Writing in Sheltered Classrooms
Jonathan Kozol: educator/sociologist/activist
Paulo Freire: educator, author, activist, deity
Dr. Kathy Escamilla “Beyond Words and Phrases: The Emotional
and Psychological Aspects of Second Language Acquisition
John Seidlitz and Bill Perryman from Perspective-Based Learning:
“Getting Students to Think and Talk the Way we want Them to!”
Lev Vygotsky: Zone of Proximal Development
Jim Cummins: Cognitive Academic Language Proficiency (CALP)
and Basic Interpersonal Communication Skills (BICS)
Stephen Krashen: Acquisition-Learning Hypothesis
MaryEllen Vogt and Jana Echevarria: Creators of SIOP Model
"The best methods are therefore those that supply
'comprehensible input' in low anxiety situations,
containing messages that students really want to hear.
These methods do not force early production in the
second language, but allow students to produce when
they are 'ready', recognizing that improvement comes
from supplying communicative and comprehensible
input, and not from forcing and correcting production.“
Stephen Krashen
Student Racial Breakdown
Wallace Middle School
Student Racial Breakdown
American Indian: 1
Asian: 5
Hispanic: 363
Black: 42
White: 196
Number of Students Per Grade
6th Grade: 220
7th Grade: 184
8th Grade: 203
Free Lunch Eligibility Breakdown
This School: 47.8%
All Kyle Schools: 49.5%
All Texas Schools: 47.2%
CALLA Strategies: Cognitive Academic Language Learning Approach
Sheltered Instruction Observation Protocol (not 100% of the time)
Collaborative Strategic Reading
Inferencing strategies : KWC (works better in Math for me), It Says, I Say,
and So, …
Dual language
Structured academic discourse scaffolded for different proficiency levels
based on Seidlitz and Perryman’s Seven Steps for Effective Teacher and
Student Interactions.
Contextualized Vocabulary Instruction a la Frayer, Marzano , and Pickering
Instructions: Work with your group to
solve this 3rd grade TAKs question in
Dutch.
Joey heeft 8 boeken. Roberto heeft
tweemaal zo vele boeken aangezien
Joey heeft. Hoeveel boeken heeft
Roberto?
Now with
some
scaffolds…
Joey heeft 8 boeken. Roberto
heeft tweemaal zo vele boeken
aangezien Joey heeft. Hoeveel
boeken heeft Roberto?
Glossary
heeft=has
boeken=books
tweemaal=twice
The totale lengte van alle liederen op CD
Mohammed kocht is ongeveer 80 minuten.
Elk lied is tussen 4 en 6 lange minuten.
Welke is een redelijk aantal liederen dat op
CD zou kunnen zijn?
A.10
B.40
C.70
D.16
The totale lengte van alle liederen op CD Mohammed
kocht is ongeveer 80 minuten. Elk lied is tussen 4 en
6 lange minuten.
Welke is een redelijk aantal liederen dat op CD zou
kunnen zijn?
Glossary
Ongeveer=about
Tussen=between
aantal=number
Zou kunnen zijn=could be
A. 10
B. 40
C. 70
D. 16
Rules:
1.A question is posed to the class.
2.Think about your answer.
3.Discuss with your group, but only in
Pig Latin.
4.Share out, but only in Pig Latin
Think Pair Share with Total Response Signals
What are the biggest obstacles language learners face
on their reading, social studies, and math TAKS tests?
Remember!
In Pig Latin Only!
Questions for Group Discussion
On the Dutch math problems, how much critical thinking did
you devote to language? How much to content (math)?
If I had presented this entire activity in Pig Latin, how long
would it take for you to tune out?
A
means for making grade-level academic content more
accessible for ELLs while promoting their English language
development.
 The
practice of highlighting key language features and
incorporating strategies that make the content comprehensible
to students.
An approach that can extend the time students have for
getting language support services while giving them a jump
start on the content subjects they need for graduation.
Preparation
Building Background
Comprehensible Input:
Strategies
Interaction
Practice/Application
Lesson Delivery
Review/Assessment
Research Findings on SIOP and
Writing progress
•1997-1998: Using a prompt that required narrative writing,
English language learners in classes with teachers who had been
trained in implementing the SIOP to a high degree, demonstrated
significantly higher writing scores than the control group (ELLs
with non-SIOP trained sheltered teachers (Echevarria, Vogt and
Short, 2004).
•1998-99: Using a prompt that required expository writing, ELLs
in classes with teachers who had been trained in implementing
the SIOP, outperformed and made greater overall gains than the
control group (Echevarria, Vogt and Short, 2004) .
Bill of Rights
Content Objective:
I can describe the rights I have guaranteed in the first 4
amendments of the Bill of Rights.
Language Objective;
I can draw a picture representing my rights, explain it to
someone, and write about it.
Think Pair Share
Why do we need to have a list of rights?
What were some of the reasons we
discussed during the last six weeks that
the colonists were frustrated with the
British?
Instructions Steps
1.Read about the first 4 amendments in groups. Take turns ,
each person reading one of the 4 sections to the group.
2.Individually, fill out 4 vocabulary entries for Amendments 14.
3.Watch and participate in class model of amendment poster.
4.Group will create one poster for their assigned amendment
using a modified Frayer Model.
*Frayer Model is a word categorization strategy which provides
students with different ways to think about the meaning of
word concepts and develop understanding of content area
reading vocabulary. Students form hierarchical word
relationships by listing examples and non-examples.
The Frayer Model Amendment #_______
Write the amendment in the center circle. Write a description of the amendment. Write some
characteristics of the amendment. Give some examples and non-examples of the amendment.