MODULE E - New Jersey

MODULE E - New Jersey

MODULE E Curriculum Planning and Sheltered Instruction What is Sheltered Instruction? Sheltered instruction is a set of teaching strategies, designed for teachers of academic content, that lower the linguistic demand of the lesson without compromising the integrity or rigor of the subject matter. It was originally designed for content and classroom teachers who teach in English. The benefits are for ELL students, as well as native English speakers with a variety of learning styles. Teachers adjust the language demands of the lesson in many ways, such as: modifying speech rate and tone using context clues and models extensively relating instruction to student experience adapting the language of texts or tasks, and using certain methods familiar to ESL teachers (e.g., demonstrations, visuals, graphic organizers, or cooperative work) 2

Sheltered Instruction The following video will illustrate the Sheltered Instruction teaching strategies: View Ms. Rogozinski, Middle School Teacher, video at this link www.state.nj.us/education/bilingual/ell_main stream/part_three/index.html *reflection portion 3 Sheltered Instruction Observation Protocol (SIOP) Components TEACHER PREPARATION BUILDING BACKGROUND COMPREHENSIBLE INPUT STRATEGIES INTERACTION APPLICATION LESSON DELIVERY REVIEW AND ASSESSMENT 4

CURRICULUM PLANNING Curriculum Requirements N.J.A.C.6A:8-3.1(a) District boards of education shall ensure that curriculum and instruction are designed and delivered in such a way that all students are able to demonstrate the knowledge and skills specified by the NJSLS and shall ensure that appropriate instructional adaptations are designed and delivered for students with disabilities, for ELLs, for students enrolled in alternative education programs, and for students who are gifted and talented. N.J.A.C.6A:15-1.4(c)1 Districts are required to approve curriculum that meets the needs of the types of bilingual/English as a second language program that they offer. For example, if a district has an ESL program, it should have an ESL curriculum. Similarly, if it operates a bilingual program, it should have a bilingual education curriculum. 6 Teacher Preparation The following video will illustrate the Sheltered

Instruction teaching strategies: View Ms. Rogozinski, Middle School Teacher, video at this link www.state.nj.us/education/bilingual/ell_mainstrea m/part_three/index.html *Preparation portion 7 Unit Overview Template Content Area(s): English Language Arts Unit title: Overcoming Challenges Target Course/Grade Level: Grade 4 Unit Summary Primary interdisciplinary connections: Social Studies; Technology 21st century themes: Cross Cultural Understanding and Interpersonal Communication; Collaboration, Teamwork, and Leadership Unit Rationale: Standards WIDA ELDS 2 Language Compare and contrast two texts on the same topic in order to write of Language Arts Grade or speak about the subject knowledgeably by using a graphic 4 Reading organizer and L1 support. NJSLS R.I.4.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 4 topic or subject area. NJSLS R.I.4.6

Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences of focus and the information provided. NJSLS R.I.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. NJSLS 6.1.4.A.9 Compare and contrast responses of individuals and groups, past and present, to violations of fundamental rights. NJSLS 8.1.4.A.3 Create and present a multimedia presentation (namely a YouTube video) that includes graphics. 8 Teacher Preparation Content and Language objectives. Age appropriate content concepts based on language

proficiency Supplementary materials - charts, graphs, pictures, illustrations, realia, math manipulatives, multimedia, and demonstrations by teacher and other students. (Please see following slide for additional resources). Adaptation of content graphic organizers outlines labeling of pictures study guides adapted text highlighted text Meaningful activities integrate lesson concepts with language practice opportunities in listening, speaking, reading, and writing. 9

Teacher Preparation Additional Resources www.library.upenn.edu/exhibits/rbm/anders on/lincoln.html Read Aloud When Marian Sang by Pam Muoz Ryan www.library.upenn.edu/exhibits/rbm/anders on/ www.readwritethink.org/classroom-resource s/calendar-activities/1939-marian-andersondenied-20471.html 10 Resources for Overcoming Challenges Unit 11 12 Anothe r Resour ce - ELA Grade 4

Unit 2 ELL Scaffol d Student Learning Objective (SLO) Language Objective Language Needed SLO: 9 NJSLS: RI.4.4 WIDA ELDS: 2-5 Reading Speaking Determine meaning of general academic words or phrases in a text relevant to a grade 4 topics or subject area. Note: When NJSLS is RI (Reading Informational Text), the WIDA ELDS could be Language Arts, Math, Science or Social Studies. For that reason, all 4 standards are included. However, teachers should only cite the specific content used.

