# data[].attributes.body
Sheltered - Instruction - In - Content - Areas - For - ELLs

# data[].attributes.body
ELP of WIDA & ELPA21 & State standards used to guide language & content instruction.

# data[].attributes.headline
Strategies for Modifying Textbooks & Instructional Materials

# data[].attributes.subject
Strategies for Modifying Textbooks & Instructional Materials

# data[].attributes.body
Outlining, using graphic organizers, rewriting the text in simplified English, & reading it out loud with students, pausing to paraphrase, explain, or provide examples to help ELLs understand meaning.

Give instruction & practice using textbook aids.

# data[].attributes.body
Thematic Teaching = crossover among content Areas

Young students theme Ex: Butterflies, Ocean

Older students theme Ex: Change, Inequality

Template can be used to plan thematic lessons. Each idea develops into a full sheltered content-are lesson or activity.

# data[].attributes.headline
Use of Literature across the content Areas

# data[].attributes.subject
Use of Literature across the content Areas

# data[].attributes.body
Find books that have the same concepts as the grade level textbooks & use them in class as a whole group, small group, and one-on-one.

Other books are not a replacement of grade-level textbooks, just use as a support for students.

# data[].attributes.body
Multicultural Perspectives: Look for books & other materials that deal with reality of student lives and communities.

# data[].attributes.body
When there is content area objectives there should also be language objectives based on the content area objectives.

content area objectives -> Same for all students

Language objectives -> different for ELLs based on proficiency & literacy levels.

Adding language objectives = differentiated Instruction.

# data[].attributes.body
Teacher must ensure that the assessment is a valid measure for the students' knowledge of the content not of language proficiency!

Performance assessments & other forms of alternative assessments should mirror the activities students are doing in each content area.

# data[].attributes.body
Teachers should write language objectives that align with content objectives.

Break standards to What is going to be accomplished during a unit, a day, week, month.

Look at the Language that is expected for students to use and know.

Everything we teach and expect students to do is through listening, responding, reading & writing.

What do we need to do for these to be used & explored with content?

# data[].attributes.headline
Integrating students cultures to Social Studies Instruction

# data[].attributes.subject
Integrating students cultures to Social Studies Instruction

# data[].attributes.body
Incorporate students cultures by making them the focus of study.

Create your own units about them if not found in your school & use students communities as a resource.

# data[].attributes.headline
Integrating students cultures to  Science Instruction

# data[].attributes.subject
Integrating students cultures to  Science Instruction

# data[].attributes.body
- Reading books about the origins of science in other cultures.
- Have students engage in scientific inquiry about issues that affect them, their families, and their communities.

# data[].attributes.headline
Integrating students cultures to Mathematics Instruction

# data[].attributes.subject
Integrating students cultures to Mathematics Instruction

# data[].attributes.body
- Help students connect math to their own lives in their families, their communities, and the world.
- Teach students about the multicultural history of Math and contributions such as the Hindu-Arabic numeral system , our system of 0-9.

# data[].attributes.body
All students differ in prior knowledge, academic proficiency, learning styles, and socio-cultural background therefore instruction should be differentiated.

No One-size fits all! Different students with different needs.

For teacher to make differentiated Instruction, they must know their students.

Teachers do know their students by doing assessments.

# data[].attributes.body
The language in these subjects are basic in the beginning which are easier for ELLs to attain and comprehend.

The language in these subjects later develops but ELLs can still attain and comprehend by teachers using strategies used in the other subjects.

There is different types of books on these subjects and teachers can use these resources with visuals to better support ELLs.

# data[].attributes.headline
Modifying Social studies Instructional Materials 

# data[].attributes.subject
Modifying Social studies Instructional Materials 

# data[].attributes.body
- Read out loud textbook text, before-during-after strategies.
- Look & Discuss illustrations, tables, captions, and more.
- Reading buddies
- Audio recording made by teacher or student with strong reading ability.
- Graphic organizer to break down text to most basic structure & content with visuals not only words.
- 10 most important sentences.

