Presented to Title III Leads November 17, 2010 Magdalena Ruz Gonzalez, LACO and Lizette Diaz, SBCSS Chapter 5: Programs and Practices for Effective Sheltered.

Presented to Title III LeadsNovember 17, 2010

Magdalena Ruz Gonzalez, LACO and Lizette Diaz, SBCSS

Chapter 5: Programs and Practices for Effective Sheltered Content Instruction

Jana Echevarria and Deborah Short

Outcomes of this Chapter1. Determine the relevance of Specifically

Designed Academic Instruction in English in California, pp. 251-252

2. Rationale and Components of SDAIE in providing Els access to content subjects, pp. 253-262

3. Pedagogical Models of Sheltered Content Instruction with a focus on SIOP (Sheltered Instruction Observational Protocol), pp. 262-264

4. Components of the SIOP model, pp. 264-2715. Application of the SIOP model, pp. 272-2766. Research Syntheses, pp. 276-2867. Program Models, pp. 287-297 8. Professional Development, pp. 297-301

Determine the relevance of Specifically Designed Academic Instruction in English in CaliforniaAccording to the California Education Code,

students are to be provided with access to the core curriculum through a methodology known a SDAIE (specifically designed academic instruction in English).

SDAIE is not defined operationally, and as a result the implementation has been inconsistent among classrooms and schools.

SIOP (Sheltered Instruction Observation Protocol) is one comprehensive model of sheltered content instruction as empirical research shows when it is implemented well, it results in gains in student academic literacy (Echevarria, Short, and Powers 2006)

Rationale and Components of SDAIE in providing Els access to content subjectsGives English Learners access to the coreData indicates that Els are not receiving

appropriate linguistic instructionProposition 227 creates SEI which is not

operationally definedCurrent Practice:

Content based ELD- primary goal: ELD, secondary is intro to content

Sheltered Content- primary goal: Content Objective, secondary is academic language

The Need for Academic Language

Defining academic language is complex- the intersect of language, content and tasks

TASK-Language & Task-Content & Language-Content & Task (see 5.2 , p 261)

Pedagogical Models of Sheltered Content Instruction with a focus on SIOP (Sheltered Instruction Observational Protocol)

CALLA (Cognitive Academic Language Learning Approach) was created in the mid 1980s, (Chamot and O’Malley 1987,1994)A model designed to develop academic English skills

through explicit instruction and use of language strategies

These learning strategies, characterized by Chamot and O’Malley as metacognitive, cognitive and social/affective.

SDAIE (Specially Designed Academic Instruction in English)California Teaching Credentialing defines SDAIE as “a

component of a comprehensive program for English learners, consisting of strategies, materials and techniques to provide those at intermediate and advanced level of English access to grade-level core curriculum in English.”

However, while valuable these are not sufficient to ensure access to content for English Learners…

SIOPSIOP (Sheltered Instruction Observation Protocol)

has a research base for over 10 years.While it began as a lesson observation protocol

to guide researchers in 1996, it evolved into a lesson planning and delivery approach.

This sheltered instruction model was field tested over four years on teacher implementation and student effects.

Finally, in 2000, the final format consisting of 30 features organized into 8 components was realized by Echevarria, Vogt and Short 2000, 2004, 2008).

The Evolution of Sheltered Instruction. See figure 5.1 (p. 256)

Grammar translation approachDirect Method- Audiolingual-

Communicative approachContent learning emphasisEnglish skill development in subject areasAccess through SDAIE strategies. Content and language development

emphasis

The Eight Components of the SIOP ModelLesson Preparation-content and language

objectiveBuilding Background-connections to prior

knowledgeComprehensible Input-demos, modeling, role

playing, graphs, previews, hands-onStrategies-explicit instruction, practiceInteraction-oral language proficiency, text

interactionsPractice & Application-a variety of activitiesLesson Delivery-knowing that content and

language objectives were metReview & Assessment-wrap up 

Application of the SIOP model

Beginning on page 272, we can find two lessons drawn from the research and coaching observations.

The first lesson, which begins on page 272 was designed and taught by a 3rd grade teacher at Lela Alston Elementary School in Phoenix, AZ

The second lesson, which begins on page 274 was designed and taught by a sheltered biology teacher at Central Falls High School in Central Falls, RI

You may find both these lesson plans beginning on page 314-321

Research SynthesesKey findings from National Literacy Panel on Language

Minority Children and Youth and CREDEThe processes of L2 literacy development are

influenced by a number of variables (L1 literacy, SES)Certain L1 skills transfer to English LiteracyTeaching 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.

SIOP Model Research

Student Writing Assessment StudyEvaluation Research-Isaac School District in

Phoenix, AZQuasi-Experimental Research-New JerseyExperimental Research-funded by US Dept

of Education for the National Center for Research an the Educational Achievement and Teaching of English Language Learners

Future Research?

Placement of Els in sheltered coursesInstructional grouping configurationEmpirical research on other models of

sheltered instructionMost effective instructional featuresInstruction for beginning speakers and

Newcomers

Program Models

Sheltered Instruction is both instructional pedagogy and program design to help give access to the core content for Els.

Successful programs as discussed in other chapters of this book, are designed around a district’s goals, resources and needs of their Els students.

EL students may take a combination of program models, for example ELD (English Language Development) and Sheltered classes in the content areas.

Emperical evidence is not available to support whether EL students should be grouped homogeneously in sheltered courses or mixed with former Els and EOs.

Program implementation should consider:

Scheduling for studentsAccess to and completion of courses

necessary to graduate from HSFlexible pathways into regular curriculumExplicit timeline and set of courseworkExtension of the school day, before, after,

or summer.

Sheltered Instruction Programs

Goals where learners can acquire content knowledge, concepts, and skills at the same time that they improve their English language skills.

Specifically developed curricula that include language goals supported by strategies and techniques to support content standards and increase literacy skills.

Els in Special Education benefit as well from these and other effective instructional components that address their language needs.

Two case studies, Lela Alston Elementary School, Phoenix, AZ and Hoover High School, San Diego, CA are highlighted

Programs …continuedNewcomer

Designed for recent immigrants with little or no English skills placed in specialized language setting designed to accelerate the gaps in their educational background and integrate them into the US school system. Usually for a limited period of time, use of ESL, primary language, bilingual or sheltered instruction.

General Education ClassesEls or former Els (Redesigned Fluent English

Proficient) may have a wide range of academic proficiency levels. Utilizing multiple data sources, helps identify how to group students strategically. Partner and group work help facilitate differentiation so students may work at their own level. In practice, many teachers make little attempt to differentiate lessons to meet the individual needs of Els.

Professional DevelopmentEffective 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

ConclusionSIOP is a comprehensive model of

instruction for lesson planning, delivery, and reflection. Without systematic, language development, students never develop the requisite academic language skills needed for success in mainstream classes, for meeting content standards and for passing standardized assessments in their second language.