Sheltered Content Lesson
Name:
_Inna York__ Date: __1-13-23___ Grade Level: __12_____
Teaching Context
Curriculum or Content Area: Math, Probability & Statistics
___10____ students in my class, of which ___2__ are ELs
My ELs’ linguistic and cultural background(s):
Student T: Born in Ukraine; he still struggles with producing grade-appropriate writing in all classes; speaks Ukrainian at home.
Student N: Born in Puerto Rico; he still struggles with listening and staying on task in all classes; speaks Spanish at home
My ELs’ level(s) of English Proficiency:
WIDA ACCESS <Fall, 2022>
See WIDA “Can Do” descriptors to help explain proficiency level based on ACCESS scores
Speaking Listening Literacy Oral Language Comprehensi Overall
[Reading 50%, [Listening 50%,
on [Listening30%, Listening 15%, Speaking 15%,
1
Student(s):
Reading
Writing
Writing 50%]
Student T
Student N
4.5
4.8
2.9
3.5
3.7
3.9
4.1
2.9
3.7
4.15
Speaking 50%]
3.7
3.4
Reading 70%]
4.52
4.23
Reading 35%, Writing 35%]
3.76
3.93
Other support services that my ELs receive: These students receive ESL instruction with a licensed ESL teacher(48min@1 time bi-weekly), 30 minutes
bi-weekly of in-classroom support, and consultative services on as-needed basis.
Lesson Standards and Objectives
Content State Standards (discipline, standard number, and description): AQR.S-CP
Content Objective(s):
Language Objective(s): Language Objectives should be directly linked to the language skills students will need to be successful in achieving
the content objective.
SWBAT apply the general
Intersection(Multiplication) Rule
SWBAT verbally recite the general Intersection(Multiplication) Rule and Union(Addition) Rule and will
and Union(Addition) Rule in a
collaborate with a partner to interpret solutions.
uniform probability model and
Language Objectives Differentiation for Proficiency Levels:
interpret acquired solutions.
A level 2 ELs: SWBAT use visual representations and teacher’s prompts to verbally recite the general
Intersection(Multiplication) Rule and Union(Addition) Rule and will collaborate with a partner to interpret
solutions.
1
http://www.wida.us/standards/CAN_DOs/
A level 3 & 4 ELs: SWBAT use sentence frames and a word bank to verbally recite the general
Intersection(Multiplication) Rule and Union(Addition) Rule and will collaborate with a partner to interpret
solutions.
Mentor Text or Source: A. Bluman’s, Elementary Statistics Textbook, Chapter 6, “Vocabulary and Formulas” segment.
Targeted Tiered Vocabulary from Mentor Text or Source : Tier 2 & Tier 3 words should be integrated into student product/assessment.
Tier 1 words
Event
Solution
Rule
Tier 2 words
Addition Rule
Multiplication Rule
Intersection (of two events)
Union (of two events)
Tier 3 words
Mutually Exclusive Events
Non-Exclusive Events
Independent Outcomes
Statistical Probability
Student Prerequisite Skills or Background Knowledge:
What content or language knowledge or skills do my ELs need to successfully complete the content and language objectives? What background
knowledge or skills might my ELs already have in their primary language but may need help in transferring to English?
Content Background Knowledge:
This is one of the last concepts students will learn in this chapter. By this time, students would be expected to have mastered the concepts of
Independent Events and Mutually Exclusive Events. Students would be expected to interpret the meaning of given word problems in terms of these
concepts and be able to identify the presence(or absence of) Dependency and Mutual Exclusivity of any given events. All students are already
familiar with “AND” and “OR” connectors and understand that the probability of any two events connected with “OR” only requires one of the
conditions events to be present, while the probability of any two events connected with “AND” requires both of the events to be present.
Furthermore, EL students would need to have previous familiarity with the real life situations presented in today’s word problems in order to
determine which statistical category they belong to and . All students would have to possess basic computation skills or know how to use a basic
scientific calculator in order to work with fractions, decimals, and percentages.
