration=In the context of Chapter 71A,
integration means students from immersion and
bilingual classrooms are engaged in meaningful
learning activities with their native speaking
peers
• LEP=Limited English Proficient
• Low Incidence=Fewer than 20 LEP students of
one language
• L1=First language of learner
• L2=Second Language of Learner
• TBE=Transitional bilingual education
Demographic Changes
From 1979-2003 the number
of students who spoke a
language other than English
at home grew from 3.8
million to 9.9 million.
From 1990-2003 the school
aged population increased
19%.
The number who spoke a
language other than English
at home increased 161%.
8
ELLs in Public Schools
 Most of the students are in
elementary schools
 About 75% of the students are
from Spanish language
backgrounds
 The students are located mostly
in a few states
 42% of teachers nationwide
have at least one ELL in their
classroom
 ELL enrollment in public
schools growing 20 times faster
than average
9
ELLs in Public Schools
There are over 6,000,000
English Language
Learners
in U.S. Schools.
By 2020, 40% of all public
school students will be
ELLs.
10
LEP Students in Massachusetts
Schools-March 2005
Source: Massachusetts Department of Education http://www.doe.mass.edu/ell/statistics/lep.html
LEP Students in Massachusetts
Schools-March 2005
Language
Number
%
Spanish
Portuguese
27,249
4,645
54.6
9.3
Khmer
2,058
4.1
Creole(Haitian)
Vietnamese
1,977
1,724
4.0
3.5
Chinese
1,593
3.2
Cape Verdean
1,367
2.7
Russian
916
1.8
Canton Dialect
653
1.3
Arabic
591
1.2
Korean
429
0.9
Source: Massachusetts Department of Education http://www.doe.mass.edu/ell/statistics/lep.html
LEP Students in
Massachusetts Schools
• In March 2005,
Massachusetts Public
Schools reported 49,923
limited English proficient
(LEP) students with 112
different primary
languages.
Reflective Writing
Assignment
• Who are the language
learners in your school?
Are there any
commonalities among
the ELL population?
How are they identified
and how do they receive
targeted instruction?
Chapter 71A
•
In November 2002, the voters of Massachusetts passed Chapter 386 of the Acts of
2002 (known as “Question 2”). This referendum amended the existing
Transitional Bilingual statue, G.L. c. 71A.
•
According to “Question and Answers Regarding Chapter 71A: English Language
Education in Public Schools”, published by the Massachusetts Department of
Education in August 2003, Question 2 requires the following:
•
•
All children in Massachusetts public schools be taught English by being
taught in English and all children be placed in English language classrooms.
Children who are English learners be education through structured English
immersion.
•
Districts to annually determine, no later than April 1, the number of English
learners in the district, and to classify them according to grade level, primary
language, and the English learners program in which they are enrolled.
•
Districts to annually administer a standardized, nationally-normed written
test of academic subject matter in English for grades 2-12 and a nationallynormed test of English proficiency for grades K-12.
•
Districts to send report cards and other school information be sent to parents
and guardians of English language learners in the same manner and
frequency as such information is sent to other parents and guardians, and, to
the maximum extent possible, in a understandable language.
•
Office of Educational Quality and Accountability to conduct onsite visits to
school districts at least once every five years to evaluate the effectiveness of
programs serving English language learners.
•
Two-way bilingual programs, whereby students develop language proficiency
in two languages by receiving instruction in English and another language in
a classroom that usually comprised of half native English speakers and half
native speakers of the other language “shall be unaffected”. No waivers are
necessary for participation in a two-way bilingual program.
•
“English language learners be provided language support services until they
are proficient enough English to participate meaningfully in the district’s
education program.”**
** Cited directly from Mass. Department of Education Question and Answer
document dated August 2003, page 10.
Question 2 (Ch. 71A) and
Title VI
•
4. SEI for children under the age of 10 with allowance for
parental waivers
•
16. All textbooks and other instructional materials are to be
in English, no subject matter taught in any language other
then English, and students learn to read and write solely in
English. However, teachers may use an English learner’s
native language when necessary for clarification purposes. If
the student’s teacher does not speak the student’s primary
language, the Department recommends that another teacher
or instructional paraprofessional who does speak the
student’s primary language be available at some point
during the school day for clarification as needed.
•
20. Chapter 71A states that students shall receive
sheltered instruction for a “temporary transition period not
normally intended to exceed one school year.” – “Title VI of
the federal Civil Rights Act does not permit such a
limitation. Title VI requires that English language
learners be provided language support services until
they are proficient enough in English to participate
meaningfully in the district’s education program.”
DOE Q&A Regarding Chapter 71: ELE in
Public Schools
Use of Native Language
•
Chapter 71A states that in structured English immersion
programs, native language should be used as a tool for the
clarification and that clarification in the native language be
made available, to the maximum extent possible, as some
point during the day. Instruction must be comprehensible.
The use of native language is one approach to making certain
all input is comprehensible.
•
Native language may be used by district staff:
• To clarify concepts and ideas not understood in
English.
• Remember that the goal of Sheltered English
Instruction is to make content comprehensible. The
use of native language facilitates the teaching of
content to English Language Learners particularly at
the beginner and early intermediate English language
development levels. The authors of Making Content
Comprehensible for English Language Learners state
that: “[best practice indicates that English language
learners benefit from opportunities to clarify concepts
in the native language (L1). Although sheltered
instruction involves teaching subject-matter material
in English, students are given the opportunity to have
a concept or assignment explained in their L1 as
needed” (p. 109).
• To explain directions and instructions not
understood in English to guide instructional tasks
• Use the students’ native language when necessary to
get them on task. It is appropriate to use L1 when
giving direct instructions to facilitate students’
engagement and understanding of instructional tasks
and activities.
Use of Native Language
• For the health, safety and welfare of students
• Health, safety and welfare must be dealt with in a
language that is comprehensible to students. For
example, when a student becomes ill, it is very
appropriate to communicate in a language the
student understands.
• For communication with families
• Title VI of the Federal Civil Rights Act states that
school communications, to the maximum extent
possible, must be made available to families in a
language that they understand.
• For classroom related matters and behavior
management
• In some instances behavior management issues may
be dealt with most effectively in the students’ native
language.
•
Native language may be used by students:
• In class for instructional purposes
• Students may use native language to help their
peers understand instruction. Alternatively, they
may request clarification or translation from their
peers.
• In playgrounds and hallways
• Students may use their native language in
playgrounds and hallways.
 adapted from the Boston Public Schools
Guidance on Use of Native Language
Waivers
•
Chapter 71A provides for waivers based on parent request under
certain circumstances, assuming that the parent annually applies by
visiting the student’s school and by providing written informed
consent.
•
For students under the age of 10, with parental consent, waivers are
allowed under the following conditions:
• The student has been placed in an English language classroom for
at least 30 days prior to the parent’s application for a waiver
• Documentation by school officials in no less than 250 words that
the student has special and individual physical or psychological
needs, separate from lack of English proficiency, that require an
alternative course of educational study and inclusion of such
documentation in the student’s permanent school record
• Authorizing signatures on the waiver application of both the
school superintendent and the school principal
•
For students over the age of 10, with parental consent, allows waivers
when it is the informed belief of the school principal and educational
staff that an alternate course of educational study would be better for
the student’s overall educational progress and rapid acquisition of
English
•
Allows students receiving waivers to be transferred to bilingual
programs or ‘other generally recognized educational methodologies
required by law.’
•
Requires individual schools in which 20 students or more of a given
grade level receive a waiver to offer a bilingual or other type of
language support program; in all other cases, students with waivers
must be permitted to transfer to a public school in which such a
program is offered.
•
* Cited directly from Mass. Department of Education Question and
Answer document dated August 2003.
Sheltered Instruction vs.
Structured Immersion