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5 Language Objectives Define academic words and phrases in L1 and/ or define highfrequency, academic words in English from leveled texts using single words, gestures and pictures. Bilingual Dictionar y Glossary Picture Dictionary Personal

dictionary L1 support Pictures Gestures Define academic words and phrases in L1 and/or define general, contentbased words in English from leveled texts using phrases and pictures. Define key, academic words and phrases in adapted, informational text using simple sentences. Define academic words and phrases in informational texts within grades 3-4

complexity level using expanded sentences. Define precise, academic words and phrases in informational, grade-level text using complex sentences. Bilingual Dictionary Glossary Picture Dictionary Personal dictionary L1 support Pictures Dictionary Dictionary Glossary Glossary Bold Faced/high lighted words Learning

Supports Define words and phrases in informational texts through use of pictures, synonyms, translation dictionaries and/or context clues. VU: Academic word list LFC: Nouns, comparative adjectives LC: Varies by ELP level SLO: 12 NJSLS: RI.4.6 WIDA ELDS: 2-5 Reading Speaking Student Learning Objective (SLO) Language Objective Language Needed

Describe the differences in focus and the information provided in a firsthand and a secondhand account of the same event or topic. Note: When NJSLS is RI (Reading Informational Text), the WIDA ELDS could be Language Arts, Math, Science or Social Studies. For that reason, all 4 standards are included. However, teachers should only cite the specific content used. Describe differences in focus and information provided in a firsthand account and a secondhand account of the same event or topic using a Venn diagram and word/phrase bank. VU: Point of view, primary source LFC: Comparatives, superlatives LC: Varies by ELP level ELP 1 ELP 2 ELP 3

ELP 4 ELP 5 Language Objectives Describe the differences in focus and information in L1 and/or state the differences by answering yes/no or either/or questions with high-frequency, content-related single words, pictures or gestures. Describe the differences in focus and information in L1 and/or identify the differences by answering wh- questions with general, content-based vocabulary in phrases with formulaic

structures and pictures. Describe the differences in focus and information using key, content-based vocabulary in simple sentences with repetitive, grammatical structures. Describe the differences in focus and information using content-based vocabulary in expanded and some complex sentences with varying grammatical structures. Describe the differences in focus and

information using precise, contentbased vocabulary in multiple, complex sentences with a variety of grammatical structures. Learning Supports Leveled text Venn Diagram (semicompleted by teacher) Word/picture bank L1 support Pictures Choice questions Leveled text Venn Diagram (semicompleted by teacher) Word/picture bank L1 support Pictures Sentence frames Adapted text Venn Diagram

Sentence starters Word/phrase bank Text within grade s 3-4 complexity l evel Venn Diagram SLO: 4 NJSLS: RI.4.9 WIDA ELDS: 2 - 5 Reading Speaking Writing Student Learning Objective (SLO) Language Objective Integrate and reflect on information from Compare and contrast two texts on the two texts on the same topic in order to same topic in order to write or speak about write or speak about the subject the subject knowledgeably by using a knowledgeably Graphic Organizers and L1 support. Language Needed VU: Similarities, differences, facts,

fiction; content-based, grade-level vocabulary LFC: Simple, compound and complex sentences, word order and parallelism LC: Varies by ELP level Language Objectives Learning Supports ELP 1 Compare and contrast two texts on the same topic with that of another from an informational text in L1 and/or using leveled texts or excerpts from grade-level texts, produce single words and Pictures to complete a Graphic