Language Skills: This lesson should have the students focus on identifying the presence of “AND” and “OR” connectors between two events in a given
word problem. As the lesson progresses, students will be using content vocabulary to explain the properties of Unions and Intersections and apply
these properties to ‘translate’ word problems using appropriate statistical vocabulary and symbols. Toward the end of the lesson, students will be
using corresponding formulas to find a solution and then use word banks and sentence starters(if needed) to orally interpret their findings in terms of
the Union (Addition) Formula and the Intersection(Multiplication) Formula in a uniform probability model.
Assessment of content learning and language development:
Have I included Tier 2 & Tier 3 words in my assessment of my student’s discourse: written or oral?
● Daily Warm Up activity with Think Aloud strategy: to review previous material and activate previous knowledge (Summative)
● Introduce new vocabulary with the 7-Steps strategy: to improve comprehension and connect abstract concepts to familiar events. (Formative)
● Practice with Unions and Intersections using the Cut and Grow strategy: to review the properties of Union Sample Spaces while using
appropriate vocabulary terms (Summative)
● Monitor conversation encouraging participation from all levels of ELs (Formative)
● Use Text Dependent Questions and Think Aloud strategies to complete an Exit Ticket activity: to assess comprehension and identify possible
areas of confusion. (Formative)
Content and Concept Language Integration
How have I integrated all possible domains into my teaching and learning strategies and activities?
Discourse Integration:
Speaking Writing
Listening Reading
Lesson Sequence:
1. Daily Warm Up with Think Aloud
This DWU has three real-life probability problems that
would be familiar to everyone(Involving Conditional
Probability, “AND” Connectors, Mutually Exclusive
Events). Students will be asked to calculate the
probability of two events occurring using the “AND”
connector. As a helpful resource, students will be
encouraged to review previously learned vocabulary
terms from the “Vocabulary” section in their
notebooks to review properties, vocabulary, notation,
and to support their answers.
I will randomly choose three students to give me their
answers and will put down provided values on the
board. Then, I will review the answer provided for the
Sheltered Instruction Strategies
How does this strategy connect my content and language objectives?
How does this strategy facilitate my students’ ability to access the content?
How does this strategy facilitate my students’ ability to comprehend the
mentor text, build essential knowledge, or produce oral or written
discourse connected to the content objective?
How does this strategy provide comprehensible input for my students?
Which domain(s) does my strategy/activity target?
X
X
X
X
This strategy helped my EL’s because it gave them a
chance to relate to the material. Listening to
personal experiences and hearing the teacher and a
peer talk about experiments, outcomes and the
sample spaces from real life situations gave my EL
students different perspectives. The students were
all able to speak about the topic comfortably with a
partner and take turns listening. This gave the
students a chance to connect with the material. My
ELs were also able to hear multiple people say the
tier 2 and tier 3 words and hear the way they are
pronounced.
The use of Think Aloud strategy helped my ELs produce
academic language because they were encouraged
to use the content words(Multiplication Rule,
first DWU problem using the Think Aloud strategy. I
will begin by saying:
“Ok, before I do anything, I will need to re-read the
problem #1 and highlight every numerical value. This
problem is describing a person throwing a fair die and
looking to find a probability of getting a specific
outcome from two tosses. Since both events must take
place, I know that they are connected with the “AND”
connector. In my notes in the “Fair Die Facts” section,
I see that in this situation I will be using the
Multiplication Rule: P(A and B) = P(A)P(B). From the
same page in my notes I can see that each of the
single-event probability fractions in this problem will
have “6” as a denominator, since each of the two
tosses will have a total of 6 possible outcomes. At this
point, all I have left to figure out are the numerators
for my two fractions and multiply them according to
the Multiplication Rule. I will find numerators by
considering which outcomes are desired for this
sample space. The problem asks for the probability of
getting an odd number(three options) for the first toss
and a number “2”(one option) for the second toss.
