Sheltered Instruction (SI)
The purpose of sheltered instruction (SI) is to deliver grade level subject matter content (Language Arts, Math, Science, Social Studies, Health, PE, and Art) in a manner that is accessible to all learners. In sheltered instruction classes, delivered by a core teacher, students receive comprehensible core content instruction throughout the day. The content is from grade level curricula taught using instructional strategies that scaffold the content learning by building background knowledge and through the use of visuals, gestures, manipulatives, paraphrasing, etc. Lessons have clear grade level, content and language objectives.
Sheltered Instruction Components Preparation, Building Background, Comprehensible Input, Strategies, Interaction, Practice/Application, Lesson Delivery, Review/Assessment
Class Language Profile use e-sis data to create the profile
Language Objective Template (large format)
Lesson Planning Template
Brief Description of Sheltered Instruction Strategies The document is contributed by David Burmester, PPS Science Curriculum Guide Leader, and Margaret Raszek, Science teacher at Lincoln HS. (Modified) - Gallery Walk, FQR, Cornell Notes, Carousel, Lines of Communication, Final Word, Creative Response, Jigsaw, and more
TransACT Communications helps you create documents for your students' parents in many different languages, contains various forms and documents already translated in other languages. Print out welcoming posters in multiple languages for your classroom. Register and log-in. Your log-in is your district e-mail address. Your password is your district e-mail password.
Work Sample Options for ELLs
- Social Studies
Resources on Sheltered Instruction for teachers of all contents:
- Instructional Strategies 1000- This online course is offered through PPS Learning Environment (An ORVSD Project) focuses on using instructional strategies for ELL students.
- ODE Sheltered Instruction page
- Defining and Organizing Language Learning Strategies(ODE Link)
- Learning through Language: A Call for Action in All Disciplines - NCTE Guideline
- Published resources on sheltered instruction(compiled and contributed by Xavier Chavez, ESL/Immersion Department TOSA)
- Instructional practices to support all learners (watch video clips on Visual Directions, Language Objectives, and Vocabulary Scaffolding in a content classroom)
Visual Directions support the needs of all learners in any classroom. They help students to be prepared for the lesson, and outline what to expect by guiding them through what will need to be done, how to work on a specific task independently, how much time to spend on an assignment, where to turn the work in, and what to do when finished. Students can always refer to these directions, and unnecessary interruptions and disruptions can be avoided. Using visual directions supports classroom management providing structure and scaffolding.
Content vocabulary and key concepts may present a challenge for many learners. Making sure that all students understand the meaning of key vocabulary words and concepts is an important step in providing all students with access to content knowledge. Such concepts and key vocabulary need to be carefully identified and explicitly taught. A variety of scaffolding strategies can be implemented for explaining and clarifying the meaning of such words. Paraphrasing, providing cognates, antonyms and synonyms, identifying Greek and Latin word parts, establishing interdisciplinary connections, color-coding, visual images, and role-play are some of the specific strategies supporting comprehensible input.
Language demands of a content text may pose additional challenges for students. Language and content are complimentray and closely related. Determining the language focus of the lesson and identifying the cognitive task can guide a teacher in designing a lesson's language objective. While engaging students in a structured language practice, a teacher can then work on specific language forms that will be required to accomplish the cognitive task. Purposefully constructed sentence frames will provide ELLs with much needed language scaffolding and will in its turn support content vocabulary and knowledge practice and application.
Click on the link below to download the materials you might need:
- Language Objective Template (large format)
- Visual Directions Images Collection
- Directions (Need, Do, Time, Place, When finished)
Resources for teachers and parents of ELLs by content and grade level:
- NCTE Guideline on Elementary School Practices: Current Research on Language Learning
- K-5 Literacy Parent Resources
- GLAD Units
- GLAD Chants Sound Clips
Language Arts Grade 6-8
EMC Masterpiece Series Adoption Components include Spanish resource for ELL, and Manual Para Padres e Comunidades (manual for parents), Audio Recordings are available.
Spanish Resource for English Language Learners (Grades 6-10)
They are designed to enhance the ability of Spanish-speaking students to understand the selections, participate in class discussions, and make the transition to English-language learning. Blackline masters, in Spanish, of the study materials for before, during, and after reading, including Guided Reading questions are available.
Manual para Padres y Comunidades
Spanish version of the Parent and Community Involvement Handbook helps Spanish-speaking parents assist their children with their studies, includes study log blackline masters, parent guides, activity lists, suggested reading lists, and additional references . It is Available free with the program upon request.
Language Arts Grades 9-12
Elements of Literature adoption components include Audio Selection summaries in Spanish, Supporting Instruction in Spanish, and Family Involvement Activities in English and Spanish are all available.
Differentiating Instruction for Common Curriculum Assignments(including for ELLs, grades 9-10) is http://www.pps.k12.or.us/files/curriculum/DiffInst_CA.pdf
Investigations Curriculum includes a Spanish-language component.
Math Grades 6-8
Family Math Resources includes Math Packets by grade level, Math Vocabulary, Sample Report Cards in Spanish, Chinese, Vietnamese, Russian, and Somali
Spanish Language Resources (scroll down the page)
Instructional Materials include Atlas del Mundo (Spanish translations of student and teacher materials for Immersion and ELL)
Spanish Language Atlases and Worksheets
TCI CD-ROM contains a section on ELL support for each unit
- Science for English Language Learners - NSTA Position Statement
- Ballantyne, K.G., Sanderman, A.R., Levy, J. (2008). Educating English language learners: Building teacher capacity. Washington, DC: National Clearinghouse for English Language Acquisition.
- Teaching Science to English Language Learners, NSTA WebNews Digest (4/6/2010)
- Science Sample Tests in Spanish, Russian
Safety in Science Classroom (in Chinese, Khmer, Russian, Serbo-Croatian, Somali, Spanish, Vietnamese, Hmong)
- Science Benchmarks, Expectations and Kit Descriptors in Spanish, Russian, Chinese, and Vietnamese