Sheltered Instruction Focus Areas
Sheltered Instruction is a teaching method that “makes content comprehensible for
English Language Learners while they are developing English proficiency. Sheltered
classrooms integrate language and content while infusing socio-cultural awareness.”
(Echevarria, Short, & Vogt, 2008)
• Linguistic
accommodations
• Classroom
environment
• Language
objectives
• Sentence
stems
Differentiated
Instruction
Building
Background
• Accessing prior
knowledge
• Vocabulary &
concept knowledge
Academic
Language
Interaction &
Assessment
• Questioning
Strategies
• Cooperative
Learning
• Self Evaluation
ELPS TOOLKIT
Observation Checklist for Differentiated Instruction
Name _____________________________ Observed by ________________________________ Date ______________
Differentiated Instruction: Teacher uses clear communication, scaffolding, and linguistic accommodations to
support learners at varying degrees of language proficiency.
The teacher
Please check those that apply
Repeats/paraphrases key words/ideas ensuring clarity
Uses consistent language appropriate for students’ language proficiency levels
Uses a variety of supplementary materials/techniques to address students’
language needs (visuals, modeling, graphs, pictures, demonstrations, gestures)
Checks for understanding by asking specific questions in language accessible to
the student.
Gives immediate feedback on student responses.
Uses a variety of assessment options (drawing, listing, labeling, short answer)
based on students’ language proficiency levels
NOTES
NEXT STEPS
© 2010 Region XIII
Consistent
Evidence
Some
Evidence
No
Evidence
ELPS
TOOLKIT Environment
Observation Checklist for the Classroom
Name _____________________________ Observed by ________________________________ Date ______________
Classroom Environment: Teachers create an environment characterized by high expectations for academic
achievement and equal, active participation among all students during classroom discussions.
The teacher
Please check those that apply
Posts classroom norms
Gives clear and explicit expectations for class participation
Prompts students to speak using complete sentences throughout the lesson
Asks students for clarification and assistance as needed
Uses a variety of strategies to ensure equal participation of students (randomly
calling on students, think-pair-share, numbered heads together)
NOTES
NEXT STEPS
© 2010 Region XIII
Consistent
Evidence
Some
Evidence
No
Evidence
ELPS TOOLKIT
Observation Checklist for Language Objectives
and Language Scaffolding
Name _____________________________ Observed by ________________________________ Date ______________
Language Objectives and Scaffolding: Teachers strategically plan, implement, and assess language objectives to
facilitate English acquisition. Teachers provide scaffolding with explicit instruction and opportunities for practice.
The teacher
Please check those that apply
Displays language and content objectives
Aligns language objectives to the ELPS
Clearly defines and reviews language objectives with students
Sets clear expectations for how language objectives will be assessed (criteria chart,
rubric, checklist)
Reinforces and practices language objectives throughout the lesson
Scaffolds academic language through the use of explicit vocabulary instruction,
sentence stems, and/or paragraph frames
NOTES
NEXT STEPS
© 2010 Region XIII
Consistent
Evidence
Some
Evidence
No
Evidence
ELPS
TOOLKIT Knowledge
Observation Checklist for Accessing Prior
Name _____________________________ Observed by ________________________________ Date ______________
Accessing Prior Knowledge: The teacher provides structured activities that equip English language learners to
connect new vocabulary words, ideas, and concepts with previous learning experiences and knowledge in order to
increase comprehension and boost student interest and involvement.
The teacher
Please check those that apply
Solicits students’ prior knowledge and experiences about the topic
Connects new concepts to prior student learning and experiences
Uses a variety of techniques to preview/pre-teach key vocabulary (pictures,
graphics, graphic organizers to illustrate and preview key concepts)
Involves students in hands-on demonstrations/activities (anticipation guides,
advance organizers, list/group/label)
NOTES
NEXT STEPS
© 2010 Region XIII
Consistent
Evidence
Some
Evidence
No
Evidence
ELPS TOOLKIT
Observation Checklist for Building Vocabulary
and Concept Knowledge
Name _____________________________ Observed by ________________________________ Date ______________
Building Vocabulary and Concept Knowledge: The teacher provides explicit vocabulary instruction with multiple
practice opportunities for students to acquire new vocabulary though listening, speaking, reading, and writing
activities.
The teacher
Please check those that apply
Pre-teaches key vocabulary before teaching content, having students read text, or
facilitating an instructional activity
Explicitly teaches content specific vocabulary (brick terms) and high-leverage
general utility words and phrases (mortar terms) and provides opportunities for
student practice
Provides multiple exposures and interactions with key vocabulary words through
listening, reading, speaking, and writing activities
Previews/discusses text and text structure
Uses graphic organizers to reinforce concepts and related words, scaffold reading
of expository text, and organize writing assignments
NOTES
NEXT STEPS
© 2010 Region XIII
Consistent
Evidence
Some
Evidence
No
Evidence
ELPS
TOOLKIT Observation Checklist for Student Interaction
Name _____________________________ Observed by ________________________________ Date ______________
Student Interaction: Teacher provides frequent opportunities for students to collaborate and participate in
conversations in which they use academic words and phrases to express understanding of content and build
language fluency.
The teacher
Please check those that apply
Uses various grouping configurations when conducting discussions and activities
Uses cooperative learning structures (think-pair-share, numbered heads together)
to provide frequent opportunities for student interaction
Asks open-ended questions about content rather than yes/no questions
Models/prompts elaborated responses to open-ended questions
Provides sufficient wait time for students to compose responses
Uses word banks, sentence stems, and paragraph frames to scaffold academic
language
Elicits equal participation from all students
NOTES
NEXT STEPS
© 2010 Region XIII
Consistent
Evidence
Some
Evidence
No
Evidence
ELPS TOOLKIT
Observation Checklist for Learning Strategies
Name _____________________________ Observed by ________________________________ Date ______________
Learning Strategies: Teacher provides explicit instruction in use of learning strategies to develop students’ language
proficiency while developing academic content knowledge.
The teacher
Please check those that apply
Teaches/models strategies that help students develop skills, understand,
remember, and recall information
Teaches/models metacognitive learning strategies (make plans, organize a task,
self-monitor progress, check comprehension, evaluate language production)
Provides instruction in social/cooperative learning strategies that develop team
building/social skills
NOTES
NEXT STEPS
© 2010 Region XIII
Consistent
Evidence
Some
Evidence
No
Evidence
ELPS TOOLKIT
Observation Checklist for Assessment
Name _____________________________ Observed by ________________________________ Date ______________
Assessment: Teacher uses a variety of assessment tools to determine students’ progress toward language and
content objectives during a lesson.
The teacher
Please check those that apply
Frequently checks for individual/group understanding throughout the lesson
Responds positively and in a timely manner to student responses
Provides opportunities for students to engage in self-evaluation and monitoring
Uses a variety of instruments to assess content/language objectives (outcome
sentences, rubrics, checklists, criteria charts, ranking, ready-response signals)
NOTES
NEXT STEPS
© 2010 Region XIII
Consistent
Evidence
Some
Evidence
No
Evidence