Sheltered Instruction for English Language Learners Tonie Garza [email protected].
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Transcript of Sheltered Instruction for English Language Learners Tonie Garza [email protected].
![Page 2: Sheltered Instruction for English Language Learners Tonie Garza tgarza@elsaberenterprises.com.](https://reader035.fdocuments.in/reader035/viewer/2022062322/56649e9e5503460f94b9fdc2/html5/thumbnails/2.jpg)
Learner Outcomes
• Identify the characteristics of the Sheltered Instruction Model.
• Analyze the different components.• Practice various strategies.• Apply theory into practice.• Identify different methods of adapting
lesson plans for ELL.
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ELL Assessment
• Entry– Oral Language Proficiency--Woodcock-Muñoz – Standardized Assessment
• Benchmarks– As appropriate
• Criterion– TAKS—Spanish, English, LAT
• Linguistic– TELPAS– Woodcock-Muñoz
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Student Exit and Monitoring
• Exit Criteria– Fluent English Speaker– Meeting Grade level Standards– Meeting Minimum Expectations on TAKS or
40%ile on a Standardized Assessment• Monitoring
– Year 1 and 2– LPAC Reviews academic
progress each grading period– Reclassify if necessary
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Planning a Learning Experience
Content
+ Process + Product
=Learning
Experiences
ContentConcept
Topics
Skills
+
ProcessThinkingProblem Solving
Research
+
Product Visual
OralKinestheti
cWritten
=Learning
Experiences
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Components of Sheltered Instruction
• Language Acquisition• Comprehensible Input • Lesson Preparation – Objectives• Background Knowledge – Vocabulary• Lesson Delivery
– Interaction– Scaffolding– Instructional Strategies
• Assessment
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Krashen’s Monitor Model
The Affective Filter Hypothesis
Variables like motives, needs, attitudes, & anxiety may prevent learners from using input (i.e. from acquisition)
Affective filter UP
NO ACQUISITION
Learner:anxiousbored
tense
Affective filter DOWN
ACQUISITION
Learner:confiden
tmotivated
relaxed
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Making Input Comprehensible
• Use authentic language.• Use non - verbal cues.• Use manipulatives, realia, and
visuals.• Create a low - stress friendly
environment.• Give clear explanation of
academic tasks.
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Making Input Comprehensible
• Restate.• Use cognates.• Use high frequency words.• Reduce the number of pronouns.• Avoid slang and idioms (for
beginners).
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Making Input Comprehensible• Stress student involvement;
hands - on activities.• Use prior content introduction in
the primary language.• Simplify teacher talk.
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Simplifying Teacher Talk
• Speak slowly.• Enunciate clearly.• Include pauses.• Repeat key words/vocabulary.
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Providing substantial amounts of support and assistance in the earliest stages of teaching a new concept or strategy, and then decrease the amount of support as the learners acquire experience through multiple practice opportunities (Vacca, 2000).
Scaffolding
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Scaffolding
I Do You Do
We Do
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I Do
Objectivs
Cues
Guided Practice
You Do
Group Practice
Independent Practice
We Do
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• A wide range of reading opportunities
• Language interaction• Educational Media• Direct vocabulary instruction
related to content
Ways of Building Background Knowledge
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Activities to Deepen Understanding of Vocabulary
• Comparing terms• Classifying terms• Generating metaphors using terms• Generating analogies using terms• Revising initial descriptions or
nonlinguistic representations of terms
• Using understanding of roots and affixes to deepen knowledge of terms
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•Decide on an appropriate cue word and give students 3 minutes to write as many words as they can associate with the term. Ask for a quick justification for how each word or expression relates to the topic.
List-Group-Label
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•When a sufficient list has been compiled, have students work in cooperative teams to groups items by common characteristics. Provide teams with small slips of paper so they can record items and physically shift then into groups. Students should aim for at least three items per group, if possible.
List-Group-Label (cont.)
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List-Group-Label (cont.)
•Finally have students examine their groupings and decide on an appropriate label, which can be written on a slip of paper and used as a title for each sublist. Each team shares its categories and explains the rationale for organizing the lists.
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Frayer Model
Essential Characteristics:
Nonessential Characteristics:
Examples: Non Examples:
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Other Strategies
• Add Subtract Multiply• Closed or Open Word Sort• Word Wall• Cloze Sentences• Alphaboxes• Socratic Seminar• PWIM• Gist• Graphic Organizers• SQP2RS
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Textbook Highlights
•Contents and Index•Titles—Chapter, Sections and Subsections•Outlines and Questions•Summaries and Review Sections•Glossaries•Text Boxes and Highlighted Areas•Text Organizers•Graphics•Visuals•Vocabulary