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Lessons must access previous knowledge and experiences.

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Lessons must access previous knowledge and experiences.

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Lessons must  also include
1. Content Objectives
2. Language Objectives
3. Adaptation of Content
4. Supplementary Materials
5. Graphic Organizers
6. Outlines
7. Highlighted Text
8. Marginal Notes
9. Adapted Text
10. Leveled Study Guides

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Should be clearly defined, written on the board written in an understandable way and stated orally.
Content Objectives tell the students what they will be learning.

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Tell the students how they will learn the content of the lesson. Language objectives let students know whether they will learn the content through listening, speaking, reading, writing or a combination of the 4 domains of language.

Language Skills Associated with Content Lessons

Listening -draw a picture, role play, answer questions, listen and retail, follow directions, demonstrate, distinguish between, record

Speaking - name, discuss, explain, ask and answer questions, summarize, evaluate, clarify, justify

Reading- preview and predict, find specific information, read fluently, identify main idea, determine fact vs. opinion, scan, identify vocabulary, infer

Writing - create complete sentences, summarize, list, compare, explain, create a poem, write questions and/or answers, diagram

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Content must be age and grade level appropriate.
Texts must be accessible to all students without "watering down," down the material.

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Examples of Supplementary Materials

Hands-on manipulatives

Pictures, photos, visuals

Multimedia

Demonstrations

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Graphic Organizers help students to grasp the "Wholeness and parts" of a concept.

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Outlines help to guide students in taking notes in an organized manner.
T- Charts help organize information.

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For newcomers, highlight key concepts, important vocabulary, and summary statements in student’s text. Student reads only highlighted sections.

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For new students the teacher make notes in the margins of the text so student can focus on important concepts or ideas, key words and definitions. It can also help support the student in figuring out the why? or how?

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Adapted texts are used to make dense text easier to comprehend.

The format should include

Topic sentence

Supporting details

Relevant to the context

Maintain a consistent format

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Study guides may include

Summary of text

Questions

Statements of learning

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Must be linked to students' background experiences

personal

cultural

academic

Emphasize Key Vocabulary and present new vocabulary.

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Review the content

Introduce and define terms

Demonstrate how terms are used in context, and explain through the use of synonyms or cognates to clarify meaning.

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Students choose vocabulary words that they think are key to understanding.
This empowers students.

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Created by the students as a resource for vocabulary or spelling
Can be arranged around key concepts.

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Create a word wall specific to mathematics with the help of students.
The word wall can be organized alphabetically or by concept.

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A concept definition map is a graphic organizer used to help explain complex concepts and clarify meaning.

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Use the cloze technique to teach and review content vocabulary in context.

Choose a sentence that has a strong contextual support for the focus word.

Have students brainstorm possible replacement words.

Teacher assists students in choosing correct word.

Word sorts are used to categorize previously introduced vocabulary according to meaning, structure, word endings, or sounds. This reinforces word relationships, spelling, and word structure.

Visual vocabulary can be used to form pictures or graphic representations of words and concepts.

Vocabulary through music can help students remember concepts and patterns.

Word generation games help students relate a new word to one previously learned through analogy. Students brainstorm words that contain a chunk of a word.

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Teachers must use speech that is appropriate to the students’ language proficiency level.

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Teachers must use speech that is appropriate to the students’ language proficiency level.

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The explanation of a task should be made clear in a step- by- step manner using visuals.

Teachers Should Use

Appropriate Speech

Explanation of Academic Tasks

Scaffolding

Questioning

Interaction

Wait Time

Clarify Key Concepts in First Language

Application of Content and Language Knowledge

Integration of Language Skills with Mathematics

Review of Key Vocabulary

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Speech appropriate to students language proficiency level.

Avoid Jargon and idiomatic expression.

Use body language, gestures, and pictures to accompany spoken words.