# data[].attributes.headline
Modifying Science Instructional Materials 

# data[].attributes.subject
Modifying Science Instructional Materials 

# data[].attributes.body
- Science Textbooks = challenge for ELLs.
- experiences & discovery instead of just reading concepts.
- Outline & graphic organizers can help students identify main ideas & information structure of the text.
- rewrite parts of textbook into simplified English.
- Use supplemental science textbooks designed for ELLs.

# data[].attributes.headline
Modifying Mathematics Instructional Materials 

# data[].attributes.subject
Modifying Mathematics Instructional Materials 

# data[].attributes.body
Role play to understand new vocabulary & unfamiliar concepts in word problems. Help students learn the vocabulary and language needed for role play & then have students do activity & then students can write word problems to record what they did in role play.

# data[].attributes.headline
Using literature to support social studies instruction

# data[].attributes.subject
Using literature to support social studies instruction

# data[].attributes.body
Books can be found to support any content in the social studies textbook.

Use External literature to cover gaps missing in textbooks or to give more information on topics that are not elaborated in textbooks.

# data[].attributes.headline
Using literature to support science instruction

# data[].attributes.subject
Using literature to support science instruction

# data[].attributes.body
Nonfiction books that address scientific themes.

Fiction books with science topics.

Students can make their own science books to develop & practice writing English language skills.

# data[].attributes.headline
Using literature to support mathematics instruction

# data[].attributes.subject
Using literature to support mathematics instruction

# data[].attributes.body
There is many books with mathematical concepts for different grade levels.

# data[].attributes.body
A high amount of obesity data.
Some schools no longer have p.e.
P.E should be treated equal as the other subjects.

# data[].attributes.headline
Making Social studies comprehensible for ELLs

# data[].attributes.subject
Making Social studies comprehensible for ELLs

# data[].attributes.body
- Find out what students already know about the particular topic or concept to be taught. (KWL Chart)
- A lot of visuals great for ELLs.
- Social studies relies on charts, graphs, maps, globes, and historical political cartoons.
- Authentic historical items or replicas of artifacts of different cultures, bring interest and engage students.
- Role play & create videos of historical events.
- Online Games and Educational cites age-appropriate.

# data[].attributes.body
- Inquiry based or discovery science
- Hands-on activities provide rich language opportunities.
- Create vocabulary chart with students.

# data[].attributes.headline
Making mathematics comprehensible for ELLs

# data[].attributes.subject
Making mathematics comprehensible for ELLs

# data[].attributes.body
- Make word charts that align with math units.
- Hands on practice with manipulatives (ELLs can demonstrate - what they know without words).
Bilingual strategies.
- Technology

# data[].attributes.body
These subjects are deemphasized or eliminated because they are not on high-stake tests.

Denying this instruction to ELLs is denying them the opportunity  to become educated.

ARTS = means of reflection, high-order thinking, expression, & communication.

# data[].attributes.body
- Deals mostly with abstractions.
- Concepts that can be drawn or simply explained.
- They carry a heavy semantic load & require background to understand & language skills to use within the discourse of SS.
- To teach one term, it would have to be unpacked by explaining multiple facts & events.

# data[].attributes.body
Alike the language of Math, Science words have different meanings in the science context (Cell in everyday life is cell phone but in science it's not a cellphone).

Different language functions. ELLs must learn how to talk the talk of science.

A challenge for ELLs is writing of lab & other science reports because science requires a specific way of writing.

# data[].attributes.body
Misconception : math is easy for ELLs because it deals with only numbers.

Math tests have high language demands that can be difficult for ELLs.

Vocabulary & syntax in state math exams much more complex than vocabulary and syntax in teacher worksheets.

Words have different meanings in the math context (Table, "Look at the table for answer").

Multiple words for the same mathematical idea (add, plus, sum).

Math register has complex phrases (LCM).

no one-to-one correspondence between words and symbols the represent.

Math symbols and algorithms are used differently in other countries.

Talking is important when learning mathematics.