Sheltered Instruction Training Session 1 Overview Franklin High

Sheltered Instruction Training Session 1 Overview Franklin High School November 2, 2011. 1

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. 2

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 Non-Volunteers, Choral Reading, & Selective Highlighting 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 3

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

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 5

Legal Foundations • • 1964 1974 1981 1982 - Civil Rights Act, Title VI Lau vs. Nichols Castañeda vs. Pickard Plyler vs. Doe Page 1. 11 in SI Resource Notebook 6

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. 7

• Lesson Preparation Components of Sheltered Instruction • 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 selfassessment we’ll complete at the end of this session. 8

Handouts on your tables. Sheltered Instruction gives access to academic content. 9

s e t u n i m. l a sh n o gli i t c n u r E t s g n n i i d lop n a ve s d a l o c t he ted t is ica D ed L d E 10

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 Time Think (Write) Pair Share Shoulder/Face Partners 11

Language Acquisition 12

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 13

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 14

What Language Do We Hear? BICS CALP 15

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. Information Puzzle or Information Sort You have 5 minutes. 16

Language Acquisition Reflection Write down at least 2 thoughts beginning with these phrases: • In my classroom. . • I disagree with. . • I wonder about. . Sentence Starters 17

Sheltered Instruction for ALL Language Learners 18

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 19

Self Assessment Page 1. 12 Keep your completed self-assessment in your resource materials for now. 20

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? 21