From this information I know that the numerator of
my first fraction will be “3” and the numerator of the
second fraction will be “1”. All that’s left to do now is
to multiply the two fractions to find the final
probability value in a decimal form.”
The students will then be given a 7-minute opportunity
to talk to their Think Aloud partner in order to compare
their individual answers with the remaining two DWU
problems shown on the board. I will prompt my
students to always have their notebooks open to the
“Vocabulary” section during the DWU portion of the
class. This will provide necessary references and
support proper vocabulary terminology and formula
use throughout this activity.
The class will reconvene to review the results of their
work. One person from each of the partner groups will
Mutually Exclusive Events, Dependent, etc.) in their
peer-to-peer discussions. They were encouraged to
talk about these concepts with one other student
and try saying and using it in different ways. They
also heard the teacher talking about these
vocabulary terms in a variety of ways at the
beginning of the class.
orally share their group’s final answers and the Think
Aloud process they used to support the correctness of
their work. The whole class will reflect on this group’s
answers and offer their suggestions. (Students will be
informed to listen to each-other, since they would have
to reflect on each-other’s shared results.)
2. New Vocabulary with the 7-Step Strategy.
The new vocabulary terms(Intersection and Union) from
Unit 6 will be introduced to all students using the
7-step strategy. Students will be instructed to highlight
the Key Vocabulary Terms in their copy of the
pre-printed Vocabulary Sheet. Students will then be
asked to read the “Vocabulary and Formulas” segment
in chapter 6, where the definitions for each of these
terms are provided and corresponding examples are
given.
By this time, students are mostly proficient in identifying
the presence of “AND” and “OR” connectors,
Dependent/Independent events as well as Mutually
Exclusive/Non-Mutually Exclusive events. We will be
referring to the Vocabulary sheet of pre-printed notes
and the previously learned vocabulary terms to
introduce and reinforce the new concepts from today’s
lesson. We will also be using pencils and highlighters
to mark up the notes in order to identify the key
vocabulary terms and to connect them to students’
previously learned material.
Word: Intersection (of two events) Tier: ____2____
Why you picked it: This vocabulary term is essential in
being able to work with and understand and apply the
concepts of conditional probability.
1. I say the word “Intersection“ and students repeat it 3
times.
2. I state the word “Intersection“ in context from our pre
printed notes in #1000.
3. I provide the dictionary definition for the word
“Intersection”(for Statistics).
X
X
X
This strategy allowed all of my students to better
understand the complex mathematical concepts of
Conditional Probability. This strategy helped my
students to connect their everyday experiences to the
mathematical concepts we are learning. I believe that
this lesson would be particularly helpful to my EL
students, since we all took part in “translating” real life
situations into a mathematical language of Unions and
Intersections with the use of appropriate vocabulary
terms, corresponding mathematical notations and
symbols.
For the ELs in my classroom, this strategy helps them
produce academic language and discourse by
encouraging them to utilize the correct mathematical
terminology while having very relatable discussions
about their everyday lives and familiar situations. It has
also helped my ELs to see a variety ways in which this
terminology can and will be utilized in our future
discussions, assignments, and assessments.
4. I explain the meaning with student-friendly definitions,
such as “when both conditions are satisfied at the
same time”
Ex: “Both of your parents need to agree”
5. I highlight the features of the word: You will see this
term in a few different contexts, even in your everyday
lives. An intersection of two streets is a place that
belongs to both streets at the same time.
6. I engage students in an activity to develop
word/concept knowledge by asking them to “sell” the
“Intersection” to their elbow partner. Each student
will take turns “selling” Intersection by describing what
it is, how to identify its presence, how to write it,
calculate it, and why it is so amazing.
7. I remind students of how the word “Intersection” will
be used in our class from now on and that it will be an
essential component of our upcoming assessments.
