An Introduction to Sheltered Instruction

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An Introduction toSheltered Instruction

• Presented by
• Andrea Barras Jeannie Landry

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• Sheltered Instruction
• is simply a
• holistic approach
• for teaching ELLs that works with at-risk
  students as well.

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Sheltered Instruction is not

• Pull-out ESL classes
• ESL classes that focus exclusively on learning
  English (not on content)
• Mainstream classes with no English Language
  Learners

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Sheltered Instruction is a total English approach
to instruction and classroom management that
teachers can use to help ELLs students acquire
English and content area knowledge and skills. It
is also beneficial to at-risk students as well.
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Sheltered Instruction draws from and compliments
methods and strategies advocated for both
second-language learners and at-risk
students. Sheltered Instruction is beneficial
because the more familiar the academic tasks and
routines are, the easier it will be for these
students to focus on the new content.
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• How can we apply the Sheltered Instruction method
  in the
• classroom...

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The 8 Components of Sheltered
Instruction

• Lesson Preparation
• Building Background
• Comprehensible Input
• Strategies
• Interaction
• Practice and Application
• Lesson Delivery
• Review and Assessment

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1. Lesson Preparation

• Clearly define content objectives
• Clearly define language objectives
• Use supplementary materials to clarify lessons
• Adapt content to all levels of student
  proficiency
• Integrate lesson concepts with language practice
  opportunities

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2. Building Background

• Link concepts to students background
• Link students past learning with new concepts
• Emphasize key vocabulary

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3. Comprehensible Input

• Speak slowly, enunciate clearly.
• Dont use idioms without explaining them.
• Make content concepts clear using a variety of
  techniques.

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4. Strategies

• Use of scaffolding techniques throughout lessons
• Modeling
• Hands-on manipulatives
• Real-life activities
• Commercially made pictures
• Teacher-made pictures
• Overhead projector
• Demonstration
• Multimedia

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Even more strategies

• Time-lines
• Graphs
• Bulletin Boards
• Maps
• Key vocabulary
• Word bank
• Slower speech
• Wait time
• Consistent vocabulary

• Create interaction possibilities between students
• Linking concepts to students background
• Relating content material to previous lessons
• Vary your reading options ( whole class, pairs,
  small groups)

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5. Interaction

• Student discussion and interaction provides much
  needed oral rehearsal
• Vary student grouping to support language and
  content objectives
• Afford sufficient wait time
• Ample opportunity for clarification of concepts

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6. Practice/Application

• Lots of hands-on materials
• Make abstract concepts concrete through
  discussion and student activities.
• Integrate all language skills listening,
  speaking, reading, writing, into every lesson

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7. Lesson Delivery

• Clearly support content objectives
• Clearly support language objectives
• Students need to be engaged 90-100 of the lesson
• Pace lessons to students ability levelsQuality
  not quantity

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8. Review/Assess

• Comprehensive review of key vocabulary and key
  content concepts
• Provide students feedback on their output
• Assess students comprehension and learning

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Who benefits from this model?

• Students who
• have strong academic background in their first
  language
• have intermediate fluency in second language
• were born in USA but not given the opportunity of
  their first language learning and/or an ESL
  program
• are regular students, who are not ESL, but need
  extra help with their learning process.

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Research..

• has shown that teachers must support these
  students by addressing the following needs
• Affective Support
• Cognitive Support
• Linguistic Support

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Affective Support

• The greatest motivation for any students to
  learn a second language is the desire to live in
  fellowship with those individuals who speak that
  new language.
• Anxiety-free learning situation
• Valued native language and culture
• Advocacy for rights
• Opportunities for success

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To Meet Affective Needs

• Find out what they already know build on that.
• Allow them to use their native language when
  needed to teach others about their language
  culture
• Let them and their parents know they the right to
  an education and what the school system has to
  offer them

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Cognitive Support

• Comprehensible input
• Learning and metacognitive strategies
• Louisiana English Language Development Standards
• Higher-level thinking skills

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To Meet Cognitive Needs

• Speak slowly, enunciate clearly, avoid idioms
• Make connections between concepts and vocabulary
  words
• Teach study skills and thinking strategies to use
  in all content areas
• Modify lessons and texts

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Linguistic Support

• Research-based instruction
• Meaningful interaction with more proficient
  English speakers
• Instruction designed for level of proficiency

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To Meet Linguistic Needs

• Expand and elaborate on what students are saying
  to provide a correct model for them
• Correct errors by paraphrasing or re-wording
  rather than overt error correction, which may
  lead to embarrassment
• Become aware of the students Language
  Development Stages

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Language Development Stages
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The Silent Stage

• ELLs learn the English language in the
  following order they read, write, acquire the
  ability to listen, and finally, they learn how to
  speak. Students go through the, so-called,
  silent stage.
• They do not speak at all and people around
  them do not realize they are able to understand
  90 or more of a conversation while they are not
  able to either give an opinion, or answer a
  question because they cannot produce the
  language, yet.

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The Chinese Bamboo Story

• Except for a light and small bud from the bulb,
  this incredible plant, after being sown, does not
  show anything until five years later.
• For five years, the growing is under the ground,
  invisible to the human eye. Buta firm and
  fibrous root structure is being scattered
  vertically and horizontally under the ground
• while is maturing. Then, at the end of the
  fifth year, the Chinese bamboo suddenly grows
  until it reaches a height of 75 feet.

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Conclusion

• Sheltered Instruction has many features that
  can be used in any class setting, even students
  whose primary language is English can benefit
  from this approach.
• We should never forget that ELLs and at-risk
  students are also like the Chinese Bamboo. Just
  give them time and they will become strong and
  productive like the giant Chinese Bamboo.

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REFERENCES

• Cloud, N. (2000). Dual language instruction a
  handbook for enriched education. In Heinle (Eds .
  ). 80, 125-126, 207.
• Echevarría, J. (2003). Sheltered Content
  Instruction teaching English-language learners
  with diverse abilities. In A. and B (Eds.),
  54-74, 176-178.
• Echevarría, J., Vogt, M., Short, D. (2008).
  Making Content Comprehensible for English
  Learners.
• Ovando, C. J. (2003). Bilingual and ESL
  Classrooms teaching in multicultural contexts.
• In Mc Graw Hill (Eds . ), 154-156.
• Segan, P (1998). The teaching of reading in
  Spanish to the bilingual student. In A.
  Carrasquillo (Ed .). 165.