• Sheltered Instruction is
– a means (method) for making grade-level academic
content (e.g. science, social studies, math) more
accessible for English language learners while at
the same time promoting their English language
development
– the practice of highlighting key language features
and incorporating strategies that make the
content comprehensible to students
– an approach that can extend the time students
have for getting language support services while
giving them a jump start on the content subjects
they need for graduation
• Structured Immersion is
– A program model for the placement of English
language learners whereby all curriculum
materials are in English and native language is
used for clarification purposes
LEP Students in Massachusetts
Schools by Program Placement
Program Placement
Structured English
Immersion
Two-way
Number of
Students
38,501
822
TBE
1,952
Opted Out
2,741
Not enrolled in ELL
Program
5,907
Performance of LEP Students
*Focus On Children – Boston Public Schools: Office of Research, Assessment, & Evaluation
Percentage
MCAS Performance Disparity
Year 2000 - English
90
80
70
60
50
40
30
20
10
0
Regular Education
LEP
Grade 4
Grades 7 & 8
Grade 10
MCAS Performance Disparity
Year 2005 - English
100
Percentage
80
60
Regular Education
40
LEP
20
0
Grade 4
Grades 7 & 8
Grade 10
Performance of LEP Students
*Focus On Children – Boston Public Schools: Office of Research, Assessment, &
Evaluation
MCAS Performance Disparity
Year 2000 - Math
70
Percentage
60
50
40
Regular Education
30
LEP
20
10
0
Grade 4
Grades 7 & 8
Grade 10
Percentage
MCAS Performance Disparity
Year 2005 - Math
90
80
70
60
50
40
30
20
10
0
Regular Education
LEP
Grade 4
Grades 7 & 8
Grade 10
Competency Determination Rates
Grade 10 Test
May 2005
Retest #1
November 2005
Retest #2
March 2006
Retest #3
November 2006
Regular Education
86
92
95
97
LEP
29
41
54
60
FLEP
40
51
63
70
MCAS Results: Class of 2008
Passing English
Passing Math
Earned Competency
Determination
Regular Education
97
94
93
LEP
57
58
45
FLEP
66
64
55
Percentage of Students Attaining the Competency Determination
120
100
80
Non-Disabled
60
LEP
FLEP
40
20
0
Passing English
Passing Math
Earned
Competency
Determination
*Massachusetts Department of Education http://www.doe.mass.edu/mcas/results.html
Massachusetts Drop Out
Rates
Annual Dropout Rates for Special Populations, 2002-2005
10.0%
Dropout Rate
9.0%
8.0%
Special
Education
7.0%
Non Special
Education
6.0%
LEP
5.0%
Non LEP
4.0%
Low-Income
3.0%
Non LowIncome
2.0%
1.0%
0.0%
2002-03
2003-04
School Year
2004-05
DOE Guidelines – June 2005
•
According to the June 2005 Massachusetts Department of Education’s
publication entitled, Guidelines for Using MEPA Results to Plan Sheltered
English Immersion (SEI) Instructional Programming and Make
Classification Decisions for Limited English Proficient (LEP) Students,
MEPA results and accompanying data will be used as a guideline to plan
sheltered English immersion instructional programming and assist in the
classification of LEP by proficiency levels.
•
•
Classification
Using the definition of LEP as outlined in Chapter 71A, district criteria
for identification and designation of LEP students have been established.
Once identified and documented, the student’s placement by proficiency
level can commence.
The decision for each student’s classification begins with a team approach
at each school. Classroom teachers, specialists, administrators and other
professionals familiar with students’ classroom performance may be
involved in this process. Using the MEPA data, examine each student’s
overall performance level: Beginning, Early Intermediate, Intermediate or
Transitioning. The variables within the data are Speaking, Listening,
Reading and Writing in academic and social settings. Gauging the
student’s performance within each variable includes the differentiations;
At or Above, Approaching or Below which are based and compared to a
typical student performing in the transitional level. Based on these
results, students may be candidates for reclassification or recommended
to remain in their current LEP status. Students must be At or Above in
all 4 variable areas of the MEPA, receive a passing score (Needs
Improvement or higher) on MCAS and attain proficiency levels in district
criteria in order to be reclassified from their current LEP status. Further,
their academic performance is monitored for a period of two years.
Students with Below, Approaching, or fewer than 4 areas At or Above will
be enrolled in the SEI instructional programming. In Kindergarten and
Grade 1, assessment data is limited to MELA-O; Dept. of Education
recommendations are to maintain the LEP status of these students until
more data becomes available in the upper grades.
A dedicated and specially designed English Language Development (ELD)
curriculum must be in place to service all LEP students. The ELD/ESL
district curriculum is based on the Massachusetts English Language
Proficiency Benchmarks and Outcomes (ELPBO).
•
•
•
Recommended Instructional Programming for
Limited English Proficient Students
Beginning and
Early Intermediate
Elementary
Jr. High
High School
English language development:
2.5 hrs/day to full day
Content areas instruction:
Hrs. available outside of ELD
Specialists/electives: art, music…
Same schedule as all students
ESL or ELL
license
Intermediate
Elementary
Jr. High
High School
English language development:
1-2 hrs. /day
ELA or Reading instruction:
1-2 hrs/day
ESL or ELL
license
Content areas instruction:
Hrs. available outside of ELD, ELA or
reading
Specialists/electives: art, music…
Same schedule as all students
Transitioning
Elementary
Jr. High
High School
All areas of language and contentprovide continuous support to
enhance growth in English
language development
Small group instruction and learning in
all areas throughout school day,
after school and during summer
programs
Consistent and systematic monitoring
for academic progress
Provide additional learning and support
opportunities
FLEP classified students to be
monitored for two years on
academic progress. School-based
Team meeting to be convened as
needed .
Qualified to
teach LEP
students
Qualified to
teach LEP
students
Qualified to
teach LEP
students
Qualified to
teach LEP
students
Skills and Qualifications of SEI
Classroom Teachers
•
Category One: Second Language Learning and Teaching
• Key factors affecting second language
acquisition.
• Implications of these factors on classroom
organization and instruction.
• The implications of cultural difference for
classroom organization and instruction.
• Organization, content, and performance levels
in the Massachusetts English Language
Proficiency Benchmarks and Outcomes.*
•
Category Two: Sheltered Content Instruction
• Curriculum and Lesson Planning. Teachers will
be able to:
• plan lessons appropriate for LEP students at the
four levels of proficiency described in the
Massachusetts English Language Proficiency
Benchmarks and Outcomes.
• plan lessons that are guided by both language
and content objectives appropriate for LEP
students who are at different grade levels and
different English proficiency levels, and that are
aligned with the Massachusetts Curriculum
Frameworks and the Massachusetts English
Language Proficiency Benchmarks and
Outcomes.
• plan lessons that are characterized by student
interaction, students' questions, and appropriate
group work.
Skills and Qualifications of SEI
Classroom Teachers
•
Instructional Strategies. While teaching, teachers
will be able to:
• make language objectives, content objectives, and
academic tasks explicit.
• use supplementary materials, including graphic
organizers, visuals, and manipulatives to make
content more comprehensible.
• group students so that all LEP students can
participate.
• integrate language instruction and content
instruction.
• Student Tasks. Teachers will be able to:
• plan learning tasks that have a product and that
enable all students, including LEP students, to
work and ask questions in small groups.
• provide opportunities for students to display their
knowledge in various ways.
• d. Lesson Delivery. While teaching, teachers will be
able to:
• assess student comprehension and learning
throughout the lesson.
• pace and organize learning activities so that
students are engaged 90-100% of the time.
Skills and Qualifications of SEI
Classroom Teachers
•
Category Three: Assessment of Speaking and Learning (MELA-O)
• Multiple dimensions of oral proficiency: comprehension,
production, fluency, pronunciation, grammar, and
vocabulary.
• Concept of communicative competence and its role in
assessment.
• The six levels of oral proficiency assessed by the MELA-O
and their relation to the four levels of English language
proficiency as described in the Massachusetts English
Language Proficiency Benchmarks and Outcomes.
•
Category Four: Teaching of Reading and Writing to LEP students
• Basic concepts of linguistics, including phonology and
syntax of English.
• Significant theories and practices for developing reading
skills and reading comprehension in English for limited
English proficient students who are at different English
proficiency levels.
• A variety of strategies for teaching vocabulary.
• Approaches and practices for developing writing skills in
limited English proficient students.
• Initial reading instruction, including phonemic
awareness, phonics, fluency, vocabulary, and text
comprehension. The differences in initial reading
instruction in English designed for those students who
have no or limited oral proficiency in English compared
to those who do have oral proficiency in English.
• The performance criteria and scoring system used in the
MEPA (Massachusetts English Proficiency Assessment)
and based on the Massachusetts English Language
Proficiency Benchmarks and Outcomes.*
