Massachusetts Sheltered English Instruction Teacher Endorsement Course

Massachusetts Sheltered English Instruction Teacher Endorsement Course Session 5: Sheltering Content for ELLs in the SEI Classroom Facilitator Manual Version 1.0

Contents Overview of the SEI Teacher Endorsement Course Sessions... 3 Session Information... 3 Session Overview... 3 Regulatory Requirements Addressed in Session 5... 4 Session 5 Objectives... 4 Equipment and Materials... 5 Pre-Session Activities... 5 Additional Resources for Session 5... 6 Online Facilitator Guide... 6 Session 5 Participant Handouts... 8 Sheltered English Programs and Instruction in Massachusetts... 8 Elements of an Effective SEI Lesson: How often do I?... 10 WIDA Resource Guide: Sensory Supports... 10 Teacher Endorsement Lesson Plan Template... 11 Upcoming Assignments... 17 Assignments due by Session 6... 17 Session 5 Notes... 19 Participant Manual for the SEI Teacher Endorsement Course

Overview of the SEI Teacher Endorsement Course Sessions Current Session MODULE A: ELLs: Their World and Second Language Acquisition Process in the SEI Classroom 1: Examining Data & Policies Relevant to ELLs 2: Diversity within ELL Populations (ONLINE 3 HOURS) (Sessions 1 4) 3: Cultural & Social Aspects of Teaching in the SEI Classroom 4. Second Language Acquisition in the SEI Classroom MODULE B: Academic Language and Literacy Development in the SEI Classroom (Sessions 5 16) 5. Sheltering Content (ONLINE 3 HOURS) 6: Vocabulary for ELLs I 7: Vocabulary for ELLs II 9: Reading for ELLs I 10: Reading for ELLs II 12: Writing for ELLs I 13: Writing for ELLs II 8. Vocabulary for ELLs III (ONLINE 2 HOURS) 11: Reading for ELLs III (ONLINE 2 HOURS) 14. Writing for ELLs III (ONLINE 2 HOURS) 15. Large-Scale Assessment for ELLs; Capstone Lesson Presentations 16. Capstone Lesson Presentations; Course Evaluation Session Information Session Overview This online session is designed to provide participants with an overview of the features of effective Sheltered English Instruction for English language learners in a standards-based classroom. It discusses issues related to programming and lesson planning and emphasizes the need for English language objectives which are closely aligned to the content objectives. Lessons need to be adequately supported by direct instruction in English and the use of supports appropriate for the level of English proficiency and the learning task. This session sets the foundation for the concepts presented in Module B in the areas of academic language and literacy development, all within the Sheltered Instructional classroom. Session 5 Version 1.0 Page 3 of 19

Regulatory Requirements Addressed in Session 5 603 CMR 7.14: Endorsements (1) SEI Teacher Endorsement (b) Subject Matter Knowledge: 1. The basic structure and functions of language. 2. Second language acquisition factors as they affect access to the Massachusetts standards. 3. Social-cultural, affective, political, and other salient factors in second language acquisition. 4. Sheltered English immersion (SEI) principles and typologies: i. General academic and domain-specific discourse practices relevant to the grade level (k-5 or secondary), English proficiency level, and content area (English language arts and history; science and mathematics; other content areas). 5. Implementation of strategies for coordinating SEI and English language development instruction for English language learners. 6. Federal and Massachusetts' laws and regulations pertaining to English language learners. 7. Understanding of diversity and background of English language learner populations, including family systems, and communities, and their impact on teaching and learning. 8. Theory, research, and practice of reading and writing for English language learners. i. Practices and approaches for developing reading and writing skills and comprehension in English for English language learners who are at different levels of English language proficiency. 9. The role of oral language development in literacy development for English language learners. 10. Formative and summative assessments for English language learners. 11. Literacy and academic language development. i. The role of vocabulary development in accessing academic language. Session 5 Objectives At the end of this session, participants will be able to identify components of the SEI program model and instructional components for English Learners in Massachusetts (e.g., Sheltered English Instruction Program, Sheltered Content (instructional component), and English Language Development/English as a Second Language (instructional component and varied bilingual education program models); (SEIT 4, 5, 6) identify effective strategies for making content comprehensible (e.g., activating/building prior knowledge; explicit teaching of vocabulary; use of realia and visuals; attention to comprehensible input; inclusion of cooperative learning strategies; use of graphic organizers, supplemental materials, models, and teacher speech) in their own instructional practice using a checklist; (SEIT 4, 5) Session 5 Version 1.0 Page 4 of 19

