SHELTERED INSTRUCTION WS 94742 Karina E Chapa M

PROFESSIONAL LEARNING ESSENTIAL AGREEMENTS § § Be respectful of others Be an active participant

Born and raised in Monterrey Met husband online 21 years ago Karina Went to

Content Objective • Today I will explore sheltered instruction techniques and strategies to make

Sheltered Instruction Keeping It Together © 2018 Region One Education Service Center

MAKE AN APPOINTMENT © 2018 Region One Education Service Center

• Stand up when you can complete one of these sentences: er §

SECOND LANGUAGE ACQUISITION © 2018 Region One Education Service Center

Sheltered Instruction Second Language Acquisition Keeping It Together © 2018 Region One Education Service

Cognitive LANGUAGE = IDENTITY Affective Social “Language stands at the center of the many

BICS Basic Interpersonal Communication Skills 1 -3 years CALP 5 -7 years Cognitive Academic

BICS L 2 1 -3 years BICS L 1 1 -3 years CALP L

Research Findings W. Thomas & V. Collier, 2009 The stronger academically and cognitively the

BICS L 2 BICS L 1 CALP L 1+L 2 Your Turn! Create your

CONTENT AND LANGUAGE OBJECTIVES © 2018 Region One Education Service Center

Sheltered Instruction Second Language Acquisition Content and Language Objectives Keeping It Together © 2018

kahoot. it Anticipation Guide Let’s Kahoot! create. kahoot. it © 2018 Region One Education

Round Table • Divide a piece of paper in two sections • Create a

The What and the How Content and Language Objectives • Content Objectives come from

• Science TEKS: Differentiate between structure and function in plant and animal cell

• Pair-up • Analyze a Student Expectation (TEKS) from any content area •

Science TEKS: Differentiate between structure and function in plant and animal cell organelles including

Content Objective: Today I will compare and contrast the cell structures and functions of

• • • Pair-up Look back at the content objective you wrote Write

• Make objectives student friendly and appropriate for grade level • Objectives are

Provide Feedback Content and Language Objectives © 2018 Region One Education Service Center

Provide Feedback © 2018 Region One Education Service Center

Sheltered Instruction Second Language Acquisition Content and Language Objectives The Power of Cognates Keeping

La chimica è la scienza che studia la composizione della materia ed il suo

Your Turn! 1 – 2 – 4 – ALL http: //www. realfastspa nish. com/vocabulary/sp

SPEAKING IN COMPLETE SENTENCES © 2018 Region One Education Service Center

Sheltered Instruction Second Language Acquisition Content and Language Objectives The Power of Cognates Speaking

Why is it important to encourage English Learners to speak in complete sentences? Write

Does this mean that students need to answer in complete sentences all the time?

1. When reviewing a handout or worksheet Non-Example Teacher: How much is 5 X

2. When students are given sentence starters Non-Example Teacher: Who is your favorite character

• Using the Content and Language Objectives that you developed, write 2 questions

RANDOMIZATION TECHNIQUES © 2018 Region One Education Service Center

Write-Read-Trade 1. Stand up when you complete in writing one of these sentences: §

§ Is it possible to randomize and differentiate instruction at the same time? Randomize

§ Lucky sticks § Beach ball § Index cards with student names § Class

TOTAL RESPONSE SIGNALS © 2018 Region One Education Service Center

Why is it important to check for understanding along the way? © 2018 Region

Move to the corner/spot Ready Responses Making Choices Open hand/closed hand Thumbs/Pens up/down Number

DEVELOPING ACADEMIC VOCABULARY © 2018 Region One Education Service Center

1. When you can complete this sentence in your mind, please stand up. Academic

What does this mean? Carving is appropriate for most green and blue slopes and

These men are carving. Would this help? © 2018 Region One Education Service Center

Green Slope Blue Slope How about this? © 2018 Region One Education Service Center

Moguls Packed Powder © 2018 Region One Education Service Center

Corn Snow © 2018 Region One Education Service Center

Face-plant © 2018 Region One Education Service Center

apropiado Carving is appropriate for most green and blue slopes and even some black

1. Free Association http: //bit. do/freeassociation 2. Comparing Terms http: //bit. do/comparingterms 3. Classifying

Content Objective • Today I explored sheltered instruction techniques and strategies to make content

Go to: https: //tinyurl. com/SIRISE 2 I used to think… But now I know…

Thank you for your participation! Karina E. Chapa, M. Ed. Language Proficiency, Biliteracy and