Massachusetts English Language
Development Assessments
• Massachusetts English Language
Assessment – Oral (MELA-0)
• Administered to ALL ELLs, (K-12)
• Massachusetts English Proficiency
Assessment (MEPA)
• Administered to All ELLs (Grades K-12)
Criteria for Re-classification of
English Language Learners
• Guidelines for Using MEPA Results to Plan
Sheltered English Immersion (SEI)
Instructional Programming and Make
Classification Decisions for Limited
English Proficient (LEP) students (June
2005)
• MEPA Overall Performance Level
• Transitioning “At or Above in All 4
Areas” – Speaking, Listening,
Reading, and Writing
• MCAS ELA Test –Proficient
• District Academic Assessments – DRA,
DIBELS, GRADE, Step Rubric, etc.
• If ELL has satisfied these requirements,
student is reclassified as Formerly Limited
English Proficient (FLEP)
• FLEPs are required to be monitored for
academic achievement and social
adjustment for two years
Thinking
Differently About
English Language
Learners
33
Who Are They?
 The English language learners in your classroom may be
very different in their background, skills, and past
experiences from the other students you are teaching.
 Some may have come to the U.S. from a country in which
they attended school regularly and will bring with them
literacy skills and content knowledge, although in another
language.
 Other students may come with a history of survival within
a war-torn country where there was no opportunity for
consistent--or any--schooling.
 Some come from countries where schooling is very
different. Some may have large gaps in their schooling
while others may not have had any formal schooling and
may lack important native language literacy skills that
one would normally expect for students of their age.
 There will be differences in home background as well.
Many will belong to very low-income families;
 The parents of some of these, however, may have been
highly educated in their own country, and may have once
held professional positions.
 The resources and the needs that the individual students
bring are therefore often likely to be very different.
34
Challenges Facing ELLs
 Whatever label is used to identify these
students, research has shown that they, in
disproportionately large numbers, face low
achievement and high drop out rates.
 By and large, ELLs are not receiving
instruction that supports their highest
possible achievement.
 Among the instructional factors that affect
ELLs’ achievement are:
-low teacher expectations;
-assignment to classrooms with under-qualified or
inexperienced teachers;
-instructional methods that do not address the
development of much needed verbal and vocabulary
building skills;
-instruction that does not build on students’ prior skills,
knowledge, and experiences;
-misdiagnosis into special education;
35
Their Needs
Although ELL students come from
diverse backgrounds, they have
several common needs.
They need to:
 build their oral English skills
 acquire reading and writing skills in
English
 to maintain a learning continuum in
the content areas (e.g., mathematics,
science, and social studies).
Some ELL students will have other
needs that will make the task of
learning much more difficult.
36
Seeking Effective Policies and Practices
for English Language Learners
• The Rennie Center – May 2007
• Themes of Successful Schools
• Believe they cannot effectively
serve ELLs with a one-size-fits-all
policy
• Adults hold positive values, and
beliefs about immigrant students
and their families
• Constant attention to data,
research, and outside resources is
essential
• Highly skilled teachers and leaders
are the cornerstone of success in
these schools
• Support extends beyond the
classroom
• Students benefit from a staged reclassification process and
continued support after reclassification
Seeking Effective Policies and Practices
for English Language Learners
• Recommendations for Policy and Practice
• At the State Level
• Encourage flexibility and
experimentation with innovative
approaches to meet the needs of English
language learners
• Offer opportunities to share practices
• Get specific about transition
• Ensure a pipeline of leaders for ELL
programs
• Require SEI training in teacher
preparation programs
• In Schools and Districts
• Consider a staged transition process
• Provide guidance for families of “lowincidence” language students
• Set goals and create incentives to get
teachers trained
• Communicate with parents about the
school’s program to support ELLs,
specifically placement and transitioning
• Pool resources among districts with
small ELL populations
Success with English
Language Learners
•
•
•
All teachers should be familiar with the following kinds of
knowledge related to their language minority students:
• Familiarity with first and second language acquisition
• Awareness of the history of immigration in the United
States, with particular attention to language policies
and practices throughout that history
• Awareness of the socio-cultural and sociopolitical
context of education of language minority students
• Ability to adapt curriculum for students whose first
language is other than English
• Competence in pedagogical approaches suitable for
culturally and linguistically heterogeneous classrooms
• Experience with teachers of diverse backgrounds and
the ability to develop collaborative relationships with
colleagues that promote the learning of language
minority students
• Ability to communicate effectively with parents of
diverse language, cultural, and social class backgrounds
Although learning new approaches and techniques
may be very helpful, teaching these students
successfully means, above all, changing one’s attitudes
towards the students, their languages and cultures,
and their communities. Anything short of this will
result in repeating the pattern of failure that
currently exists
Affirming Diversity: The Sociopolitical Context of
Multicultural Education by Sonia Nieto (Pages 220-221)
Journal Entry Prompt
• Think about what you have learned
in the introduction:
• That schools are becoming increasingly
diverse in terms of language, culture,
and ethnicity
• That many diverse students do not
fulfill their academic potential
• That most teachers do not feel wellprepared to teach diverse students
• Write a paragraph in your journal
describing two or three things that
you would like to know more about
to help you improve your teaching of
English language learners. Be as
specific as possible
Module Two:
Language Acquisition
41
Anticipation Guide: Language Acquisition
____1. A child acquires its first language by imitating adults.
____2. The process of acquiring a second language is more
similar to the process of acquiring the first language than it
is different.
_____3. The best way for a child to learn English in school is to
control the vocabulary, syntax, and sequence of
grammatical structures that the child is exposed to.
_____4. Oral fluency in English is a strong indicator that an
English language learner (ELL) will succeed in the
classroom.
_____5. Once a student has learned the language of instruction,
English, his problems in the classroom are largely over and
he should be able to handle academic assignment with little
difficulty.
_____6. Placing a child learning English in a mainstream
classroom will ensure that he/she will spend enough time in
English to learn the language quickly.
_____7. An initial “silent period” can benefit the ELL because it
allows him/her an opportunity to process and decode the
new language.
_____8. Good teachers should suggest to the parents of a child
learning English that the parents speak English at home.
First Language Acquisition
• Brainstorm in groups what you’ve
noticed about a young child
acquiring a language…
The Stages of First-Language
Acquisition (L1)
I. The Babbling Stage
• It begins at about 6 months of age.
• Children begin using sounds from speech
• Real speech develops from here
II. The Holophrastic stage
• Children using combinations of sounds that carry consistent
meaning.
• Single word utterances called holophrastic sentences carry
the meaning of whole sentences.
• Some children skip this stage.
III. The Two-Word stage
• Around age 2, children make two-word utterances.
• Little regard is shown for word order, inflection, tense,
number, or person.
IV. The Telegraph to Infinity Stage
• Past the Two-word stage, the child puts together utterances
of various lengths.
• Stutter pattern like a telegraph (Ex. Danny want cookie)
• Words arranged in order but lacking certain "function words"
• At this point the child will begin to generalize about rules of
grammar and sometime overgeneralize (Ex. He drinked it)
Caregiver Speech
• Caregiver speech is that special
way that caregivers talk to a
child in early conversational
interactions
• Characteristics of caregiver
speech include:
• Slower rate of speech; simpler
vocabulary and sentence structure
than in normal speech with adults
• Reference to “here and now”
• Emphasis on meaning over form
• Extension and elaboration
Summary of First Language
Acquisition
• The child learns language by
unconsciously generating rules,
perhaps to fill in an innate blueprint.
• The child’s errors often indicate that
learning is taking place.
• The child learns certain aspects of
language in a relatively predictable
order.
• The child acquires language in
communicative, meaningful, and
supportive settings.
• The child understands more than
he/she can say.
• The child requires a lot of time to
become orally proficient.
Difference Between First and
Second Language Acquisition
First Language
Learned at home
Learned by young children
Learned in order to
communicate with loved ones
Largely an unconscious
process
No time pressure to learn
Must learn developmental
concepts as well as language