Organizers. ELP 2 Compare and contrast two texts on the same topic with that of another from an informational text in L1 and/or using a leveled text or excerpts from gradelevel texts, produce Pictures and phrases or short sentences to complete a Graphic Organizers. ELP 3 Compare and contrast two adapted texts on the same topic using key vocabulary in simple, related sentences. ELP 4 Compare and contrast two texts within the gradelevel band on the

same topic using key vocabulary in expanded and some complex sentences. Graphic Organizers Template L1 support Word/Picture Wall Graphic Organizers Template L1 support Sentence frame Word/Picture Wall Graphic Organizers Template Word Wall Graphic Organizers ELP 5 Compare and contrast two grade-level texts on the same topic with that of another, using precise vocabulary in

multiple, complex sentences. Building Background https://www.youtube.com/watch?v=ytXeEFCTMbg Based on what you saw in the video what are the key ideas for building background? New concepts and academic vocabulary should be directly linked to students background experience. This experience can be personal, cultural or academic. Links should be explicitly made between past learning and new concepts. Key vocabulary is emphasized. New vocabulary is presented in context. The number of vocabulary items is limited. 16 Comprehensible Input Speech appropriate to students' language proficiency Avoid idiomatic phrases or jargon Explanation of academic tasks

Step-by-step; peer-modeling Uses of a variety of techniques to make content concepts clear Vocabulary Repeat, illustrate, write in a word bank/wall, L1, cognates 17 Strategies Strategies are learned systems of processing information. Students should be taught through explicit instruction For example, Preview and Predict strategy. Use of verbal and instructional scaffolding techniques. Use question types at different levels, especially those that promote higher level thinking.

18 Small Group Work www.state.nj.us/education/modelcurriculum/ela/exemplars/4.pdf Teacher Preparation Content and language objectives (e.g., see pages 3 and 4) Age appropriate content concepts based on language proficiency (e.g., see page 8) Supplementary materials Adaptation of content Meaningful activities integrate lesson concepts with language practice opportunities in listening, speaking, reading, and writing. Building Background (see page 8) Comprehensible Input (see page 10) Strategies (see page 9) 19 Small Group Work How could you modify your lesson to meet the needs of ELLs by

incorporating the 4 principles covered so far? Interaction Provide the following for ELLs: Frequent opportunities for student and teacher interactions. Grouping configurations to support lesson objectives: cooperative groups, buddies, pairs, and large and small groups. Ample wait time for responses. Opportunities for clarification in native language, if possible. 21 Application Lessons should include: hands-on materials or manipulatives for student practice activities for students to apply content and language knowledge in the classroom activities in all four language domains

(listening, speaking, reading and writing). 22 Lesson Delivery Content objectives supported by lesson delivery Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. What standard(s) are being addressed here? Language objectives supported by lesson delivery Compare and contrast two texts on the same topic in order to write or speak about the subject knowledgeably by using a graphic organizer and L1 support. What standard(s) are being addressed here? Students engaged. Pacing of the lesson appropriate to students language proficiency level. 23 Review and Assessment Comprehensive

review of: Vocabulary Content concepts Regularly provides feedback on language and content output. Conducts assessment of student comprehension, ongoing basis throughout lesson. 24 Small Group Work www.state.nj.us/education/modelcurriculum/ ela/exemplars/4.pdf How could you modify your lesson to meet the needs of ELLs by incorporating the last 4 principles? Be ready to share and discuss. 25

End of Module E 26 Contact Information Please email [email protected] with any questions or comments you may have regarding this module. 27 Resources http://www.colorincolorado.org/ http://ies.ed.gov/ncee/wwc/PracticeGuide.as px?sid=6 http://educationnorthwest.org/webfm_send/ 459 http://eric.ed.gov/?id=ED249773 http://ell.stanford.edu/papers/practice http:// www.state.nj.us/education/bilingual/resourc es/curriculum/

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