Slide 1

Report
Sheltered Instruction
Part I of III
Presented by
Office of English Language Learners
2013-14
Session Goals
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Define English Learner
Identify levels of language proficiency
Identify who are the English learners in this school and
what is their current level of language proficiency
Develop a broad understanding of sheltered instruction
and its role in providing meaningful access to core
instruction to English Learners
Develop a deeper understanding of the link between
content and language objectives to support the
academic and discipline specific language development
of English learners
Norms for Collaborative Learning
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Understand that those who work learn
Look for solutions, not blame
Phrase questions for the benefit of everyone
Be honest
Recognize that everyone has expertise
Challenge ideas
Share talk time
Respect our learning environment
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Who are Language Learners?
• Students designated as ESL
– As determined by the W-APT/K MODEL
• The W-APT/K MODEL are language
proficiency screeners that was developed
by the WIDA Consortium
– Test social AND academic English proficiency
Who are Language Learners?
• General Education Students
– Eligible but not enrolled (Waived)
• Student qualifies to participate in an ELL program
but the parent/guardian chooses to opt out of
services
– Formerly Limited English Proficient (Exited)
• Student met the state exit criteria and is either
monitored or has been released from the 2 year
monitoring period
– Passed W-APT, but may still need support
• Student doesn’t qualify for ELL services, but…
Who are Language Learners?
• Some immigrant English learners had strong
academic backgrounds before coming to the US
• Some immigrant students had very limited
formal schooling
• Some English learners have grown up in the US
but speak a language other than English at
home
• Some English learners were born in the US but
have not mastered English or their native
language
Who is Responsible for the Academic
Achievement of Language Learners?
• EVERYONE!
• ESL teachers alone cannot be
responsible, we must all work together.
– Understanding who our language learners are
and what factors we should consider that may
have an effect on language development
– Understanding our students’ current level of
language proficiency
• Implications for instruction
Myth or Reality about ELLs
1.Younger children acquire language faster and more
easily
2. The ability to speak a second language (especially in
conversational settings) does not guarantee that a
student will be able to use the language effectively in
academic settings
3. If we focus on teaching the English language, learning in
all areas will occur faster.
4. The challenge of learning academic English for school
varies tremendously from learner to learner and depends
on many factors.
Myth or Reality about ELLs
5. Students who speak another language at home
develop English skills more slowly than students
who speak just English. Parents should try to
avoid using other languages around their
children.
6. Most ELLs were born here; only 20% of ELLs
have been in the United States a year or less.
7. ELLs with beginning levels of language
proficiency lack cognitive ability for higher order
thinking.
Think about this…
1. L2 acquisition is not a linear process.
2. ELP levels of ELLs do not connote similar
academic and linguistic profiles;
3. Meaning-based instruction helps ELLs to
connect content with their backgrounds
and identities; and
4. Consistent attention to embedding of
language through tasks that are
cognitively demanding is crucial for ELLs
The Levels of English
Language Proficiency
5
BRIDGING
4
3
2
1
ENTERING
EXPANDING
DEVELOPING
EMERGING
6
REACHING
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Language Domains
Listening
Process, understand, interpret and evaluate spoken
language in a variety of situations
Speaking
Engage in oral communication in a variety of
situations for a variety of purposes and audiences
Reading
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
Language Domains
Information produced by the W-APT,
K MODEL and ACCESS for ELLs®
REACHING
6.0
BRIDGING
5.0-5.9
EXPANDING
4.0-4.9
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Raw Score
Scale Score
Proficiency Level
Individual Domain Scores
Reading, Writing, Speaking, Listening
DEVELOPING
3.0-3.9
EMERGING
2.0-2.9
ENTERING
1.0-1.9
• Composite Proficiency Scores
• Oral Language
• Literacy
• Comprehension
• Overall
Current Level of Language
Proficiency
• Where do I go to obtain my student’s
current level of language?
– Permanent record
• For new students: initial registration packet
– W-APT scores
• For current students: ACCESS Teacher Report
– School clerk
• W-APT & ACCESS scores are stored on REG2000
• Let’s plot Jose
Carlos’ ACCESS
for ELLs results
on the
• CAN DO
Descriptors:
 Listening 4.1
 Speaking 6.0
 Reading 5.0
 Writing 3.8
4.
