1 / 13

Enhancing Instruction for English Learners: Effective Sheltered Content Strategies

Chapter 5 discusses effective programs and practices for implementing Sheltered Content Instruction, focusing on the Sheltered Instruction Observation Protocol (SIOP) and Specially Designed Academic Instruction in English (SDAIE). It reviews key components of academic literacy development, the role of first-language literacy, and instructional strategies that meet the needs of English learners (ELs). The chapter emphasizes the importance of high-quality instruction, research syntheses, program models, and professional development to support ELs in accessing the curriculum and enhancing their academic performance.

meghan
Télécharger la présentation

Enhancing Instruction for English Learners: Effective Sheltered Content Strategies

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Improving Education for English Learners: Research Based Approaches: Chapter 5 Programs and Practices for Effective Sheltered Content Instruction Jana Echevarría, CSU Long BeachDeborah Short, Center for Applied Linguistics

  2. Today’s format… • Pair discussions –graphic organizer with focus questions • Briefly touch upon sections 1-5 • Focus on sections 6-8

  3. Review of Chapter 4 • Role of First-Language Literacy • Role of English-Language Literacy • Sociocultural Context • Social vs. Academic Language The Eight Guidelines for Teaching Literacy to English Learners

  4. What’s on your mind?

  5. Chapter 5 OverviewEight Sections • Rationale for focus on Sheltered Instruction Observation Protocol (SIOP) , pp. 251-252 • Rationale and Components of SDAIE in providing ELs access to content subjects, pp. 253-262 • Pedagogical Models of Sheltered Content Instruction with a focus on SIOP (Sheltered Instruction Observational Protocol), pp. 262-264 • Components and features of the SIOP model, pp. 264-271

  6. Chapter 5 OverviewEight Sections (cont’d) 5. Application of the SIOP model, pp. 272-276 6.Research Syntheses, pp. 276-286 7. Program Models, pp. 287-297 8. Professional Development, pp. 297-301

  7. History of Sheltered Instructionp. 256 Figure 5.1

  8. Goals of Content-Based ELDand Sheltered Content Instruction p. 259, Figure 5.1 Partner As work together. Partner Bs work together What are the differences between the two types of instruction?

  9. Interaction ofLanguage-Content-Task

  10. Section 6: Research Syntheses (pp. 276-278) All of the highlights listed on these pages have been mentioned in previous chapters: • The processes of L2 literacy development are influenced by a number of variables (L1 literacy, SES) • Certain L1 skills transfer to English Literacy • Teaching the 5 major components of reading to Els is necessary but not sufficient for developing academic literacy. • Academic literacy in L1 facilitates the development of academic literacy in English. • High quality instruction for ELs is similar to high quality instruction for EOs, but ELs who are not at advanced levels need accommodations. • ELs need enhanced, explicit academic vocabulary development.

  11. Section 7Program implementation should consider: • Scheduling for students • Access to and completion of courses necessary to graduate from HS • Flexible pathways into regular curriculum • Explicit timeline and set of coursework that leads to graduation • Extend students’ time for learning • Extension of the school day, before, after, or summer. • Considerations for beginners • Additional time, primary language support, two years to cover a one year course

  12. Section 8Professional Development Effective SIOP Professional Development includes: • PLC • Reflection on practices • Discussing the implementation • Coaching with knowledgeable trainers • Modeling of lessons • Refining lesson plans based on student assessment • Agreed upon strategies implemented school-wide

  13. Conclusion…

More Related