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Sheltered Instruction TrainingSession 1

Overview

Franklin High SchoolNovember 2, 2011

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Course Goals(All of the SI Work)

Increase student access to core content by:

•Sharing effective techniques with colleagues to expand our instructional repertoires.

•Using the components of Sheltered Instruction to plan, teach, and debrief effective lessons.

•Developing a common language to discuss best practices.

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Non-Volunteers,Choral Reading,& Selective Highlighting

Today’s Content and Language Objectives

(the what and the how)

We will:1. Recognize

instructional language of sheltered instruction & its importance

2. Identify the stages of second language acquisition

3. Understand our obligation to provide access to content

1. Use key terminology orally and in writing

2. Discuss and summarize issues related to the instruction of ELLs and compliance

3. Respond to prompts orally and in writing

Replaces page 1.2 of your SI Resource Materials

Teacher Techniques Process Chart

• Throughout these workshops you will have opportunities to reflect on the techniques we have used.

• Please take notice of techniques today. You can use the process chart on page 1.3 to keep track of techniques used.

• Or use your composition book- choose what works for you

Process Chart

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What is Sheltered Instruction?

Teaching in strategic ways that

make grade-level academic content more accessible

for English language learners

while at the same time

promoting their English language development.

~ Echevarria, Vogt and Short

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Legal Foundations

• 1964 - Civil Rights Act, Title VI• 1974 - Lau vs. Nichols• 1981 - Castañeda vs. Pickard• 1982 - Plyler vs. Doe

Page 1.11 in SI Resource Notebook

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Dual Obligation: Everyone’s Job All school districts have a dual obligation in the

law to serve English learners by:

• Developing students’ English proficiency• English Language Development (ELD)

• Providing meaningful access to academic content instruction

• Sheltered Instruction• ODE mandated all PPS teachers and administrators

trained in sheltered instruction by 2012.• ODE mandated measurement and reporting of

sheltered instruction implementation.

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Components

of Sheltered Instruction

• Lesson Preparation

• Building Background

• Comprehensible Input

• Interaction

• Strategies

• Practice & Application

• Lesson Delivery

• Review and Assessment

Each one of these components has specific features tied to classroom instruction. The complete list is found on your self-assessment we’ll complete at the end of this session.

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Handouts on your tables. Sheltered Instruction gives access to academic content.

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ELD is the class and instru

ctional minutes

dedicated to developing English.

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How do you Shelter Instruction? (What strategies do you use to help students understand a concept?)

• Think about it silently. (10 seconds)

• Write about it. (two minutes)

• Share orally with your shoulder partner. (three minutes)

Wait TimeThink (Write) Pair ShareShoulder/Face Partners

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Language Acquisitio

n

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BICS: +/- 3 to 5 Years to Master

• Basic Interpersonal Communication Skills

– Informal language used in social settings

– Familiar topics with use of gestures, clues, content

– Usually face-to-face communication

– Opportunities to clarify with questions, facial

expressions, etc

– Playground conversations

– Giving simple directions

– Conversing about real experiences

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CALP: +/- 5 to 7 Years to Master

• Cognitive Academic Language Proficiency

– Language used for learning in school– Lecture-style communication– Longer sentences and complex grammar– Abstract topics– Little situational context (Telephone)– Following complex directions– Test-taking

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What Language Do We Hear?

BICS

CALP

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Language Acquisition Stages Puzzle

• Work with a partner or table group to put together the Language Acquisition Stages Puzzle.

• When your team is finished, find the “Snapshot” in your binder to confirm your answers.

You have 5 minutes.Information Puzzle or Information Sort

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Language AcquisitionReflection

Write down at least 2 thoughts beginning with these phrases:

• In my classroom. . . . • I disagree with. . . .• I wonder about. . . .

Sentence Starters

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Sheltered Instruction for ALL Language Learners

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Proposed Session Content

• Session 1 Why SI, Language Acquisition, Dual

Obligation

• Session 2 Overview of all Components, Teacher Technique

Chart

• Session 3 & 4 Workshop and Planning

• Session 5 & 6 Workshop –Choice of 3 & Planning

• Session 7 & 8 Workshop-Choice of 3 & Planning

• Session 9 & 10 Workshop- Choice of 3 & Planning

• Session 11 & 12 Fall Lesson Revision & Share Out

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Self Assessment

Page 1.12 Keep your completed self-assessment in your resource materials for now.

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Today’s Content and Language Objectives

(the what and the how)

Did We:1. Recognize instructional

language of sheltered instruction & its importance?

2. Identify the stages of second language acquisition?

3. Understand our obligation to provide access to content?

4. Agree on Key vocabulary?

1. Use key terminology orally and in writing?

2. Discuss and summarize issues related to the instruction of ELLs and compliance?

3. Respond to prompts orally and in writing?