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SHELTERED INSTRUCTION WS# 94742 Karina E. Chapa, M. Ed. Language Proficiency, Biliteracy and Cultural Diversity Director kchapa@esc 1. net Twitter @esc 1 bilingual @bilingualpride © 2018 Region One Education Service Center

PROFESSIONAL LEARNING ESSENTIAL AGREEMENTS § § Be respectful of others Be an active participant Take care of your needs Use electronic devices as learning tools © 2018 Region One Education Service Center

Born and raised in Monterrey Met husband online 21 years ago Karina Went to honeymoon with mom Find the Fib! Love technology and skydiving

Content Objective • Today I will explore sheltered instruction techniques and strategies to make content comprehensible for my ELLs. Language Objective • Today I will share different ideas on how to implement sheltered instruction strategies in the classroom. Session Objectives © 2018 Region One Education Service Center

• Stand up when you can complete one of these sentences: er § n gin e B te a i § ed m er t n I d e c an v Ad Teaching ELLs is so difficult because… One challenge I face when teaching ELLs is… § One challenge I face when instructing ELLs is… What I have done to overcome this challenge is… Three-Step Interview © 2018 Region One Education Service Center

Cognitive LANGUAGE = IDENTITY Affective Social “Language stands at the center of the many interdependent cognitive, affective, and social factors that shape learning”. David Corson, 1999 Language Power © 2018 Region One Education Service Center 3 -Step Interview

Research Findings W. Thomas & V. Collier, 2009 The stronger academically and cognitively the L 1, the stronger the L 2. The weaker academically and cognitively the L 1, the weaker the L 2. Turn and Talk Think-Pair-Share © 2018 Region One Education Service Center

Round Table • Divide a piece of paper in two sections • Create a T chart Content Objectives Language Objectives Let’s Write! • Write everything you know about content and language objectives • 15 seconds! • Pass your paper to your right! • Repeat! © 2018 Region One Education Service Center

The What and the How Content and Language Objectives • Content Objectives come from the TEKS What am I going to learn? • Language Objectives come from the ELPS How will I demonstrate my learning through listening, speaking, reading and/or writing? © 2018 Region One Education Service Center

• Science TEKS: Differentiate between structure and function in plant and animal cell organelles including cell membrane, cell wall, nucleus, cytoplasm, mitochondria, chloroplast and vacuole. STUDENT FRIENDLY CONTENT OBJECTIVE Today I will compare and contrast the cell structures and functions of plants and animals. Content Objective - Sample © 2018 Region One Education Service Center

• Pair-up • Analyze a Student Expectation (TEKS) from any content area • Write it in a student-friendly format • You have 5 minutes • Write it on the top of a chart paper Today I will… Writing Content Objectives © 2018 Region One Education Service Center

Science TEKS: Differentiate between structure and function in plant and animal cell organelles including cell membrane, cell wall, nucleus, cytoplasm, mitochondria, chloroplast and vacuole. CONTENT OBJECTIVE Today I will compare and contrast the cell structures and functions of plants and animals. LANGUAGE OBJECTIVE © 2018 Region One Education Service Center

Content Objective: Today I will compare and contrast the cell structures and functions of plants and animals. Language Objective: Today I will write an essay comparing and contrasting plant and animal cells utilizing transitional phrases. Language Objective - Sample © 2018 Region One Education Service Center

• • • Pair-up Look back at the content objective you wrote Write a language objective in a student-friendly format You have 5 minutes Write it on the chart paper below the content objective Today I will… Writing Language Objectives © 2018 Region One Education Service Center

• Make objectives student friendly and appropriate for grade level • Objectives are for students, not for the adults in the classroom • Post eye level • Review with students before, during and after each lesson Key Points to Remember © 2018 Region One Education Service Center

THE POWER OF COGNATES

Your Turn! 1 – 2 – 4 – ALL http: //www. realfastspa nish. com/vocabulary/sp anish-cognates • 1. Individually make a list of 5 academic words from any content area. • 2. Turn to your partner and combine your two lists of words (even if from different content areas). • 3. Find another pair and exchange your lists. • 4. Write the translations next to each word. Use Google Translate if needed. • 5. Calculate what percentage of the words are cognates. © 2018 Region One Education Service Center

Why is it important to encourage English Learners to speak in complete sentences? Write your individual answer on a piece of paper. § Share with a partner and add any new ideas to your paper. § Now share with another pair your answers and keep adding new ideas to your own papers. § As a whole table come up with a final complete answer. § 1 -2 -4 -ALL © 2018 Region One Education Service Center

