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Sheltered Instruction PD in 3 parts

QSI Shekou, April 2012

Kayla and Stephen Briseño

on 24 August 2012

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Transcript of Sheltered Instruction PD in 3 parts

How ELLs Acquire Language Why Aren't
Getting It?
Content Objectives
1. Describe how ELLs acquire an additional language.
2. Distinguish between BICS and CALP
and how they effect student learning.
3. Understand the IE program at QSI Shekou.
4. Understand our role as instructors of ELLs. Table Discuss How did the teacher make you feel?

What could the teacher
have done differently? What did you notice
the teacher
did differently this time? INPUT AFFECTIVE
COMPETENCE Krashen's Model
of Language Acquisition Comprehensible
Input Anything the student
or reads
that he/she
understands. A person's feelings that act like
a wall that hinders language acquisition.
Our goal is to help bring that wall down. Activities, materials, resources,
and strategies that you use to teach your students language. If the affective filter is high,
these strategies won't work! Brought the
affective filter down.
My students
are learning! BICS CALP Basic Interpersonal Communication Skills Cognitive Academic Language Proficiency academic language--90% of language
40,000 words
can take 5-7 years to fully develop social language--10% of language
2500-5000 words
can take 6 months
to 2 years to develop Mingle Activity 1. Talk to five people and try to
find the answers.

Outcome Sentences I wonder...
I discovered... One thing you will take
back to your class... I still don't understand... I learned... I still want to know... PLUS Imagine you had to move to Brazil. You were put in a language class to learn Portuguese. On a piece of paper....
Describe the qualities of the teacher you would want to have.
List what you would want him/her to know.
Write how you would want him/her to treat you. Discuss your answers with a partner.
Tell your partner what you did this weekend WITHOUT using the letter "n" in any word you use.

1. Get into partners.
2. Person A speaks for one minute about everything we've learned and questions he/she may have.
3. Person B listens while person A is talking.
4. After one minute, switch roles (Person B talks, Person A listens)
Activity: What was easy about that?

Content Objective: Language Objective: What can I do? Making
Content Comprehensible Identify strategies that make content reachable for ELLs What was going through your brain when you were speaking? Listening? What was hard about it?
Provide opportunities for students to use strategies.

Use scaffolding techniques consistently.

Use a variety of question types, including those that promote higher order thinking. Objectives listen for the definition of comprehensible input
read and share thoughts on "ELL Challenges"
recognize the difference and effectively write both content and language objectvies.
Comprehensible Input
Words and sentences are clearly articulated

Tasks are clear and easy to follow

Visuals, body language, models, film, etc. are used to make content accessbile. Quick and Easy Ways to Make Your Lessons Comprehensible for All 1. Words and sentences are clearly spoken. 2. Tasks are clear and easy to follow. 3. Variety of techniques used to make
content clear. Word Definition Sentence Picture Comprehensible Input (n)
messages that our
students can
understand The content the student
needs to master. LANGUAGE OBJECTIVES
how the student will show the standard they are working on using language (reading, writing, listening, speaking)a GIST Activity Watch the video. Write down ten key words
that describe important
concepts. Now with a partner,
come up with 2-3 statements that
summarize the video. What's a content objective? 1. Keep them clear, short, and easy enough any student can understand.
2. Have them written on the board and go over them each day.
3. Review them at the end of class. All objectives should contain these four components:
Bloom’s Verb
What (standard)
How (meaningful activity) Content Objective Example Successfully wrote
content and
language objectives.

Score! Language Objective Example:
Dictation Activity 1. We read you listen.
2. We read, you write.
3. We read, you check
your mistakes.
4. Rate yourself. Will Rogers grew up in the western part
of the United States. He was a real cowboy, riding a horse around his father's ranch daily. When he was
very young, his parents worried
about him because he was always doing something wrong. Los osos viven en los bosques en las montanas. Los
osos comen de todo pero lo que mas les gusta es la miel. Desde diciembre a marzo pasan la mayor parte del tiemp durmiendo. Los Osos Will Rogers What did you notice? Why Aren't They Using It? Facilitating Language Usage 2. Write your answers in the
spaces provided.
Talking Challenge:
Today's Objective
Learn how to provide opportunities for
students to use what you've taught
them through student engagement
and interaction. Strategies That Work
1. What features of the lesson stood out to you?

2. What aspects of the lesson are challenging to you?
Techniques Read AND Say Something Adapted Texts Opportunities to read/write/speak/listen in
English is 100% essential! Students need to
demonstrate their understanding of the
objectives. They need to use the language
being taught or they won't retain it. Roll The Dice Warm-Up
1. In your group, have one person roll the die.
2. Whatever number shows up, answer the question
aloud to your group.
3. When you are done,
the next person rolls
the dice. 1. What behaviors/habits of non-engagement
in the majority of your ELLs are you seeing?

2. Other than a test, in what ways are you having students show what you've taught them?

3. What are some ways that you get students to interact in your classroom?

4. What is scaffolding and how do you use it in your class?

5. What strategies do you use to teach content vocabulary? Exit tickets should be shown
at the beginning of class, after the
objectives. It helps each student
have a focus for the lesson, a goal
for them to reach. 3 Types of Exit Tickets Today's Exit Ticket
Something that is still going around in your head Something pointed that stood out in your mind Something that "squared" or agreed with your
thinking Scaffolding Two-Column Notes
Movement Vocab 1. Create a movement
to match the definition.
2. Teach the word, definition
and movement to the class. INTERACTION What is
Comprehensible Input? Think, Pair, Share With a partner, discuss what you think comprehensible input is, based on the video.
What did you notice? Read and Say Something Find a partner who teaches the same (or similar) subject as you.
With that partner, read the appropriate "Challenges for ELLs in Content Area Learning" using the Read and Say cards. The point of all this... What are exit tickets? Want more exit ticket ideas?
There is a GREAT resource posted in our folder on the Q drive. The student will identify key events
in an historical era by contructing a timeline. The student will explain key events in an historical era by presenting their timeline to the class using key vocabulary. Let's write
some objectives! 1. Find a partner who teaches
your same subject area (or similar).

2. Together, write a content objective
on a topic you'll be teaching soon
--or are teaching now, on an index card.

3. Together, write a language objective
that will demonstrate your students'
mastery of that content objective on
the other side of your index card. Exit Ticket Write a complete sentence answering
one of these questions. What is something you learned today?
How do you feel about the information you learned today?
What strategy/activity will you use to help your students succeed?
What did you hear in this training that will help your students? 1. Exit Tickets
2. Scaffolding
3. Activate Background Knowledge
4. Provide Visuals
5. Explicitly Teach Vocab
6. Interaction Prior Knowledge Activate Anticipation Guides
Focus Questions
Semantic Mapping Provide
Visuals manipulatives
models Numbered Heads Together
Send A Problem
Information Gap Explicitly Teach Vocabulary Personal Dictionaries
Word Walls
Concept Definition Maps
Cloze Sentences
Movement Vocab The point of it all... We must ask students specific questions,
provide feedback regularly, and hold them
accountable for using the language.

We do this by providing them
with a variety of pathways for
them to demonstrate mastery
according to their ability levels. Email us!
kayla-briseno@shk.qsi.org Still have questions?
Scaffolding Tips for Writing Content
& Language Objectives:
Who Bloom's verb Standard meaningful activity Who Bloom's verb Standard Activity with a focus on the four domains
(reading, writing, speaking, listening) Focus Question: We are ALL Intensive English teachers! 80-90% SCHOOL CONTENT LANGUAGE CULTURE
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