Second Language
Separate Underlying
Proficiency (SUP)
Common Underlying
Proficiency (CUP)
Implications of
CUP vs. SUP
• CUP suggests that what
proficiency is developed in L1
will transfer to L2. There are
certain elements of literacy
which are common to both
languages and will not have to
be relearned when acquiring
the second language.
Factors Affecting Second
Language Acquisition
•
•
•
•
•
•
•
•
•
Motivation
First language development
Language distance and attitude
Access to the language
Age
Personality and learning style
Peers and role models
Quality of instruction
Cultural background
Affective Filter
• Stephen Krashen hypothesizes
that there is an imaginary wall
that is placed between a learner
and language input. This is called
the Affective Filter. If the filter
is on, the learner is blocking out
input and output. No language
can be received or produced.
• Krashen indicates that anxiety,
self-esteem, and motivation are
the three major variables that
have an impact on the Affective
Filter. The filter turns on when
anxiety is high, self-esteem is
low, or motivation is low.
Affective Filter Activity
• Think-Pair-Share
• Turn to a neighbor and share teacher and
students behaviors and instructional
activities that keep the affective filter
turned off…
Strategy - Predictable Routines and Signals to
Reduce Anxiety
•
Purpose: Promote the understanding of classroom expectations,
routines and signals to encourage full participation by all students
•
Benefits:
• establishes a predictable, consistent daily routine;
• recognize signals and visuals which indicate a sequence of
events and activities;
• allows for more focus and energy for instruction;
• recognize classroom patterns that guide instruction, behavior
and social expectations;
• lowers students’ anxiety and helps everyone fully participate in
class community.
•
Steps:
• Set up the classroom with designated areas for activities:
reading area, group table, partner work area etc. Model their
use and ask questions such as, Where will you sit if you want to
read a book by yourself?”
• Establish a routine for turning in papers, picking up materials,
checking assignments etc. Model putting things in their
established places.
• Model routines that are new until well established in the
students’ daily schedule. Any time a student shows confusion
about a classroom routine or expectation, determine if some
modeling and practice would lessen the confusion.
• Contextualize directions by consistently modeling as you give
information. Modeling, gestures and demonstrations are vital
ways to contextualize instructions. For example, “Take out
your math book,” needs to be accompanied by you holding up
the math book. “Open to page 21” may be modeled and page 21
written on the board.
Herrell and Jordan, 2004
BICS vs. CALP
Jim Cummins
• BICS = Basic Interpersonal
Communication Skills
• Playground Language
• Not related to academic achievement
• Attained after 1-2 years in host country
• CALP = Cognitive Academic Language
Proficiency
• Language proficiency needed to function in
decontextualized, academic settings
• CALP in L1 and L2 may overlap, despite
differences in “surface features “ of each
language
• Attained between five to seven years in
host country
BICS and CALP
56
BICS and CALP
Social (BICS) vs. Academic
(CALP) Language
• BICS
• Face to Face,
Small Group
Setting
• CALP
• Whole Group,
Textbook
Communicative
Language Functions
Students Uses
Language to:
Examples
Greetings/Leave-takings
Meet and greet
others; say goodbye
Uses common
expressions, such as in :
How do you go? and
Nice to meet you.
Requesting
Information/Assistance
Asks for
information or
help
Can formulate questions
using courtesy form as
in: Excuse me, could you
tell me where Room 208
is?
Giving Information/Assistance
Provide
information or
assistance in
response to a
request
Comprehend requests
and respond
appropriately, as in:
Sure, it's down this hall,
first door on your right.
Describing
Tell about a place, Use descriptive language
thing, or idea
to convey an image, as
in: Well, it's about 12
feet by 15 feet, has lots
of light, and is big
enough for 30 students.
Expressing feelings
Relate what he/she Describes emotions as
feels or thinks
in: Yes, I feel a little
nervous about being
interviewed.
Source: O’Malley, J. M. & Valdez-Pierce, L. (1996). Authentic assessments for English
language learners: Practical approaches for teachers: Reading, MA: Addison-Wesley
Publishing Company.
Academic Language
Functions
Students use language to:
Seeking
Information/Informing
Observe and explore the
environment, acquire
information, inquire,
identify, report, or describe
information.
Comparing
Describe the similarities and
differences in objects or
ideas.
Sequence objects, ideas, or
events.
Ordering
Classifying
Analyzing
Inferring
Justifying and persuading
Solving Problems
Synthesizing
Evaluating
Examples
Use who, what, when, where,
and how to gather
information. Recount
information presented by
teacher or text. Retell a story
or personal experiences.
Make/explain a graphic
organizer to show
similarities and contrasts.
Describe/make a timeline,
continuum, cycle, or
narrative sequence.
Describe organizing
principle(s); explain why A
is an example and B is not.
Describe parts, features, or
main idea of information.
Group objects or ideas
according to their
characteristics.
Separate whole into parts;
identify relationships and
patterns.
Make inferences, predict
Describe reasoning process
implication, and hypothesize. (inductive or deductive) or
generate hypotheses to
suggest causes or outcomes.
Give reasons for an action,
Tell why A is important and
decision, or point of view;
give evidence in support of a
convince others.
position.
Define or integrate ideas to
Describe problem-solving
form a whole.
procedures; apply to real-life
problems and describe.
Combine or integrate ideas to Summarize information;
form a whole.
incorporate new information.
Assess and verify worth of
an object, idea, or decision.
Identify criteria, explain
priorities, indicate reasons
for judgement, and confirm
truth.
Source: O’Malley, J. M. & Valdez-Pierce, L. (1996). Authentic assessments for English language
learners: Practical approaches for teachers: Reading, MA: Addison-Wesley Publishing Company.
Stages of Oral Language
Acquisition
•
Pre-Production
•
•
•
•
•
Early Production
•
•
•
•
Can produce individual words and phrases
Can answer closed questions
Can name, label, list, categorize
Speech Emergence
•
•
•
•
•
Cannot produce in English
Can understand more than can say
Can actively listen for short periods
Can respond non-verbally
Can produce simple complete sentences
Can participate in small group activities
Can answer open-ended questions – why, how, etc.
Begins to use English more freely
Intermediate Fluency
•
•
•
•
Can create extended discourse
Can participate in reading and writing activities
May appear orally fluent, but experience difficulties in
academics and literacy
Can do most classroom tasks if supported and scaffold
Observing the Stage of Second
Language Acquisition
Stage of Language
Acquisition and
Rationale
Student
#1
Student
#2
Student
#3
Possible Classroom
Strategies
Strategy-Talk Show
•
Purpose: To encourage the production of oral English based on information and
brainstormed vocabulary/language structures.
•
Benefits:
• work in cooperative groups to increase student interaction;
• plan an oral presentation using appropriate language;
• formulating and asking specific questions based on a specific subject area;
• promote listening skills and responding in appropriate manner based on
specific questions;
• represent and maintain a point of view throughout the presentation;
• increases confidence and competence in production and fluency;
• motivates students to research and create an informative situation.
•
Steps:
• Choose an appropriate subject/topic for implementing into a talk show.
Choose an area or person where students can gain information by reading
and/or researching.
• Suggestions include: interview characters in books or plays read,
interview historical characters, interview community helpers, interview
people in the news etc.
• Explain and model the talk show strategy by referring to a television talk
show that is familiar to the students (i.e. Oprah). The teacher models the
role of host by having one student come to be interviewed about a recent
classroom event. Before the interview, ask the class to brainstorm
questions to ask the interviewee. Record the questions on a chart and
discuss the ways to formulate questions for interviews. Model the interview.
After the interview, a third student may be called upon to be the
“interpreter”. The interpreter is given the job of acting out the questions
and answers as they are given. Agree upon hand signals to indicate specific
vocabulary that is used in this interview.
• Guided practice in the talk show format and questioning is to be done in
groups of three (interviewer, interviewee and interpreter). Each group will
brainstorm a list of questions. Interviewer must practice phrasing
questions to elicit more than one word responses. Teacher circulates to
encourage interesting questions and responses.
• Presentations to the class are held after sufficient opportunities to practice.
After each group’s performance, have student and teachers identify good
questions, responses and interpreting signals.
• Consider alternatives to hand signals by having students use other visuals
from the internet, signs, pictures, power point, student drawings, overhead
projector or illustrating ideas as they are discussed in the interview.
Herrell and Jordan, 2004
Module Three:
Standards for English
Language Acquisition
Development
64
Rationale
English Language Proficiency Benchmarks and
Outcomes for English Language Learners:

Includes outcomes that help teachers track
progress in the four domains of English:
Reading, Writing, Listening, and Speaking

Serves as the basis for annual assessment as
now required by MA Chapter 71A and NCLB.
Foundations
 MA English Language Arts curriculum
 MELA-O
 MA foreign Language Curriculum Framework
65
Central Themes
Vocabulary is integral to
language development
Essential role of oral
language in development of
academic English proficiency
English Language
Acquisition through content
area studies
66
English Language Proficiency Benchmarks and
Outcomes for English Language Learners Organization
• Organization from General to Specific
• Strands (S, R, W)
• Listening and Speaking, Reading, and
Writing
• General Outcomes (letter.number)
• R.4 Literary Elements and Techniques
• Students will identify and analyze text
elements and techniques of written English
as used in various literary genres. (Page 54)
• Themes
• Myth and Traditional Narrative (Page 55)
• Benchmarks (letters – a, b, c, etc.)
• c. Identify phenomena explained in origin
myths from various cultures. (link to ELA
16.4) (Page 55)
• Student Outcomes (number – 5, 6, 7, etc.)
• 5. Recognize nursery rhymes, fables, fairy
tales, tall tales, lullabies, and myths as
traditional literature. (link to ELA 16.1)
English Language Proficiency Benchmarks and
Outcomes for English Language Learners
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Speaking and Listening Strand (S) (Organized by Proficiency Level)
S.1 Vocabulary: Students will comprehend and communicate orally in English,
using vocabulary for personal, social, and academic purposes. (FL 1, 2, 4, 5, 6, 7;
ELA 4)
S.2 Social Interaction: Students will comprehend and communicate orally,
using English for personal and social purposes. (FL 1, 2, 4, 5, 6, 8; ELA 5, 6)
S.3 Academic Interaction: Students will comprehend and communicate orally,
using English in academic settings. (FL 1, 2, 5, 6, 7; ELA 1, 2, 5)
S.4 Presentation: Students will present information orally and participate in
performances that demonstrate appropriate consideration of audience, purpose,
and the information to be conveyed. (ELA 3, 18; FL 3, 6, 7)
Reading Strand (R) (Organized by ELA grade spans)
R.1 Vocabulary and Syntax in Print: Students will acquire and apply
vocabulary and syntax to comprehend written text. (ELA 4, 5; FL 5, 6)
R.2 Beginning to Read in English: Using a foundation of oral language and
previous reading experience, students will understand the nature of written
English and the relationships of letters to the sounds of English speech. (ELA 7;
FL 5)
R.3 Comprehension: Students will read fluently and identify facts and
evidence in order to interpret and analyze text. (ELA 8, 11)
R.4 Literary Elements and Techniques: Students will identify and analyze
text elements and techniques used in various literary genres. (ELA 9, 10, 11, 12,
14, 15, 16, 17, 18)
R.5 Informational/Expository Text: Students will identify and analyze
purposes, structures, and elements of nonfiction texts. (FL 4, 7; ELA 8, 10, 13)
R.6 Research: Students will gather information from a variety of sources,
analyze and evaluate the quality of the information obtained, and use it to
answer their own and others’ questions. (ELA 24)
Writing Strand (W) (Organized by ELA grade spans)
W.1 Prewriting: Students will plan for writing by building on prior knowledge,
generating words, and organizing ideas for a particular audience and purpose.
(ELA 4, 20, 23; FL 7)
W.2 Writing: Students will write for a variety of purposes with a clear focus,
coherent organization, and sufficient detail. (ELA 19; FL 1)
W.3 Revising: Students will evaluate and revise word choice, sentence variety,
and organization of ideas in their writing for a particular audience and purpose.
(ELA 20, 21, 25)
W.4 Editing: Students will understand and apply knowledge of standard
English grammar, spelling, and conventions to improve their writing. (ELA 5,
22; FL 5)
W.5 Media: Students will use, analyze, and produce a variety of media,
including audio, television, internet, and emerging technologies. (ELA 26, 27; FL
6,7)
English Language Proficiency Benchmarks and Outcomes
for English Language Learners – Scavenger Hunt
•
What information can you find in the appendix?
•
What are the general outcomes for the Listening and Speaking
strand?
•
What are the benchmarks for grades K-4 in the W.3 Revising
general outcome for the theme of word choice?
•
What are the themes that address culture in the Speaking and
Listening Strand?
•
What are the general outcomes for the Reading strand?
•
What are the student outcomes for grades 5-8 in the R.5
Informational/Expository Text general outcome for the theme of
text analysis?
•
What are the general outcomes for the Writing strand?
•
What are the student outcomes for the beginning to early
intermediate level of S.3 Academic Interaction general outcome
for the theme of culturally appropriate language?
•
Find two examples of first language to second language
connections in the reading strand
•
Where do you find grammar benchmarks in the writing strand?
Benchmarks and Outcomes by MEPA Proficiency
Levels
Beginning
Early
Intermediate
Intermediate
Transitioning
Differentiating by moving between
grade level topic clusters
If W.3.15 b were too difficult
for a student in Grades 9-12,
how could you find a
benchmark or outcome that
was more appropriate yet
aligned to the focus of this
your lesson?
Word Choice Topic Cluster
71
Massachusetts English Language
Proficiency Benchmarks and Outcomes
for English Language Learners
• What would be a speaking outcome
appropriate for a fourth grade student who
has been in the country for two years, but is
struggling with academic interactions?
• What would be a reading benchmark that
you would use as a goal for a 6th grade
newcomer with no formal schooling in
his/her native country?
• What would be a writing benchmark that
you would use as a goal for a first grade
student who had been in the country for a
year?
• What would be an appropriate listening
outcome for an eighth grade newcomer with
only two years of formal schooling in his/her
native country?
Using ELPBO to Plan Instruction
• View the video tape of the
student.
• Decide on second language
proficiency stage.
• Decide which outcomes in the
Speaking and Listening
Strand you have evidence
that the student has
achieved.
• Decide which outcomes in the
Speaking and Listening
Strand would be short and
long term goals for the
student.
Using ELPBO to Plan Instruction
Proficiency Stage
Outcomes
Student has
Achieved
Outcomes for
Short Term Goals
Outcomes for
Long Term Goals
Module Three:
Sheltered
Content
Instruction –
Planning
Instruction
75
3 Goals of Language Learning
To use target language in
social settings
To use target language in all
content areas
To use target language in
social and culturally
appropriate ways
76
Four Principles that Help ELLs
Succeed in School
Increase
Comprehensibility
Increase Interaction
Increase Higher Order
Thinking/Thinking
Strategies
Increase Connections
77
Sheltered Instruction
True/False Questions
1.
Sheltered Instruction is used in sheltered
content courses.
2.
Sheltered Instruction is used in a variety of
program models.
3.
Sheltered Instruction cannot be used in
classes that contain both English language
learners and native English speakers.
4.
Sheltered Instruction is the same as high
quality instruction for native English
speakers.
5.
Language development classes should
separate from content classes for ELLs to
learn best.
6.
In sheltered instruction classes, teachers
integrate ESL Standards.
78
What is Sheltered
Instruction?
A means for making grade-level academic
content (e.g., science, social studies,
math) more accessible and
comprehensible for ELLs while at the
same time promoting their English
language development.
The practice of highlighting key language
features and incorporating strategies
that make the content comprehensible
to students.
It also may be referred to as SDAIE
(Specially Designed Academic
Instruction in English).
79
Expectations of Classroom
Instruction
 Instruction should be comprehensible to all
learners
 Learning should be interactive
 Instruction should be cognitively challenging
 Instruction should connect school to students’
lives and promote
cross-cultural understanding
 Instruction should facilitate language
development and academic
achievement in the content area
 The goal of instruction should be achievement
of academic standards by all students
 Instruction should develop language and
literacy across the curriculum
80
It’s “good teaching plus”…
Compare ELL teaching to the universal design
model/concept for building architecture:
While school might be accessible for many
students, with “just good teaching”, it hasn’t
worked for the majority of ELLs.
It won’t be accessible to ELLs without these
strategies and principles implemented all the
time that serve as the ramps to school and the
content.
High-quality instruction for ELLs is similar to
high-quality instruction for other, Englishspeaking students, but ELLs need instructional
accommodations and support to fully develop
their English skills.
81
It is good teaching for ELLs
IF AND ONLY IF
the instruction takes into account factors
such as the ELL’s
 level of language proficiency in
reading, writing, Listening,
and speaking
 developmental needs in learning a
second language
 prior schooling
 cultural differences and adjustments.
82
Sheltered Instruction
Observation Protocol
 The SIOP Model was developed in a national
research project conducted from 1996 to
2003, sponsored by the Center for
Research on Education, Diversity &
Excellence (CREDE). Through literature
review and with the collaboration of practicing
teachers, researchers identified instructional
features of high-quality sheltered lessons. The
model was refined over several years of field
testing
 Early research found the SIOP Model to be
effective with ELLs as measured by narrative
and expository writing assessments.
 CAL is currently conducting further research in
elementary and secondary schools by
facilitating professional development on the
SIOP Model and examining the effects of SIOPbased instruction on student achievement in
core content areas and in English language
development.
83
The SIOP Model
 The SIOP Model is a research-based approach
to sheltered instruction that has proven
effective in addressing the academic needs of
English language learners throughout the
United States.
 The model consists of 8 components:
Lesson Preparation
Building Background