Does this mean that students need to answer in complete sentences all the time? TIP: Provide students with sentence frames and sentence starters if they are struggling to produce complete thoughts in English. Use of Complete Sentences © 2018 Region One Education Service Center

1. When reviewing a handout or worksheet Non-Example Teacher: How much is 5 X 4? Student: 20! Example Teacher: What is the product of 5 X 4? Student: The product of 5 and 4 is 20 Use of Complete Sentences © 2018 Region One Education Service Center

2. When students are given sentence starters Non-Example Teacher: Who is your favorite character and why? Student: Esperanza! Example Teacher: Who is your favorite character and why? Please complete the following sentence: “My favorite character is… because…” Student: My favorite character is Esperanza, because she was very brave. Use of Complete Sentences © 2018 Region One Education Service Center

• Using the Content and Language Objectives that you developed, write 2 questions and 2 sentence stems that your students might be able to answer throughout the lesson. • Write them on post-its and place them on your chart paper. Your Turn! Gallery Walk! © 2018 Region One Education Service Center

Sheltered Instruction Second Language Acquisition Content and Language Objectives The Power of Cognates Speaking in Complete Sentences Randomization Techniques Keeping It Together © 2018 Region One Education Service Center

Write-Read-Trade 1. Stand up when you complete in writing one of these sentences: § I select who I call on by… § In my classroom, I include randomization because… § The most beneficial randomization technique I have used is… because… 2. Please write your answer in two different post-its. 3. Conga Line Time! Randomization Techniques © 2018 Region One Education Service Center

§ Is it possible to randomize and differentiate instruction at the same time? Randomize and rotate who is called on, so students of all language levels can participate! Randomization Techniques © 2018 Region One Education Service Center

§ Lucky sticks § Beach ball § Index cards with student names § Class list/roster § Color/numbers § Birthdays § Physical characteristics: longest hair, eye color… § Jenga § Pick up sticks § Career cards § Apps § Popcorn Randomization Techniques © 2018 Region One Education Service Center

Sheltered Instruction Second Language Acquisition Content and Language Objectives The Power of Cognates Speaking in Complete Sentences Randomization Techniques Total Response Signals Keeping It Together © 2018 Region One Education Service Center

Move to the corner/spot Ready Responses Making Choices Open hand/closed hand Thumbs/Pens up/down Number wheels Green card/red card Hands up when ready Thinker’s chin Stand up when ready Put your pen on your paper when ready All eyes on teacher Ranking Written Responses Hold up paper White boards Personal Chalkboards Answers on cards Rank with your fingers Rank with your arm Line up according to response Knocking/clapping/ cheering © 2018 Region One Education Service Center

Sheltered Instruction Second Language Acquisition Content and Language Objectives The Power of Cognates Speaking in Complete Sentences Randomization Techniques Total Response Signals Developing Academic Vocabulary Keeping It Together © 2018 Region One Education Service Center

1. When you can complete this sentence in your mind, please stand up. Academic vocabulary development is important for ALL students, but especially for ELLs, because… 2. Find your 9 o’clock appointment and share your responses. © 2018 Region One Education Service Center

What does this mean? Carving is appropriate for most green and blue slopes and even some black slopes. However, if you try to carve through moguls, especially in packed powder or corn snow, you’re going to face-plant. © 2018 Region One Education Service Center

apropiado Carving is appropriate for most green and blue slopes and even some black slopes. However, if you try to carve especialmente through moguls, especially in packed powder or corn snow you’re going to face-plant. © 2018 Region One Education Service Center

1. Free Association http: //bit. do/freeassociation 2. Comparing Terms http: //bit. do/comparingterms 3. Classifying Terms 4. Solving Analogy Problems 5. Creating Metaphors 6. Vocabulary Charades 7. Talk a© 2018 Mile a Minute Region One Education Service Center 8. Pyramid Game http: //bit. do/ pyramidgame

Content Objective • Today I explored sheltered instruction techniques and strategies to make content comprehensible for my ELLs. Language Objective • Today I shared different ideas on how to implement sheltered instruction strategies in my classroom. Session Objectives © 2018 Region One Education Service Center

Thank you for your participation! Karina E. Chapa, M. Ed. Language Proficiency, Biliteracy and Cultural Diversity Director Center for Excellence in Education of Diverse Students (CEEDS) kchapa@esc 1. net Facebook: Region One ESC Bilingual Twitter @esc 1 bilingual @bilingualpride © 2018 Region One Education Service Center