Embed Size (px)
Citation preview
Sheltered Instructionfor ELLs Using Foldables
ByTeresa Warren
ELL Coordinator, Wylie ISD
TheSIOPModelforTeachingEnglishLanguageArtstoEnglishLearners
DuctTapeFoldable
ShelteredInstruction
For ELLs
StepOne
StepTwo
StepThree
Sheltered instruction
StepFour
StepFive
Sheltered instruction
StepSix
S Sheltered nstruction
Sheltered instruction
StepSeven
Sheltered instructionSheltered
instruction
StepEight
ShelteredInstruction
For ELLs
SocialLanguage• Academic languagediffers considerablyfromthelanguageused ontheplayground,athome,oratcocktailparties. (Echevarría,Vogt&Short)
• Socialorconversational languageisgenerally moreconcrete than abstract,andit is usually supported bycontextualclues,such asgestures,facialexpressions,andbodylanguage(Cummins,1979;2000;Echevarría &Graves,2007).
Academic Language
• Academic languageis…thelanguagethat is sued byteachers andstudentsforthepurpose ofacquiring newknowledge andskills…imparting newinformation,describing abstractideas,anddeveloping students’conceptual understandings (Chamot&O’Malley)
Academic Language
• A critical component of academiclanguage is academic vocabulary
1) ContentWords- key words in a particular topic
2) Process/FunctionWords- words or phrases for functional use: state,identify, etc.
3) Words that Teach EnglishStructure-base roots, roots, prefixes and suffixes: ecosystem, anaerobic, etc.
HowIsAcademic LanguageManifested inClassroomDiscourse?Our teachers come to class,
And they talk and they talk,
Til their faces are like peaches,
We don’t;
We just sit like cornstalks.
(Cazden, 1976, p.74)
InteractionComponent• Frequent opportunities forinteraction…encourageelaboration
• Grouping configurationsthatsupportlanguageandcontentobjectives
• Sufficient wait time• Ampleopportunities forstudentstoclarify keyconceptsinL1
Effectively Teach AcademicLanguageinELA• …explicit vocabulary
instruction through a variety of approaches and activitiesprovides English learners withmultiple chances to learn, practice, and apply academiclanguage (Stahl & Nagy, 2006)
Role ofDiscussionandConversationinDevelopingAcademic Language• To Prompt More ThinkingqYou are on to something
important. Keep Going.
qYou are on the right track. Tell us more.
qWhat did you notice about…
Turn toyour partner andtry it out…
• To Prompt More ThinkingqYou are on to something
important. Keep Going.
qYou are on the right track. Tell us more.
qWhat did you notice about…
Academic LanguageofELA
• Imagery
• Symbolism
• Narrative
• Nonfiction
Easy Lesson Planning
• Key Vocabulary
• Content Objectives
• Language Objectives
CongaLine1) Develop questionsrelated to
content.Youwill need onequestionperstudent.
2) Write each questionona3x5card.
3) Students lineupintwo lines,facingeach other.
4) Give each student aquestioncard.5) Student Awill read questionto
student B
CongaLine6) Student Bgives ananswer forthe
question.7) Student Achecks andconfirms it
with student Borgives correctanswer.
8) Student Bthen asks his question.9) At thesignaloftheteacher,
students A&Btrade cards andthen each person inlineAmovesonetotheright.
10) Theprocess continuesuntilstudents haveshared questionsseveral times.
Other TypesofFoldables• The Double Flap Foldable can
be used when making a comparison between two words.
• Simple & quick, but creativeenough to give ELLs an opportunity to learn vocabularythrough following directions and note-taking.
Character TraitFoldable
Character TraitFoldable
Fold in half, leave 1”
Fold in half, then cut flaps
TripleFlap Foldable• TheTripleFlapFoldableisagreatresourceforinterviewingclassmatesandrecordingtheinformation.
• Studentsmayusethefoldabletorecallinformationandshareoutwiththeclass.
• Nowyoutry!
InterviewQuestionsforPartners
TripleFlap Foldable• Foldacoloredpageofcopypaperinhalf.• Thenfoldintothirds.• AddtheDuctTapespineandtrimtheedges.• Addthethreetitlesonthefrontoftheflaps.• Nowyougiveitatry!Interviewyourelbowpartner.
ShareOut• UsingtheTripleFlapFoldableandtheinterviewresponses,shareoutwiththegroup.
• CanyouthinkofotherwaystoutilizetheTripleFlapFoldablewithyourclass?
• SharewiththegroupJ
Remember
• Make it comprehensible!• Make it fun!• Make it engaging!