Comprehensible Input
Strategies
Interaction
Practice/Application
Lesson Delivery
Review/Assessment
 Using instructional strategies linked to these
components, content area teachers help English
learners develop their academic English skills
as they learn grade-level content.
 Training in the SIOP Model helps teachers plan
and deliver lessons that incorporate these
strategies consistently.
84
Who Uses the SIOP Model?
 Elementary classroom teachers
 Secondary subject-area teachers
 Coaches and mentor teachers
 ESL teachers
 Bilingual program teachers
 Staff developers
 School and district administrators
 Teacher education faculty
 Pre-service teacher candidates
85
Why Use the SIOP Model?
 Need: As the number of English
language learners (ELLs) in schools
increases, teachers are looking for
effective instructional practices to reach
all of their students.
 Practicality: Teachers and researchers
worked collaboratively to create this
effective approach to high quality
instruction for ELLs.
 Accountability: The SIOP Model
includes a reliable and valid measure of
effective instruction.
 Impact: Research on the SIOP Model
has shown that ELLs' academic skills
improve when teachers implement it
fully.
86
Lesson Preparation
 Lesson preparation is a key to effective teaching and
learning.
Features of Preparation:
1. Clearly defined content objectives for
students
2. Clearly defined language objectives for
students
 Accomplished sheltered instructing teachers take time to
develop strong lessons that incorporate important content
objectives from district, state, or national standards along
with systematic development of language objectives.
 The language objectives should complement the content
knowledge and sills being taught.
 The objectives should provide practice in the four language
skills of reading, writing, listening, and speaking.
 They should also incorporate strategies for grammar,
vocabulary, and language learning as well as other
language skills like reading comprehension strategies,
process writing, and oral interactions (negotiation of
meaning, justifying opinions, making hypotheses). It is
very important to make these objectives explicit to the
students so they know what the teacher expects them to
learn each day.
87
Lesson Preparation
3. Content concepts appropriate for age and
educational background
 The content concepts should suit the grade and
developmental level of the students and, if
necessary, fill I the gaps in their educational
backgrounds. As needed, adaptations should be
made for the students’ different levels of
proficiency and background knowledge.
4. Supplementary materials use to a high
degree, making the lesson clear and meaningful
(e.g., graphs, models, visuals)
 Well prepared SI lessons also include
supplementary materials that support or
provide alternatives to the academic text and
teachers must plan meaningful activities that
integrate concepts with language practice.
88
Lesson Preparation
5. Adaptation of content (e.g., text, assignment)
to all levels of student proficiency
 With careful preparation and adaptation of
content to the needs of students, teachers can
make learning and relevant by including
materials that motivate students and that
foster real-life application of the concepts and
language studied.
6. Meaningful activities that integrate lesson
concepts (e.g., surveys, letter writing,
simulations constructing models) with language
practice opportunities for reading, writing,
listening, and/or speaking.
These 6 features are just the starting point
for an effective SIOP Lesson
89
Turn to Your Neighbor and…
 Why are these important
features when planning a
sheltered instruction lesson?
What else do you do to prepare
for a lesson?
90
Objectives – John
Saphier (The Skillful Teacher)
•If you don’t know
where you’re going,
you won’t know when
you get there!
•John Saphier, The
Skillful Teacher
Language Objectives
• Research Base
• Seven year research project (1996-2003)
conducted for the Center for Research on
Education, Diversity, and Excellence
(CREDE) by Dr. Jana Echevarria of
California State University at Long Beach
and Dr. Deborah Short of the Center for
Applied Linguistics (CAL)
• Research project analyzed ELL student
writing in classes that used sheltered
instruction methodologies, including
separating language and content objectives,
with those who did not. After comparing
growth of the two groups, the
language/content objective group outperformed the control group on every
subtest. (language production, focus,
support/elaboration, organization,
mechanics)
Question: What is the difference between
content and language objectives?
Preparation Objectives:
Content Objective: Students will explore 3
decision about the atomic bomb that were faced
by the U.S. during WWII, take a position on each,
and defend their position orally:
- Decision A: Whether to build an atomic bomb
- Decision B: Whether to drop an atomic bomb
- Decision C: Whether Truman made the right
decision.
Language Objectives: Student will;
- Read information in a small group for each
decision and reach
consensus on a position (by listening and
discussing).
- State their position and orally defend it in a class
dialogue.
- Disagree with prior speakers in a respectful
manner.
- In writing, defend a position on whether or not it
was justifiable to use
the bomb on Japan.
Question: What English proficiency level
do you think these objectives are for?
93
Objectives
• Good Objectives
•
•
•
•
Are Explicit
Are Observable
Are Measurable
Are Connected to Standards (ELPBO or
Curriculum Objectives)
• Are Related to the Content Objectives (access
content knowledge or express content knowledge)
• Are Highlighted as Separate Objectives
• Are Written in Kid Friendly Ways
• Good Language Objectives
• May focus on a language skill (reading, writing,
listening, speaking)
• May focus on a language function (describe,
analyze, synthesize, evaluate, etc.)
• May focus on vocabulary
• May focus on language to express culture or social
skills
• May focus on the mechanics/syntax of language
Language Objective “Buzz”
Verbs
Math
Ask
Define
Discuss
Label
List
Listen
Name
Present
Read
Say
State
Tell
Write
English
Language
Arts
Define
Discuss
Dramatize
Exaggerate
Explain
Express
Form an opinion
Improvise
List
Listen
Locate
Name
Perform
Read
Recite
Retell
Rephrase
Role-play
Say
Speak
State
Talk about
Tell
Write
Science
Social Studies
Analyze
Ask
Compare
Contrast
Defend
Define
Evaluate
Label
Listen
Outline
Present
Propose
Research
Read
Record
Say
State
Synthesize
Talk(with)
Write
Chart
Compare
Contrast
Debate
Defend
Describe
Dramatize
Elicit
Explain
Form an Opinion
Label
List
Listen
Narrate
Outline
Perform
Present
Propose
Read
Recite
Report
Role-play
Say
State
Summarize
Take a Stand/Position
Use
Write
Content Objective “Buzz”
Verbs
Math
Add
Adjust
Apply
Chart
Combine
Confirm
Connect
Consider
Decipher
Deduce
Demonstrate
Display
Draw
Drop
Explore
Find
Follow
Identify
Interact
Make
Manipulate
Match
Measure
Organize
Practice
Provide
Recycle
Select
Show
Sort
Subtract
Test
Use
ELA
Act out
Characterize
Coach
Compare
Confirm
Connect
Consider
Contrast
Create
Demonstrate
Develop
Distinguish
Draw
Express
Follow
Identify
Interact
Interpret
Make
Match
Narrate
Organize
Outline
Persuade
Play
Predict
Prompt
Propose
Provide
Recall
Review
Select
Show
Summarize
Use
Visualize
Science
Adjust
Apply
Choose
Combine
Confirm
Connect
Coordinate
Create
Decipher
Deduce
Demonstrate
Derive
Develop
Display
Distinguish
Draw
Evaluate
Experiment
Explore
Follow up
Gather
Hypothesize
Identify
Interpret
Manipulate
Match
Observe
Organize
Perform
Practice
Prove
Provide
Review
Search
Sort
Tamper
Target
Test
Social Science
Choose
Confirm
Connect
Consider
Create
Define
Delineate
Display
Draw
Explore
Find
Identify
Interact
Interpret
Make
Organize
Persuade
Plot
Produce
Provide
Recycle
Reproduce
Select
Sort
Test
Visualize
Sample Language and Content
Objectives
• Grade Six Social Studies
Lesson
• Content Objective:
• Students will identify the
means of transportation by
native Americans in New
York in colonial America.
• Language Objective:
• Students will preview the
chapter (headers and visuals)
and discuss pictures in the
chapter.
Language Objective Analysis
• Review SIOP lesson plans written for
a week-long professional development
workshop. Analyze the lesson plans
for the standards of good language
objective writing.
•
•
•
•
•
Explicit
Observable
Measurable
Connected to the ELPBO
Related to the Content Objectives (access
content knowledge or express content
knowledge)
• Highlighted as Separate Objectives
• Written in Kid-Friendly Ways
• Which area of focus do you see most
often?
• Language skill (reading, writing,
listening, speaking)
• Language function (describe, analyze,
synthesize, evaluate, etc.)
• Vocabulary
• Language to express culture or social
skills
• Focus on the mechanics/syntax of
language
Language and Content
Objectives
• Content
Objective:
• After reviewing
all the factors of
100 and
discussing our
strategies, we
will be able to
build
rectangular
solids with 100
interlocking
cubes.
• Write a possible
language objective
for this math
objective.
Objective Writing Activity
• At your table, choose a piece of text and write a
content and language objective for a lesson.
Content Objective
Language Objective
Grade-level Concepts, Supplementary
Materials, Adaptation of Content and
Meaningful Activities
Why is it important for
content concepts to be
appropriate for the age and
educational background of
your students?
What should you do about
grade-level concepts if your
students have missed several
years of schooling?
101
Vignette Activity
Pages 40-50
 3 Small groups (Ms. Chen, Mr.
Hargroves, or Mrs. Hensen)
 Make a list of pros and cons as
you read the vignette about your
assigned teacher, jotting down the
positive and negative aspects of
preparation as depicted in the
vignette.
 Discuss ideas in small groups and
then share with the whole group.
102
Video Activity:
 What features of preparation did you observe in
the video? What are your impressions?
 How did the teacher in the video adapt the
content to the needs of her students?
 What else could she have done to make this
lesson more effective?
 What other ways can you can adapt content?
 What are some advantages to writing the
content objectives and the language objectives
for the students to view?
103
Module Four:
Sheltered Content
Instruction –
Connections
104
Building Background
Three Important Features:
1. Concepts explicitly linked to students’ background
experiences