Word: Union (of two events) Tier: ____2____
Why you picked it: This vocabulary term is essential in
being able to work with and understand and apply the
concepts of conditional probability.
1. I say the word “Union“ and students repeat it 3 times.
2. I state the word “Union“ in context from our pre
printed notes in #1000.
3. I provide the dictionary definition for the word “Union”
(for Statistics).
4. I explain the meaning with student-friendly definitions,
such as “One does not have any effect on the other
“when at least one of the two conditions are
satisfied”
Ex: “At least one of two parents needs to agree”
5. I highlight the features of the word: You will see this
term in a few different contexts, even in your everyday
lives. Union of two countries combines their efforts
and they share responsibilities.
6. I engage students in an activity to develop
word/concept knowledge by asking them to “sell” the
“Union” to their elbow partner. Each student will take
turns “selling” the concept of Union by describing
what it is, how to identify its presence, how to write it,
calculate it, and why it is so amazing.
7. I remind students of how the word “Union” will be
used in our class from now on and that it will be an
essential component of our upcoming assessments.
Next, students will be paired up to think of one real life
example to clearly demonstrate the presence of a
Union and one example with an Intersection connector
between two events. Students will have 5 minutes
working with their partner to ‘translate’ both of their
two examples into a mathematical terminology of a
Union and an Intersection and to identify the
appropriate notation/symbols to be used in a given
situation. Once finished, each team will share their
results with the rest of the class.
Lastly, students will go back to their team partners to find
the probability for the occurrence of each of the
situations described in their examples. Students will
be using the Union and the Intersection formulas to
calculate the necessary probabilities. The statistical
notation used as well as the acquired answers will be
checked by the teacher and then shared with the rest
of the class.
Throughout every stage of this activity my EL students will
be supported with teacher’s prompts, as well as the
use of visual representations, sentence frames, and a
word bank(corresponding to their Linguistic needs).
3. Short writing assignment using Cut and Grow strategy
Teacher will direct students to re-read the “Vocabulary
and Formulas” section from chapter 6 in our textbooks.
Students will be asked to work with their elbow partner.
Each student pair will be given one real life problem
involving a 6-sided fair die. Groups on the left side of
the room will be working with one Union-related
problem, while the right side of the room will be
working with one Intersection-related problem.
X
X
X
X
For this particular activity, we focused on making sure
that the step by step instructions were clear, concise,
and utilized appropriate vocabulary terms, formulas,
symbols, and notation. Because of this factor, the
students worked on editing their initial directions with
this goal in mind. One of the examples is: “You take
the A-number and times it by the B-number.” This
sentence was changed to “Identify the value of P(A)
and multiply it by the value of P(B) as shown in the
Each of the student pairs will be directed to write a short
paragraph explaining how they would solve their
problem. Once everyone is finished, the students will
be asked to re-read their ‘directions’ in order to
reassess the correct vocabulary, formulas, symbols,
structure, and the clarity of their directions.
Tier 2 EL students will use teacher’s prompts and/or
visual representations to complete the writing and to
collaborate with their partners.
Tiers 3 & 4 EL students will use sentence frames and a
word bank to complete the writing and to collaborate
with their partners.
Intersection(Multiplication) Rule.” I also had asked
my students to be prepared to explain why these
changes were made and how the new structure
improved their directions. Most students were able to
complete this task successfully.
This strategy definitely helped my ELs to achieve the
content and language objectives. Students were able
to better understand the process of calculating
Conditional Probability values involving the Union and
the Intersection connectors. This process allowed my
EL students to reassess their work completion process
for clarity, simplicity, and the appropriate use of the
content language and notation. Consequently, they
were able to get additional exposure to our current
content vocabulary. Most students were able to
successfully contribute their editing input during this
group activity.
This strategy gave my EL students an opportunity to
develop and utilize the academic language as well as
to reassess their overall understanding of these
concepts. Students were able to communicate within
their individual groups to share their knowledge and
to comment on the work of their peers.
