Differentiating instruction for culturally
and linguistically diverse students using
sheltered instruction strategies
Presented by: Johanna Cena & Carol Kinch
Tigard-Tualatin
School District
Spring 2008
Index cards

As you come in please answer the
following question on an index card:
Why do culturally and linguistically
diverse students struggle in Oregon
schools?
Objectives
Content Objectives:

Review and reflect on sheltered teaching practices
related to building background, comprehensible
input, and assessment when working with Culturally
and linguistically diverse students.
Language Objectives:
 Actively listen to sheltered instruction
overview, discuss strategies, and record
thoughts on student success.
Sheltered Instruction
SDAIE
CALLA
GLAD
SIOP
Content/
Language
objectives
Comprehensible
Input
Interaction
Review &
Assessment
Lesson Delivery
Building
Background
Practice /
Application
Learning
Strategies
What is Sheltered Instruction?
QuickTime™ and a
TIFF (Uncompressed) decompressor
are needed to see this picture.
Sheltered Instruction
Sheltered instruction doesn’t require
teachers to throw away their favorite
techniques, or add copious new elements to
their teaching.
Sheltered instruction brings
together what to teach by
providing an approach for how to teach it.
(Echevarria, Vogt, Short, 2000)
Building Background
Building Background



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Concepts explicitly linked to students’
background experience.
Student learning can be enhanced if we
tie into their existing “schema”
Links explicitly made between past
learning and new concepts.
Key vocabulary emphasized: introduced,
written, repeated and highlighted for
students to see.
Aspects of Culture
Readily observed
aspects
Less easily
observed
aspects
Food
music, dance,
dress, celebrations,
religion, language,
holidays
Beliefs, sense of time, family structure,
gender roles, norms, social behaviors,
values, sense of humor, traditions, rules,
sense of self, identity, spatial perceptions,
rewards and recognition, perceptions of
success
Indicators of Instruction: Strategies
•Teach learning strategies to enhance
comprehension and retention of learning.
•Use metacognitive, cognitive and social/affective
strategies to develop independent learning practices
•Provide appropriate scaffolding to support students
learning through various activities.
•Utilize questioning techniques that elicit higher
thinking skills.
Evaluation
Synthesis
Analysis
Application
Recall
Scaffolding Model:
Student
Centered
Peer
Assisted
Teacher
Assisted
Teacher
Centered
Mini-Lecture
Direct Instruction
One-on-one
Modeling
Demonstrations
Discussions
Guided notes
brainstorming
Practice
Peer modeling
Reciprocal teaching
Cooperative learning
Collaborative teams
Role playing
Student
independently
Applies
strategies
Kipplekirp and Squiggliary
Kipplekirp and Squiggliary miffely lurped down to the
gery. Kipplekirp larfed at Squiggliary and lurped
around the gery. Squiggliary kurt gottle, Kipplekirp
liged up the fidder and lurped ganso.





Where did Kipplekirp and Squiggliary go?
What did Kipplekirp do to Squiggliary?
How did Squiggliary respond?
What did Kipplekirp do at the end of the story?
How do you think Kipplekirp might handle this differently in the
future?
Higher order questions

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What level of questioning do I see
in the classroom now?
How can I or teachers elicit higher
order questions/answers from my
ELLS?
Brainstorm learning strategies with
your table.
Review and
Assessment
Activity


Why do culturally and linguistically
diverse students struggle in Oregon
schools?
What is one thing that is within your
control to change?
Alienation is the number one cause of
failure among immigrant students.
Jim Cummins