Children from culturally and linguistically diverse
backgrounds may struggle to comprehend a text or a
concept presented in class because their schema do not
match those of the culture for which the text is written or
because they do not understand the academic vocabulary
written in English.
2. Links explicitly made between past learning and new
concepts

Through he SIOP Model, teachers incorporate strategies
to activate students’ background knowledge explicitly and
provide linkages from their experiences to the concepts or
text.
3. Key vocabulary emphasized (e.g., introduced, written,
repeated, and highlighted for students to see)

Teachers must also be aware of vocabulary knowledge
students, especially at secondary levels, need in order to
be successful in content classes.

For that reason the SIOP Model, emphasizes the need to
develop and practice key terms that will strengthen
students’ vocabulary knowledge.
105
Quickwrite:
 Why do you think that it is important to tap
into your students’ background experiences in
the classroom (especially the experiences of
immigrant students)?
 How do you build a relationship between the
students and what are you teaching them?
 List ways you link lessons to students’ personal
background and/or prior learning.
106
Vignette Activity Pages 69-76
 3 Small groups (Miss Paige, Mrs.
Jarmin, and Mr. Ramirez)
 Read the assigned vignette.
 In small groups, discuss ideas and
the teaching practices depicted in
the vignettes and then share with
the whole group.
107
Ways to Tie Prior Learning Into
The Classroom
 Questioning – Ask a simple question, “Who
remembers what we did yesterday?” and solicit
responses.
 Charts – Make a chart of key information
being studied and keep the chart as a reference.
Call students’ attention to it as needed.
 KWL – Have students individually or as a class
create a KWL chart. Refer back to it during the
unit and check off things in the “want” column
when explored and add things to the “learn”
column.
 Student Journals – Have students write
down what they have learned in a journal or
notebook.
 Lesson Connections – Make explicit
statements to connect what the students are
going to study with what they have studied.
Help students see a continuum of the content
concepts and build a bigger picture in their
minds.
108
Emphasizing Key
Vocabulary
 Vocabulary development should be closely related to
the subject matter students are studying.
 Think-Pair-Share: Think about techniques that
you use in your classroom to help English language
learners develop content vocabulary, and discuss
with a partner. Share with the whole group.
Technique/
Strategy
Application
in my own
classroom
Why this
strategy is
helpful for
Ells
109
Video Activity:
Directions: Before viewing the video clip, think about what
you do in your room to address these SIOP features.
Record your practices. Then, while viewing, record what
the video teacher demonstrates for these areas.
Concepts linked to students’ background and
personal experiences.
 What I’ve done lately:
 What the video teacher did:
Links explicitly made between prior learning and
new concepts
 What I’ve done lately:
 What the video teacher did:
Key vocabulary emphasized (introduced, written,
repeated, highlighted)
 What I’ve done lately:
 What the video teacher did:
110
Video Observation –
Comprehensible Input
• First Viewing
• What was the lecture about?
• How did you feel when viewing the lecture?
• How did you respond to those feelings?
• Second Viewing
• What was the lecture about?
• How did you know?
• How did you feel when viewing the lecture?
• How did you respond to those feelings?
Comprehensible Input
• Comprehensible Input is
“meaningful language”
that can be understood
from context
• To facilitate language
acquisition, input should
contain structures a
little “beyond” what they
are able to understand
(i+1)
Techniques for
Comprehensible Input
• Techniques for providing
comprehensible input include:
•
•
•
•
•
•
•
•
visuals,
manipulatives
facial expressions
fewer pronouns
model and demonstrate,
contextualize in real life ways,
repeat
rephrase
Comprehensible Input Activity
• In the bucket, there is an object
called a “splunge”, some paper, and
markers. Decide what a “splunge” is
and explain the concept of a
“splunge” to your group using
comprehensible input
• The vocabulary you may use to
describe a “splunge” is:
• Snarf
• Zoomb
• Noofball
• Nickney
Comprehensible Input
Effective teachers adjust their speech and
classroom activities so that the message to the
student is understandable.
The strategies for comprehensible input are
particularly important when English
language learners study content through their
new language because they have to learn two
things simultaneously: academic English and
subject matter concepts.
More repetition is needed for beginners, and
teachers should avoid jargon and idiomatic
speech.
In addition, the teacher must ensure that the
explanation of an academic task is made clear
through oral and written directions as well as
modeling.
Effective sheltered teachers use gestures, body
language, pictures, and real objects to
accompany their words and bring meaning to
the message.
115
Three Important Features
 Speech appropriate for students’ proficiency
level (e.g., slower rate, careful enunciation, and
simple sentence structure for beginners)
 Clear explanation of academic tasks
 A variety of techniques used to make content
concepts clear (e.g., modeling, visuals, hands-on
activities, demonstrations, gestures, body language)
(Group) Discussion Questions:
 Why are these important features for making the
content comprehensible for ELLs in a sheltered
instruction lesson?
 Which features do you do well? Which could use
some improvement?
 How do you know if your students understand what
you are saying? What do you do to check for
understanding?
116
Guidelines to Achieve
Comprehensible Input
Teacher Speech and Behavior
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Use expression and body language
Speak slowly and clearly.
Use more pauses between phrases.
Uses shorter sentences with simpler syntax.
Stress high frequency vocabulary.
Repeat and review vocabulary.
Watch carefully for comprehension and be
ready t repeat or restate to clarify meaning
whenever necessary.
Be friendly and enthusiastic.
Maintain a warm supportive affect.
Open discussion to different perspectives of a
topic.
117
Guidelines to Achieve
Comprehensible Input (Cont)
Instructional Strategies
1.
2.
3.
4.
5.
6.
7.
8.
9.
Use visuals.
Use graphic organizers.
Communicate about the subject area in oral,
written, physical, or pictorial form.
Tap the students as resources for information
about the topic.
Provide hands-on and performance-based
activities.
Promote critical thinking and study skill
development.
Incorporate cooperative learning activities.
Be process-oriented and provide modeling.
Adjust instruction for the different learning
styles.
118
Comprehensible Input - Video
Activity:
 What features of comprehensible input did you
observe in the video? What are your impressions?
 What made the explanation of academic tasks
powerful or weak?
 What could you do to make your explanations of
academic tasks more comprehensible to your ELLs?
 If someone were to explain something to you in a
foreign language, what techniques could they use to
make their message clear?
119
Module Five:
Sheltered Content
Instruction –
Implementation
120
Strategies
 Sheltered instruction teachers must
provide explicit instruction in learning
strategies. Then they must model
them for ELLs and scaffold activities
when students practice them in their
lessons.
 Accomplished teachers provide many
opportunities for ELLs to use a
variety of strategies that have been
found especially effective.
 As teachers prepare lessons to
incorporate learning strategies, they
can consult the national ESL
Standards (TESOL, 1997). This
resource lists the range of strategies
ELLs should learn to develop their
academic and social English language
skills as well as scenarios that
illustrate classroom implementation.
121
Cummins
Continuum of Language Use
Cognitively Undemanding Language Skills
ContextEmbedded
Languag
e Skills
A C
B D
ContextReduced
Languag
e Skills
Cognitively Demanding Language Skills
Continuum of Language and Content
1. ___ Understanding academic presentations without
visuals or demonstrations.
2. ____ Participating in hands-on science activities.
3. ___ Making models, maps, charts, and graphs in social
studies.
4. ___ Playing simple games.
5. ___ Engaging in face-to-face interactions.
6. ___ Writing answers to lower level questions.
7. ___ Taking standardized achievement tests.
8. ___ Using higher order level reading comprehension
skills: inferential and critical reading.
9. ___ Understanding academic presentations
accompanied by visuals, demonstrations of a process,
etc.
10. ___ Developing survival vocabulary.
11. ___ Developing initial decoding skills.
12. ___ Engaging in telephone conversation.
Cummins Framework: Context-embedded vs. Contextreduced Instruction
Task: How would a lesson on Birds look in each of
Cummins’ quadrants? Note some of the expected lesson
components you might see in quadrant A, B, C, and D.
BIRDS
124
Creating a Context-Embedded
Lesson
Cognitively demanding,
context-reduced task
Listening to a social studies lecture
on the causes of WWII and
completing a worksheet requiring
several short answer responses
Listening to an explanation of a
math concept such as converting
fractions to decimals.
Completing a biology worksheet
that asks a number of questions
about the parts and functions of
cells.
Reading a story and writing an
alternative ending to the story
Cognitively demanding,
context-embedded task
Strategies
 Strategies refer to cognitive processes,
behaviors, or metacognitive
knowledge that individuals use to help
them understand, study or retain new
information.
 Effective learners have special ways of
processing the new information they
are learning.
 Many English language learners,
especially those at non-advanced
levels of proficiency, have difficulty
initiating an active role in using
learning strategies because they focus
their mental energy on translating
words, pronouncing new terms, and
other basic activities while learning
English.
126
Three Important Features
 Ample opportunities for student to use
strategies.
 Consistent use of scaffolding techniques
throughout lesson, assisting and supporting
student understanding.
 A variety of question types used, including
those that promote higher-order thinking
skills throughout the lesson (e.g., literal,
analytic, and interpretive questions).
(Group) Discussion Question:
 Why are these features important when teaching
strategies to English language learners in an SI
lesson?
127
What Strategies Do Good
Learners Use?
128
Strategies - Video Activity:
1. What sort of scaffolding techniques
were used in the video?
2. What specific strategy was used for
this lesson (i.e., identify the name of
the strategy such as webbing,
classification, problem solving)?
3. How could that strategy be used in
other ways?
4. What skill did the strategy target
(reading, writing, listening, speaking)?
5. What types of questions did the
teacher ask her students?
6. Why is it important for teachers to ask
higher-order thinking questions to
ELLs?
7. Why is it important to encourage
ElLLs to ask questions?
129
Interactions and Grouping
 This is an activity designed to improve listening and
speaking skills as well as team building and
consensus building.
 Number off (1-4)
 You have 1 minute to choose your roles within the
groups:
Recorder, Reporter, Materials Manager, Facilitator,
and Time Keeper.
 You will have 3 minutes to complete the activity.
 You are to come up with a movie that ALL of you like
and one ALL dislike, with a celebrity that ALL of you
like and one ALL dislike, with a book that ALL of
you like and one ALL dislike.
 The group with the most points wins.
 The goal is to reach consensus quickly.
130
Opinion Chart
Like
Dislike
Movie
Celebrity
Book
131
Interaction - Three Important
Features
 Frequent opportunities for interactions
and/or discussion between teacher/student and
among students that encourage elaborated
responses about lesson concepts.
 Grouping configurations support language
and content objectives of the lesson.
 Sufficient wait time for student response.
 Ample opportunities for students to clarify
key concepts in L1 as needed with aide, peer,
or L1 text.
Discussion Question:
 Why are these features important for encouraging
interaction between English language learners in an
SI lesson?
132
Interaction
 How can you encourage ELLs to
participate in classroom discussion in a
non-threatening way?
 What are some specific techniques you
can use to encourage ELLs to elaborate
on their responses and express their
thoughts fully?
 What can you do to ensure sufficient
wait time so that students can
formulate and express their thoughts?
 When, how, and why do you use the
students’ native languages in class?
133
Video: Interaction
While watching the video, jot down the grouping patterns that the
teacher uses in her lesson in the left column. Write down the teacher’s
rationale for using each grouping pattern in the right column and
relate to the language and content objectives.
Grouping
Pattern
Rationale
134
Practice / Application
 Hands-on materials and/or
manipulatives for students to
practice using new content
knowledge.
 Activities for student to apply
content and language
knowledge in the classroom.
 Activities that integrate all
language skills (reading,
writing, listening , and
speaking)
135
Practice / Application