Next, students will be instructed to ‘dissect’ their original
‘directions’ and re-construct them on as-needed basis
to ensure that the appropriate vocabulary terms,
formulas, and symbols are being used and that their
‘directions’ are easy to follow. Each student pair will
then re-write their ‘directions’ using the mutually
agreed upon sentence structure, symbols, and content
specific vocabulary.
Each group will be given time to share their ‘directions’
with the rest of the class and comment on the work of
others.
4. Text Dependent Questions
Toward the end of the class each student group will be
tasked with creating at least one question related to
the material they have learned today. These questions
will be used the following day during the next DWU
activity as a way to review previously learned material.
To begin this process, the teacher will re-read the first
paragraph in the “Vocabulary and Formulas” section
from chapter 6 in our textbooks(students have already
highlighted all of the essential vocabulary). The
teacher will model creating possible text dependent
questions based on the material in this section. The
questions will be written on the board and the
corresponding vocabulary terms will be underlined.
X
X
X
X
This strategy would help Els achieve the content and
language objectives through multiple exposures to
the text. Students first see the previously learned
vocabulary in the Daily Warm Up, which allows them
to create deeper connections to the newly learned
concepts of today’s lesson. Then, students hear
their teacher read the selected paragraph, connect it
to the concepts from today’s lesson and develop
corresponding questions to that material. Students
then follow the examples provided by the teacher
and read their own paragraph, discuss it with a
partner, and create text dependent questions of
their own. These steps will help my students to
develop a deeper understanding of the concepts in
today’s lesson.
The teacher will begin by writing the following five words
on the white board(underneath each other):
“Remember:”
“Understand:”
“Apply:”
“Analyze:”
“Create:”
The Think Aloud Strategy will be used to show students
the process their teacher would follow to create a text
dependent question to reflect each of the five
competency areas outlined on the board. The
following are the resulting questions:
Remember: What is the definition of an “Intersection”?
Understand: If two events can not happen at the same
time, should you spend time calculating the
Intersection value?
Apply: Given your knowledge of Intersections, how would
you calculate the probability of two events taking place
at the same time? Explain your answer?
Analyze: How is the Intersection of two events different
from two Mutually Exclusive Events?
Create: Given what you have learned so far about the
concept of the Intersection, create an example of a
real life problem that could be solved using the
Intersection Rule.
Students will be given 7 minutes to work with their
previous elbow partner (this creates five pairs of
students). All students will be directed to re-read the
second paragraph in the “Vocabulary and Formulas”
section from chapter 6. Each student pair will be
assigned one of the five competencies and will be
asked to create a corresponding text dependent
question.
My EL students will be supported with teacher’s prompts,
as well as the use of visual representations, sentence
This strategy allowed my students to build on their
knowledge. They were able to discuss the newly
learned concepts and the questions they’ve created
as a group. Furthermore, students were given an
opportunity to share their questions with the rest of
the class. Through their collaborative work and the
lesson, students had multiple exposures to the
needed vocabulary and information. This repetitive
exposure helped my students to develop their
language and discourse.
frames, and a word bank(corresponding to their
Linguistic needs).
Once everyone is finished, each group will share their text
dependent questions with the rest of the class.
Teacher will clarify any misconceptions or
misunderstandings about the text, symbolic
representations, and the vocabulary terms. The
questions will be written down on the board and used
as part of the DWU assignment the next day.
Further Practice:
Homework or extension activities: How do these activities reinforce the comprehension and discourse as well as content or language objectives I have set for my ELs?
Homework: Students will create a total of four examples of problems involving the Unions and the Intersections of two events. While they are not
asked to solve these problems, they will be expected to identify the ‘connectors’ used in each example. They would have to be prepared to verbally
recite the Multiplication and the Addition Rules and identify which of the two formulas must be applied to calculate the probability value for each of
the examples. These examples will be reviewed in class tomorrow after the DWU activity, and students will use their notes and partner’s assistance
to collaborate with them in order to evaluate the correctness of their work. This additional interaction with the vocabulary and students’
collaboration with their partners provides additional exposure to the text and gives my ELs an opportunity to practice their oral and written skills.
