Sheltered Instruction

CIM

A

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Our mission for this week will be to:

Identify the key attributes of building background, comprehensible input, learning strategies, interaction, practice & application, lesson delivery, and review & assessment.

Distinguish factors in “sheltering” a lesson to ensure that it is comprehensible for CLD students.

Apply strategies to make grade-level, content-area curriculum comprehensible to all students.

Content Objectives

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We will accomplish this by:

Listening to and identifying effective strategies when teaching a story.

Articulating how we would shelter instruction to ensure that input is comprehensible.

Applying strategies in small groups and with partners.

Assessment: Identifying in teams ways we can shelter instruction for our “students.”

Language Objectives

Key Vocabulary

Experiential Background

Academic Background

Oral Vocabulary

Reading Vocabulary

Incidental Vocabulary

Intentional Vocabulary

Vocabulary Quilt

Fold a piece of chart paper to make six boxes.

Write or draw what comes to mind when you read the following words.

CIMA (c) 2012

 

 

Experiential and Academic Background

Taking into consideration and explicitly linking CLD students existing knowledge/ background and new learning.

Take what CLD students know and build a bridge to facilitate transfer.

CLD students may not have the background knowledge and experiences needed to fully participate and comprehend academic tasks.

Throughoutevery lesson

What students already know about

the content is one of the strongest

indicators of how well they will

learn new information relative

to the content being

presented by

the teacher.

(Marzano, 2004)

Definition of Vocabulary

Vocabulary refers to the words we must know to communicate effectively:

oral vocabulary reading vocabulary.

Oral vocabulary refers to words that we use in speaking or recognize in listening.

Reading vocabulary refers to words we recognize or use in print.

( Reading First)

Building Background: Vocabulary and Connection

Vocabulary knowledge correlates to comprehension.

It takes 12 meaningful interactions with a word to create mastery.

Comprehension depends on 90-95% knowledge of words in a text.

To overcome vocabulary deficit in CLD students, we must explicitly teach it daily.

Margarita Calderon

Incidental & Intentional Vocabulary

No one single instructional strategy is sufficient for optimal vocabulary learning.

Effective instruction includes opportunities for both incidental word learning and intentional word teaching throughout all grades.

Incidental:

Exposure to & interaction with increasingly complex and rich oral language and by encountering lots of new words in text (own reading or being read to).

Intentional:Specific words are selected for explicit and in-depth instruction.

Cognate Activities

Put book pages on an overhead and point out cognates.

Have students work in pairs to find cognates in a text.

Create a cognate wall.

Create a cognate classroom dictionary.

Have students work together to find and then categorize cognates.

Same spelling-colonial Predictable variation - civilization/civilizacion Same root - sport/deporte

Quilt Review

As a group revisit your vocabulary quilt and add your definitions for each term on your team quilt.

On a separate piece of paper, answer the following questions:

1. Discuss meaningful connection from your own background knowledge/experience to help you remember the words as a group.

2. How are you going to apply this knowledge in your future classroom?

3. Why is it important to vocabulary development or to building background?

4. In what way will knowing this information improve your future practice with CLD students?

Vocabulary & Concept Development = KNOWLEDGE

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Sensory Memory

Working Memory permanent Memory

Three functions of memory…

Before the Lesson:Sensory Memory

• Sensory memory deals with the temporary storage of data from the senses.

• The Sensory memory serves as a (very) temporary repository for this information from our senses.

• However, we cannot process all of the information from the senses. Rather, we pick and choose.

(Marzano, 2004)

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Activating Sensory Memory

Explicitly linking to background

knowledge

Explicitly linking to cultural

knowledge

Provide visual/sensory cues

Linking Language: Contextual, Connecting, Conceptual

Linking Language

Have students list descriptive words that support your concept vocabulary.

Have students find cognates.

Link languages by drawing lines between native language and English language to provide label for already known words.

Have students write a predictive paragraph about the topic.

Throughout the Lesson:Working Memory

Working memory can receive data from sensory memory (where it is held only briefly), from permanent memory (where it resides permanently), or from both.

