Sheltered esol instruction in the content areas
- 1. By Christina Swartwout CSE 623
- 2. Helping students have comprehensible input is essential for their success in the content areas. After the Lau Vs. Nichols It is also federally mandated by law. There are many ideas, methods and frameworks that help with this goal. In this presentation you will see just a few.
- 3. Uses research to support teaching using metacognition. Uses reading to, with and by students Uses diagrams and charts (teacher and student created) to help students understand new concepts and vocabulary. These are kept to be referred back to when needed. Asks students to set their purpose for learning and gives students choices
- 4. This is a method of planning lessons and observing lessons. ◦ Lesson Preparation ◦ Building Background ◦ Comprehensible Input ◦ Strategies ◦ Interaction ◦ Practice/Application ◦ Lesson Delivery ◦ Review & Assessment
- 5. This method uses hands on learning and student conversations. Material is presented in understandable ways. Students learn grade-appropriate content Students master English Vocabulary and Grammar Students learn “academic” English
- 6. Teach students how to pre-view texts Materials use a straightforward language Concepts and vocabulary are supported with visuals, charts and diagrams. Materials can be modified to support ELL students
- 7. Use students led conversations to build background knowledge Use student native language where appropriate to bridge the gap with concepts. Use semantic maps and webs to build on prior knowledge. Brainstorming, KWL charts, Interviews
- 8. (It is essential to preview these and make sure they are appropriate for your students. Students should also have a task to do or something to look for while they are viewing these.) ◦ Utube ◦ Teacher Tube ◦ Teacher created clips
- 9. (Based on the teacher’s knowledge of the different ELD levels of students) ◦ Reduced teacher talk ◦ Slow delivery of concepts (reasonably slow) ◦ Clear articulation ◦ Using concrete basic vocabulary
- 10. Classrooms are arranged to accommodate student conversations. There are clear academic goals that guide conversation. Students include their views and rationales. All students participate. Minimal use of L1 for clarification purposes.
- 11. These of course are just the tip of the iceberg in regards to helping our ELL students in their understanding of the different concepts we teach. I am sure that all of us have a bank of ideas, and resources in this area. I think the most important thing is that we keep learning and searching for those ideas and strategies that help our students learn.
- 12. http://www.projectglad.com/ http://www.cal.org/siop/about/index.html Díaz-Rico, L. T. & Weed, K. Z. (2010). The cross-cultural, language, and academic development handbook, fourth edition. Boston, MA: Allyn & Bacon.