Sheltered Lesson for ELL's

Entry #8:

     While watching a sheltered lesson on youtube, I noticed the teacher using key components from the SIOP model in order to engage and teach ELLs.  The teacher activated their background knowledge by saying, "Remember when we went veggie picking?" and then showed them photographs (visuals) of the students picking vegetables.  She spoke clearly and used simple language, such as "We picked some vegetables."  Then, she provided a hands-on activity in which the students got to feel and smell the vegetables in the grocery bag.  The students sang a song about going to the market, and the teacher held up a picture of the corresponding word as it was said in the song, including vegetables, grains, and proteins.  The students were given opportunities to use language by saying "I like cheese." Or, "I like yogurt." The students were then allowed to play in the classroom grocery store and buy food.  The teacher did not indicate language or content objectives, but she did include key components to teach language and content effectively, and the students were engaged in the lesson.  This sheltered video can be viewed at: http://www.youtube.com/watch?v=FsY0dVkeZSI&feature=related
    
     The SIOP model makes academic content comprehensible and encourages language learning by highlighting key features of the English language (Flynn & Hill, 2006). In order to provide sheltered instruction for ELLs academic achievement, teachers have essential components that must be present while delivering their lessons.  Including the following components in a sheltered lesson will make content more comprehensible for ELLs:

• Preparation:  Teachers first define the content and language objectives for students.  They state them orally and also write them on the board.  This provides a roadmap for ELLs and lets them know what they are to learn in the upcoming lesson.  They choose content objectives that are age appropriate and provide meaningful activities that integrate language practice.
• Building Background: Teachers strive to link new concepts to students' background experience and prior knowledge.  They also introduce key vocabulary and emphasize words that are necessary for understanding.  Teachers may use a Content Word Wall to display important words and empower students to use the appropriate vocabulary during lesson or unit of study.
• Comprehensible Input: Teachers must speak clearly and simply when explaining academic tasks in order to accomodate students' language proficiency level.  They use a variety of techniques such as modeling, hands-on activities, graphic organizers, visuals, gestures, demonstrations, and multimedia to make content concepts clear and accessible to ELLs.
• Strategies: Teachers use scaffolding techniques such as think-alouds, paraphrasing, explicit modeling, and cooperative learning groups throughout the lesson.  They use tiered questioning to provide opportunities for ELLs to respond and demonstrate their understanding.  Higher-order thinking skills are encouraged, and students with more language capabilities are asked to explain their thinking and support their opinions.
• Interaction: Teachers provide frequent opportunities for students to interact and discuss the content.  Teachers frequently group students to support language learning.  Teachers offer sufficient wait time for students to express what they know verbally and/or in written form. 
• Application: Teachers supply hands-on materials and provide engaging, meaningful activities for students to apply the content and their language knowledge.  Language skills are integrated, and students are given opportunities to listen, speak, read, and write while learning the content.  Teachers continually check for comprehension before moving on to a new activity or lesson.
• Delivery of Lesson: Teachers support content and language objectives while engaging students 90%-100% of the lesson.  Therefore, there is less "teacher talk" and students are actively working with partners, small groups, or independently.  The lesson is appropriately paced to students' ability level.  Teachers strive to provide opportunities to clarify in their native language by using bilingual dictionaries and, if possible, having more proficient students translate for their peers.
• Assessment: Teachers review key vocabulary and important concepts.  They may use graphic organizers to review content and give feedback to students by clarifying and discussing.  Students can demonstrate their understanding using a variety of informal assessments such as quick reviews, thumbs-up/thumbs-down, using dry erase boards to write or draw, and self-assessments.  Both formal and informal assessments are linked back to content and language objectives.

     Knowing that the population of ELLs in schools continues to grow, it is important for teachers to rethink some of their practices in order to best serve these students. Teachers who are not trained in the Sheltered Instruction Observation Protocol (SIOP), myself included, must seek out professional development centered around best instructional practices for students acquiring English.  Although teachers have good intentions and want the best for all students, it is not enough to meet the needs of students acquiring English in a school setting.  Teachers need training in the SIOP model to maximize language development and learning for ELLs in mainstream classrooms.


Sources:

Echevarria, J., Short, D., & Vogt, M. (2008). Making content comprehensible for English learners:
     The SIOP model (3rd ed). Boston, MA: Pearson Education Inc.

Flynn, K.M. & Hill, J.D. (2006). Classroom instruction that works with English language learners.
     Alexandria, VA: Association for Supervision Development.