The EL students will be supported with teacher’s prompts, as well as the use of visual representations, sentence frames, and a word bank
(corresponding to their Linguistic needs).
Lesson Integration Checklist:
□ My Content and Language Objectives support each other.
My Content and Language Objectives support each other.
Content Objective(s): SWBAT apply the general Intersection(Multiplication) Rule and Union(Addition) Rule in a uniform probability model and
interpret acquired solutions.
Language Objective(s): SWBAT verbally recite the general Intersection(Multiplication) Rule and Union(Addition) Rule and will collaborate with a
partner to interpret solutions.
While the Content objective tasks students with using appropriate statistical formulas to calculate probabilities, the Language objective outlines the
specific language skills my students will need in order to be successful in achieving this content objective.
□ I differentiated my language objectives to accommodate my students’ proficiency levels.
My Language objectives are differentiated to accommodate my students’ proficiency levels.
Language Objective(s): SWBAT verbally recite the general Intersection(Multiplication) Rule and Union(Addition) Rule and will collaborate with a
partner to interpret solutions.
A level 2 ELs: SWBAT use visual representations and teacher’s prompts to verbally recite the general Intersection(Multiplication) Rule and
Union(Addition) Rule and will collaborate with a partner to interpret solutions.
A level 3 & 4 ELs: SWBAT use sentence frames and a word bank to verbally recite the general Intersection(Multiplication) Rule and
Union(Addition) Rule and will collaborate with a partner to interpret solutions.
□ I used my students’ proficiency levels when choosing my instructional strategies to support their content and language learning.
Reading and Speaking are some of the strengths of my ELs. Writing and Listening were some of the proficiency weaknesses. The instructional
strategies were chosen to reflect my students’ strengths and continuously work on their English proficiency weaknesses.
□ I chose activities that integrate speaking, writing, reading, and listening to the extent possible.
The activity in today’s lesson integrated speaking, writing, reading, and listening to the extend possible.
Daily Warm Up activity with Think Aloud (Speaking, Writing, Listening, Reading)
Introduce new vocabulary with the 7-Steps strategy: (Speaking, Listening, Reading)
Practice with Unions and Intersections: Cut and Grow strategy: (Speaking, Writing, Listening, Reading)
Peer-to-Peer collaborations (Speaking, Listening)
Exit Ticket activity using Text Dependent Questions and Think Aloud strategies: (Speaking, Writing, Listening, Reading)
□ I differentiated my assessment to accommodate my students’ proficiency levels.
The summative and formative assessments were differentiated to accommodate my students’ individual proficiency levels. Throughout every
stage of this lesson my EL students were supported with teacher’s prompts, as well as the use of visual representations, sentence frames, and a
word bank(corresponding to their Linguistic needs).
□ My assessment reflects the targeted language from my lesson’s mentor text or source.
To complete the Homework activity, students would have to use the targeted language from our textbook, as well as the corresponding notation
and symbols. Students will be randomly selected to recite the Multiplication and the Addition Rules and will be expected to use appropriate
terminology and vocabulary to collaborate with their partners during the discussion portion of the lesson.
Steps in Building a Sheltered Content Lesson
After selecting the appropriate academic content and WIDA ELD standards:
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Develop content and language objectives
Choose a mentor text that appropriately aligns to the standards and objectives
Analyze/Parse text
Choose & Tier vocabulary
Identify main concepts & connect with previous lessons
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Select strategy to pre-teach vocabulary
Design activity to draw on background knowledge
Select reading comprehension strategy
Develop an activity that allows students to engage in the content, consolidating knowledge & skills
Select/develop assessments (formative/summative)