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Instructions should be presented in a sequential step-by-step manner. (demonstrate and use visuals)

Allow students to explain the instructions to the group

Paraphrase and repeat

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Verbal Scaffolding - (restating a student's response to model correct English usage and grammar).   Use think aloud strategies, restate a term and give its context and definition.

Procedural Scaffolding - ( building a student’s independent knowledge of concepts and language to move a student from explicit teaching – to modeling – to practicing – to application). This should include grouping students to build skills and increase independence.

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Use a variety of questions

Use open ended questions

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Peer discourse

Have students work with different partners and in different groups regularly

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Provide Wait Time for students to think about their answers and articulate their answers

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Clarifying Key Concepts in First Language 

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Clarifying Key Concepts in First Language 

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ELL students need to confer in their primary language about subject matter and their own thinking.

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Application of Content and Language Knowledge 

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Application of Content and Language Knowledge 

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Discussing and Doing

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Integration of Language Skills with Mathematics 

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Integration of Language Skills with Mathematics 

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Reading, writing, speaking, and listening are mutually supportive and need to be integrated into content areas

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Multiple exposures to new terminology builds proficiency

Paraphrase when needed.

Use multiple modalities to remember words.

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Students should be provided ample opportunities to use learning strategies, which have been taught through explicit instruction

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Students should be provided ample opportunities to use learning strategies, which have been taught through explicit instruction

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Some Strategies might include

Thinking Aloud

Creating an "I Wonder" Chart

Previewing and Predicting Strategy

Summarizing Strategy

Relating Summarizing Statements Back to Predictions and "I Wonder" Chart

Prompting, Questioning and Elaborating

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Through meaningful interaction, students can practice speaking and making themselves understood by asking and answering questions, negotiating meaning, clarifying ideas, and other techniques

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Through meaningful interaction, students can practice speaking and making themselves understood by asking and answering questions, negotiating meaning, clarifying ideas, and other techniques

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Effective teachers allow for and encourage the following to enhance interaction between students and the teacher.

Opportunities for Interaction

Encourage More Elaborate Responses

Foster Student Interaction

Grouping Configurations ( allowing for a variety of grouping)

Cooperative Learning Ideas (Jigsaw, Numbered heads together etc.)

Wait Time

Clarify Key Concepts

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Lessons should include multiple opportunities to use hands-on materials or manipulatives to learn and practice the content and should include activities for students to apply content and language knowledge in their learning

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Lessons should include multiple opportunities to use hands-on materials or manipulatives to learn and practice the content and should include activities for students to apply content and language knowledge in their learning

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Hands-on Materials and Manipulatives for Practice

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Hands-on Materials and Manipulatives for Practice

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Students need

multiple opportunities to practice;

relevant, meaningful ways to practice a concept; and

“hands-on” experiences and concrete manipulatives.

ELL students need to connect abstract concepts with concrete experiences.

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Ways to present abstract concepts and new content include

Keeping personal learning journals

Making and/or playing a game for reviewing content (Bingo, Jeopardy etc.)

Writing test questions or creating math problems for another student to solve

Teaching a concept to another student

Teachers should encourage students to interact and discuss and work together by

Making and using graphic organizers

Solving problems in cooperative groups

Engaging in discussion circles

Partnering students for a project

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Lesson delivery includes how well the stated content and language objectives are supported during the lesson

Lessons that catch the student's attention and keeps the student engaged.

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Content Objective (describe what the students will learn during the lesson)

Language Objectives (describe how the student will learn the content of the lesson)

Pace of Lesson (The pacing rate for ELL students must be quick enough to keep students’ interest but not so quick that it makes understanding difficult)

Engaged Students (students should be actively engaged 90% to 100% of the time)

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Throughout the lesson, and especially at the end, it is important to determine how well students have understood and have retained key vocabulary and content concepts.

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Throughout the lesson, and especially at the end, it is important to determine how well students have understood and have retained key vocabulary and content concepts.

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Effective Sheltered Instruction includes

Review of Key Vocabulary

Review of Key Content Concepts

Assessment of Lesson Objectives