If processing goes well in working memory, information makes it to permanent memory.

If processing does not go well, information does not make it to permanent memory.

Vocabulary Effective Instruction

Teachers Use explicit instruction to teach key words and technical

vocabulary prior to reading. Limit the number of new words taught at one time. Provide multiple exposures to words across contexts. Provide opportunities for students to discuss and use new words in

and out of class.

Students Use words meanings in a variety of contexts. Discuss the relationships between words. Use strategies to figure out the meanings of new words.

For this activity, you will be asked to follow a series of steps to inductively determine the meaning of four academic vocabulary terms.

Please use the Picture This handout to support you in completing this activity, along with the teachers directions.

CIMA © 2012

Picture This

CIMA © 2007

Developing Content Vocabulary

Learning new words for already known concepts.

Learning new words for new concepts.

Building and retaining content-specific vocabularies.

Learning textbook vocabulary.

Review & Assessment:Permanent Memory

Permanent memory contains information that has been stored in such a way that is available to us.

Permanent memory is the repository of our background knowledge- academic and experiential.

Four-Dimensional Study

Incidental vocabulary is the vocabulary we learn from everyday interactions/life.

1. Sentence from the class/text.

3. F

rom

my

life

.

2. Professional

Connection/Im

plication

4. Word: Incidental Vocabulary

.

I le

arn

inci

dena

l voc

abul

ary

by

read

ing

book

s.

Preparation

Building Background

Experiential Background

Academic Background

Oral Vocabulary

Reading Vocabulary

Incidental Vocabulary

Intentional Vocabulary

Picture:

It is important to teach incidental

vocbulary to our EF

L students so

they learn language in authentic contexts.

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Comprehensible Input

Comprehensible Input is delivering instruction in a manner in such a manner that all students understand the information being presented.

 

Through the use of visuals, hands-on activities, cooperative learning, and guarded vocabulary.

Helps the CLD studentdevelop meaning.

Throughoutevery lesson

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Comprehensible Input

“Making the message

understandable to

students is referred

to as comprehensible

input.”

(Krashen, 1985)

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Four Key Components of Comprehensible Input

Visuals

Hands-on

Cooperative Learning

Guarded Vocabulary

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There is no such thing as an unmotivated learner.There are, however, temporary unmotivated states

in which learners are either reinforced and supportedor neglected and labeled.

(Jensen, 2000)

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If we want our students to learn

what we are teaching,we must be aware

of their states of mindand navigate them.

(Jensen, 2000)

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Navigating the States of Mind

Providing comprehensible input through varying degrees of linguistically and cognitively demanding tasks.

Varying group configurations.

Supporting the native language.

Actively monitoring teacher “state of mind.”

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Visuals

Use of manipulatives, models, concrete objects, etc. to illustrate and demonstrate and provide a visual link to key concepts and vocabulary.

* Pictures * Maps

* Props * Interactive Media

* Diagrams

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Cooperative Learning

Students work collaboratively with other students to achieve common goals.

Helps reduce language barriers and classroom pressures on the affective filter.

GROUPING CONFIGUATIONS

I + TPSI

Small Group(Focus on CLD Biography)

Total Group(Teacher to Class)

Partner(Student to Student)

Individual(Student to Teacher/

Teacher to Student)

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Guarded Vocabulary

Explicitly Teach and Paraphrase Academic Vocabulary

Controlled Rate of Speech

Speak clearly, separating each word to reveal prefixes and suffixes; repeat often; ask the students to repeat

Practice Tools Created for Vocabulary

As much as possible, develop terms in context

Consistent Use of Instructional Words

Use the same words each time you ask students to do a particular thing

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Hands-OnHands-On

Use of hands-on activities and manipulatives to support Use of hands-on activities and manipulatives to support student comprehension by providing a way for students student comprehension by providing a way for students to make meaningful connections to new learning.to make meaningful connections to new learning.

– Create posters, models, etc.– Engage students in activities reflecting key

concepts from the lesson (e.g., role play, discussion , debates, etc.