Like all students, ELLs have a variety of
learning styles and multiple intelligences.
Lessons that build in hands-on, visual, or
other kinesthetic tasks benefit ELLs because
they afford students the opportunity to
practice the language and content knowldege
tough multiple modalities.

Effective SIOP lessons therefore include a
variety of activities that encourage students
to practice and apply the content they are
learning, and practice and apply the language
skills they are learning. Practice and
application of all objectives must tae place.

Accomplished teachers integrate all the
language skills-reading, writing, listening,
and speaking – in their lessons. To do so to a
high degree, SIOP teachers may plan multiday lesson.
136
What Does a Class That Incorporates
All Four Language Skills…
Look
Like?
Feel
Like?
Sound
Like?
Examples:
137
Video Observation PMI Chart
As you video the video, write notes about each feature on the PMI
chart.
P=Plus: What about a feature is positive, or would help ELLs
understand the content topic and develop their language skills.
M=Minus: What is ineffective about this feature or seems challenging
to you?
I=Interesting: What is interesting about this feature? What would
you like to learn more about?
P
M
I
138
Lesson Delivery
 Content Objectives clearly
supported by lesson delivery.
 Language objectives clearly
supported by lesson delivery.
 Students engaged
approximately 90-100% of the
period.
 Pacing of the lesson appropriate
to the students’ ability level.
139
Lesson Delivery

Planning an effective SI lesson is the major
step in helping ELLs learn academic English
and content. However, the lesson’s goals must
be met and the activities accomplished during
the allotted time so that learning can take
place. Teachers must keep the lesson
objectives in mind as the discussion and
activities unfold and monitor their pacing.

This section helps teachers focus on how well
they support the content and language
objectives during an effective sheltered
instruction lesson. The section also provides
guidance on how to maintain high levels of
student engagement and how to set a pace for
the lesson that is appropriate for the students’
ability levels.
140
When teachers spend
their time and energy
teaching students
the content
the students need to learn,
students learn the material.
When students spend their time
actively engaged
in activities that relate strongly
to the materials
they will be tested on,
they learn MORE of the material.
141
Factors that Contribute To
High levels of Student
Engagement
 Well panned lessons
 Clear explanation of academic
tasks or instructions
 Appropriate amount f time spent
on an academic task
 Strong classroom, management
skills
 Opportunities to apply
information in meaningful ways
 Active student involvement
142
Lesson Tips For New
Teachers
 Discuss ways to deliver an
effective SIOP lesson.
 In your groups, list 7-10 tips
about effective lesson delivery for
new teachers.
 Post the lists around the room.
 Each participant walks around,
re-reading the lists.
 Then, using a colored dot sticker
each participant indicates his or
her top tip on each list.
143
Module Six:
Sheltered Content
Instruction – Review
and Assessment
144
Review / Assessment
 Comprehensive review of key
vocabulary.
 Comprehensive review of key
content concepts.
 Regular feedback to students
on their output.
 Assessment of student
comprehension and learning of
all lesson objectives (e.g., spot
checking, group response)
throughout the lesson
145
Review / Assessment

Effective sheltered instruction involves reviewing
important concepts, providing constructive feedback
trough clarification and modeling, and making
instructional decisions based on student responses.

Teachers need to schedule a protected time at the end of
every class to evaluate the extent to which students have
mastered the lesson’s objectives. Moreover, teachers
should continually assess student learning during lessons
and adjust their plans accordingly.

Teachers should decide the goal of their formal and
informal assessments, because most assessment
instruments actually text both content concepts and
language ability, particularly reading comprehension
and writing.

Because language and content skills are intricately
interwoven, it may difficult to isolate one feature from
the other in the assessment process.

Thus, teachers may not be sure whether a student was
simply unable to demonstrate knowledge being assessed.
Yet, this distinction needs to be drawn, especially if a
students is not succeeding in a course.

Are the instruments measuring student language growth
in content knowledge? The teachers’ approaches to
designing assessments and reviewing student work (e.g.,
through the use of rubrics) should vary according to the
goal.
146
Effective Teaching Cycle for
ELLs
Develop lesson
using Assessment,
standards, and SIOP Model
Reteach
Teach Lesson
Make Adjustments to
Improve Student
Comprehension
Assess Student
Comprehension and
Student Work
Review Key Concepts
and Vocabulary
147
Techniques for Review &
Assessment
4 Topics:
 Techniques to review content
vocabulary
 Techniques to review content concepts
 Favorite 5-minute wrap-up Activities
 Techniques to provide informal
feedback to students
Carousel Activity:
 Each group is assigned to one location
 2 minutes to list ideas
 Rotate clockwise
148
Review Game
 8 groups
 Each group develops a graphic organizer
on a poster to represent and describe the
key information for one of the eight
components of the SIOP;
-Lesson Preparation
-Building Background
-Comprehensible Input
-Strategies
-Interaction
-Practice/Application
-Lesson Delivery
-Review and Assessment
 A representative of each group will
present/share it with the whole group.
149