1
6.
0
5.
0
3.
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Activity
• With a partner, examine Alfredo’s profile.
• Plot Alfredo’s ACCESS for ELLs results on the
CAN DO Descriptors.
• Discuss and write how student’s information
would inform your instruction.
• Be ready to share out.
Planning the lesson &
Delivering Instruction
Know your ELLs’ proficiency levels (ACCESS or WAPT)
Consider what your ELLs can do in relationship to the materials
for your lesson (texts, worksheets, manipulatives, etc.), your
lesson delivery, and the lesson activities.
• Can your ELLs read and comprehend the text?
• How will your ELLs participate in the instruction and activities?
• What scaffolds can you use and/or what accommodations can
you make to help your ELLs access the content?
Be mindful of what effect your ELL’s language proficiency will
have on the outcome of your assessment.
• Can you make assessment accommodations for your ELL?
• Can you develop/utilize an alternate assessment for your
ELL?
Sheltered Instruction
• Most well known model of sheltered
instruction – SIOP
– Language and content objectives are
systematically woven into the curriculum of
the subject area
– Present regular, grade-level subject
curriculum through modified instruction in
English
– Shares many techniques found in highquality, non-sheltered teaching for native
English speakers
Gradual Release for Language
Learners
This is an added step to
support language learners
SIOP Components
• 8 General Components
– Lesson Preparation
– Building Background
– Comprehensible Input
– Strategies
– Interaction
– Practice/Application
– Lesson Delivery
– Review/Assessment
Lesson Preparation
1.
2.
3.
4.
5.
6.
Content Objective
Language Objective
Content/Concepts Appropriate for Age
Supplemental Materials
Adaptation of Content
Meaningful Activities
http://www.youtube.com/watch?v=o5xK5gP_Tbw
Language Objective
• The language objective should represent
an aspect of academic English that
students need to learn or master.
• Should be drawn from the English
proficiency standards and should
incorporate the content
Organization of MPIs within the
2012 Standards
GRADE 8
ELD STANDARD 4 - The Language of Science
energy
STRAND
MPI
EXAMPLE TOPIC: Forms of
The Elements of the MPI
The Language
Function
The Content
Stem/Example Topic
The Support
Elements of Model Performance
Indicators
The Model Performance Indicator (MPI) consists of three
elements:
• Language function: describes how students use
language to demonstrate their proficiency
• Content stem/example topic: specifies context for
language instruction; derived from state content
standards
• Support: sensory, graphic, or interactive resources
embedded in instruction and assessment that help
students construct meaning from language and content
Elements of MPIs
Language
Function
Content
Stem/Example Topic
Follow oral directions to design area
maps using manipulatives and
illustrated examples in small groups
Instructional
Support
The Model Performance Indicator
Language Function
The Model Performance Indicator
Content Stem
The Model Performance Indicator
Content Stem
Support Examples
Activity
• Transforming MPIs.
• With a partner, use the elements in the
envelope to create and transform MPIs.
• Be ready to share out.
Let’s try this…
Refer to this checklist after writing
your objective:
 Objective is written and stated simply, in language the
students can understand
 Objective promotes student academic language
growth
 Objective connects clearly with the lesson objective
and/ or lesson activities
 Objective is measurable. I have a plan for assessing
student progress on meeting the objective during the
lesson
 Objective is observable
Outcomes
 Students will have meaningful access to the full
curriculum.
 Students will progress with their English
language development while meeting academic
content standards.
 Students will acquire the language and content
necessary to exit the formal ESL
program and demonstrate academic
achievement as a result of teacher
collaboration and planning.
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3-2-1 Reflection
3
things you learned or “Aha!” moments
2
things you’re going to go back and do
differently as a results of today’s session
1
thing you still have a question about
Final Thoughts or Questions?
• If you have any questions, please feel free to contact the
Office of ELLs:
– Soledad Barreto, Director
• [email protected]
– Ronilee Scittarelli, Secondary ELL Specialist
• [email protected]
– Nelia Fontes, Elementary ELL Specialist
• [email protected]
– Roland Sasseville, Secondary ELL Specialist
• [email protected]
– 456-9256

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