– Use manipulatives to reinforce key concepts.– Do a Reader’s Theater.

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AH-HA! vs. HA-HA!

Remember, making connections

is not enough.

We still need to elaborate on them

make the right ones,

strengthen them,

and integrate them

into other learning.(Jensen, 2000)

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Learning Strategies

Learning strategies (cognitive, metacognitive, and social/ affective) that CLD students use to increasecomprehension.

Strategies should be introduced by the teacher, modeled by the teacher, practiced in pairs, groups, and individually.

Provide CLD students withexplicit learning strategies needed to monitor understandingand comprehend instruction.

Throughoutevery lesson

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Learning Strategies Defined

Cognitive: Activities that include how to manipulate

materials mentally or physically to facilitate learning.

Metacognitive: Used in planning for learning, self-monitoring,

and evaluating understanding.

Social/Affective: Interacting with others for learning in ways

that support learning.

Implications

Why is it important to know what type of learner you are?

How might this affect your teaching?

In what ways will you apply this information in the future?

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Interaction

Discussion between whole group, teacher and student, or between students and students.

Provide CLD students with the opportunity forfrequent interaction anddiscussion between theteacher, students andstudents.

Multiple grouping and interaction configurations allow for students to clarify key concepts, make meaningful connections to background knowledge, and use L1 when necessary.

Throughoutevery lesson

Interaction

• Incorporated multiple grouping configurations.

• Group configurations supported CO/LO.

• Allowed use of L1.

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Kinds of Interaction

Student interaction is critical to language development.

Students cannot learn a language that they do not have the opportunity to use.

In order to develop cognitive academic language proficiency, CLD students must have daily opportunities to read, write, speak, and listen in all content areas.

(Vogt, 2000)

Small Group(Focus on

CLD Biography)

Partner(Student to Student)

Total Group(Teacher to Class)

Individual(Student to Teacher/

Teacher to Student)

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What Have We Learned From Research?

• Ability grouping: placing students into groups based on their academic skills (ability).

• Traditional ability grouping has been unsuccessful in meeting the academic and social needs of students who are not in the top group.

• All students benefit from support and assistance from individuals with more experience.

• Individual voices may not be heard during whole class instruction.

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The Five Steps to Setting Up Interactive Learning Groups

Step 1: Revisit CLD/EFL student biographies.

Step 2: Determine academic purpose for grouping.

Step 3: Determine task & outcome to be completed by group.

Step 4: Designate groups to reflect CLD/EFL student biographies.

Step 5: Authentically assess work completed by the group.

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Practice/Application

Provide hands-on materials and/or manipulatives for students to practice using new content knowledge.

Provide activities for students to apply content and language knowledge in the classroom.

Provide activities that integrate all language skills (listening, speaking, reading and writing).

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Lesson Delivery

The delivery of the lesson, starting with content and language objectives, highlighting key vocabulary and concepts, and actively engaging CLD students in the learning process.

Incorporation of contentand language objectives, practice of key vocabulary, and application of learning strategies that promote active engagement of students in the learning process.

Teachers promote students academicsuccess when each of these elements are focused on throughoutthe lesson.

Throughoutevery lesson

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Reflecting on Lesson Delivery

• Supported CO/LO.

• Engaged students 90-100% .

• Appropriately paced lesson.

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Review and Assessment

Ensuring comprehension by aligning to content and language objectives.

Using assessment tools that inform grades as determined by the implementation of formative and summative assessment.

Provides you an opportunity to monitor the level of linguistic and academic growth.

Throughoutevery lesson

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Review and Assessment

Reviewed CO/LO.

Reviewed key vocabulary.

Provided ongoing assessment.

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Starting with the CLD Student Biography

Cognitive:• Ways of knowing• Thinking is culturally bound

Getting to the heart of ourCLD students’ biographies

through authentic

assessment.

Sociocultural:• The “whole” student

• Ability to learn

Academic:• Explore• Known to unknown

Linguistic:• Observe/listen• Understand the many dimensions of L1 & L2

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Let’s make what is

important more measurable,

rather than making what’s

measurable more important.