Sheltered Instruction: What, Why, and How - PowerPoint Presentation

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Sheltered Instruction:What, Why, and How

John Kerr: Chief Bilingual Officer

Megan Anderson Reilly: ELL PD SpecialistSlide2

Share out protocolWhat’s working with your ELLs?What’s challenging with your ELLs?Slide3

One thing that is working well with our ELLs is ___________________.One thing that is challenging with our ELLs is __________________________.Slide4

Content Objectives

Discuss the role of paras and native language support

Examine the ELPS and determine their implications for classroom instruction

Create effective language objectives

Determine multiple means of assessment of language and content per language proficiency

Identify the purpose and structure of accountable talk protocols and collaborative groups

Observe Sheltered Instruction in action using an observation protocol

LANGUAGE OBJECTIVES

Develop written language objectives connected to content that can be instructed and assessedSlide5

TGEM/ TPEP ConnectionSlide6
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English Language Proficiency Standards

What do you know about the ELPS?

What do you want to know about the ELPS?Slide8

Language is action! Slide9

Function

Form

Context, Actions,

etc

Structures

VocabularySlide10

Math

Science

ELA

English Language ProficiencySlide11

Standards 1-7: Content-Area Practice FocusStandards 8-10: Language Specific Focus

1

construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing

2

participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions

3

speak and write about grade-appropriate complex literary and informational texts and topics

4

construct grade-appropriate oral and written claims and support them with reasoning and evidence

5

conduct research and evaluate and communicate findings to answer questions or solve problems

6

analyze and critique the arguments of others orally and in writing

7

adapt language choices to purpose, task, and audience when speaking and writing

8

determine the meaning of words and phrases in oral presentations and literary and informational text

9

create clear and coherent grade-appropriate speech and text

10

make accurate use of standard English to communicate in grade-appropriate speech and writing

Function

Form

Literacy Connections?Slide12

Previously…

WELPA

Four ELL Levels

Now

…

ELPA

Five ELL Levels

Proficiency Levels

1

1

2

2

3

3

4

4

5Slide13

Let’s dig a little deeper!Slide14

The essence

ELPS #

One or two word title

Picture

Way to assess the ELPS

Strategy to support ELLs with meeting standardSlide15

Let’s Practice

ELPS 1

Understanding

Retells and Summaries

Graphic organizerSlide16

The essence

ELPS #

One or two word title

Picture

Way to assess the ELPS

Strategy to support ELLs with meeting standardSlide17

“Learning intentions should be

clear

, and provide guidance to the

teacher

about what to teach, help

learners

be aware of what they should

learn

from the lesson, and form the

basis

for assessing what the students have learnt and for

assessing

what the teachers have

taught

well to each student

.”

John

Hattie,

Visible Learning

Lesson ObjectivesSlide18

Sheltered Classrooms=Content AND language objectivesSlide19
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Let’s practice

Examples and non-examples

Decide whether these are appropriate content and language objectives.

Be ready to explain your thinking.Slide21

Your turn Look at your lesson for the next week. Write language objectives.Be ready to share out.Slide22

Language ObjectivesTGEM/TPEP Connections?Slide23
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Assessment StrategiesSlide25

Start with the end in mind.Know your big ideas, enduring understandings, essential questions, and overarching learning goals (standards-based)Assessments should be prepared before you start the unit

List out knowledge and skills for each goal

Create a trajectory of learning

Backward Planning and Learning ProgressionsSlide26

Goal A: Make

a claim, based on data and evidence, to defend a position on the modes of genetic inheritance that results in a given set of traitsSlide27

Two column logFrequent opportunities for writing and sketchingSketching—the more ridiculous the betterFrequent modeling—go overkillUse response stems

Learning LogsSlide28

Read Asking the Right QuestionsUse “Save the Last Word for Me” strategy

Leveled Question MatrixSlide29

For level 1s and 2sPoint To Yes/No  Either/Or  Open Ended

Remember, students can demonstrate higher order thinking by pointing or answering with simple statements.

Choose a picture or diagram from your content area

ELD ReviewSlide30
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AssessmentTGEM/TPEP Connections?Slide32
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Accountable TalkSlide34

No significant learning occurs without a significant relationship. --James Comer

RelationshipsSlide35

Alienation is the number one cause of failure among immigrants. --James Cummins

RelationshipsSlide36

Students' silence an nonparticipation…have frequently been interpreted as lack of academic ability or effort, and teachers’ interactions with students have reflected a pattern of low expectations which become self-fulfilling.

--James CumminsSlide37

Strategies for Building RelationshipsFrequent personal connections

Weekly letters

Restorative practices—circles

Commit to eliminate sarcasm

Kinesthetic learning activities

Grant Wiggins Blog ExampleSlide38

Turn and TalkWhat do you do to establish positive relationships in your classroom?Slide39

Rigor and RelevancePaul Burman: ESL programs suffer from watered down content and low expectationsStephen Krashan: Language is not learned, it is acquired

Comprehensible InputSlide40

Social support and Achievement for Young Adolescents in Chicago: The Role of School Academic Press, Valorie E. Lee and Julia B. Smith

Our findings here are clear. In schools with a strong press toward academics, students who experience high levels of support learn quite a lot. In schools where the academic press is low, even students with high levels of social support do not learn. And for students who do not have much social support to draw on, attending a school with high levels of academic press does not help them learn…Only in schools with an organizational thrust toward serious academics does social support actually influence learning.Slide41
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Turn and TalkWhy do you think you need relationships and

academic press to raise achievement?Slide43

The Affective FilterAdolescents and young adults are social learners

Brain pruning and exuberance

Making connections and building background knowledgeSlide44

Student EngagementSlide45

Turn and TalkWhat are you already doing to increase engagement in your classroom?What do you need to do to enhance engagement in your classroom?Slide46

T-Graph for Social SkillsTeam PointsNumbered Heads/No Opt OutSentence Frames

Strategies for Building Accountable TalkSlide47
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Accountable Talk and Collaborative GroupsTGEM/TPEP Connections?Slide49

Next StepsHow will you incorporate:Accountable talk protocols

Collaborative Groups

Language

objectives

AssessmentSlide50

Next meetingsLeave requests:

January 14, 2016

April 28, 2016

Volunteers for fishbowl?Slide51

Thank you!

GOTS +

WANTS

Please include your name if you would like me to get back to you!