compare elements of a well-known sheltered instruction framework (SIOP: Sheltered Immersion Observation Protocol) with the Endorsement Lesson Plan Template. (SEIT 4, 5) distinguish between content objectives and English language objectives and identify effective examples of each; (SEIT 4, 5, 11) explain why English learners, with the exception of those ELLs at the most early English language learning stages (who might need significant and often bilingual support) should be provided with direct instruction in academic English, not only in the ESL/ELD classroom but also within the context of the grade level SEI classroom; (SEIT 4, 5) explain how direct, explicit instruction in vocabulary, reading, writing, listening, and speaking about grade level topics using grade/age- appropriate texts can help accelerate the English development process and why SEI teachers need explicit professional development and collaboration with ESL/ELD specialists to deliver this instruction; (SEIT 4, 5) analyze a teacher think-aloud video for features of sheltered instruction as they pertain to content topics and text, ELLs proficiency levels, first language, demands of content area text, and the learners background knowledge; (SEIT 4, 5) navigate the WIDA ELD Proficiency levels and list of effective supports for instruction; (SEIT 2, 4.1) Equipment and Materials Equipment: (None necessary for Instructor as this is an online Session) Materials: Active Moodle account Pre-Session Activities Make sure to complete these tasks before the online session. Facilitators need to be familiar with the activities so that they can respond to questions, provide clarification/guidance when needed. Journal Entry due by the beginning of Session 5 Describe several different ways in which you help to keep your English learners affective filters low. This might include any aspects of your classroom environment, Session 5 Version 1.0 Page 5 of 19

teaching practice, or interpersonal interactions with students and families. Include some additional ideas you are considering as a result of course readings or discussions. (J) Additional Resources for Session 5 Required Readings Coleman, R. and C. Goldenberg. 2010. What does research say about effective practices for ELLs? Kappa Delta Pi Record 46 (2): 60 65. Echevarria, J. and A. Graves. 2011. Sheltered instruction in the content areas. In Sheltered Content Instruction: Teaching English learners with Diverse Abilities, 4th ed., 44 54. Boston, MA: Pearson. Online Facilitator Guide Session 5 is the bridge between Modules A and B. This session lays the foundation for learning how to shelter instruction for ELLs in the content areas and introduces participants to effective lesson planning for English learners. Throughout Session 5, participants will be asked to listen to lectures, interact with online activities, post in the discussion forum, and reflect on their practice. Specifically, during this session, participants will complete the following: Explore how SEI programming and Massachusetts standards provide opportunities for English language learners to meet the simultaneous challenges of becoming proficient in English and meeting the rigors of grade level core academic courses. Participate in an interactive session about educational models for English learners. Post a response to the following question: To what extent does your district or school meet the expectations for implementing SEI Programming? What would be the next logical step to meet any remaining challenges? Learn the elements of an effective SEI classroom and take a survey on Moodle. Think about your own teaching practice and respond to the following questions and respond to at least 2 other original posts: o What are some ways to support ELLs academically in sheltered content classrooms? What are some challenges? Session 5 Version 1.0 Page 6 of 19

o After watching a video, write a post describing the critical elements of the SEI lesson-planning process. Learn about and interact with specific WIDA tools that help teachers design effective lesson plans for their ELLs. Identify effective content and language objectives that support ELLs in the classroom. Upload a journal reflection on Moodle after comparing a lesson with the SEI Endorsement Lesson Plan template. Learn about the final Capstone Lesson Plan Assignment due at the end of the course. Session 5 Version 1.0 Page 7 of 19

Session 5 Participant Handouts Sheltered English Programs and Instruction in Massachusetts Designing and Implementing Sheltered English Immersion (SEI) Programs in Low Incidence Districts March 2006* Description What type of instruction should LEP (Limited English Proficient) students receive? State and federal laws require that LEP students receive instruction that is designed specifically to assist them both in learning English and in learning subject matter content. This requirement is not based on a minimum number of students in the district. Sheltered English Immersion (SEI) is the required program model for most LEP students unless the student has received a waiver in accordance with G.L. 71A or is enrolled in a two-way bilingual program. Sheltered English Immersion has two components, English as a Second Language (ESL)* instruction, and Sheltered content instruction. *equivalent to the term English Language Development (ELD) What is English as a Second Language instruction? English as a Second Language (ESL) instruction (also known as English language development or ELD) is explicit, direct instruction about the English language intended to promote English language acquisition by LEP students and to help them catch up to their student peers who are proficient in English. It includes learning outcomes in speaking, listening comprehension, reading and writing. ESL/ELD instruction is a required part of an academic program for LEP students. ESL instruction should be based on an ESL curriculum and appropriate ESL/ELD textbooks and other materials. ESL instruction addresses social and academic vocabulary, grammar and syntax commonly used in both social and academic communication, habits and norms of social and academic interaction in American schools, and strategies that promote second language learning and content learning. In effective ESL classrooms, learning takes place when there is sustained verbal interaction, often in small groups, as the students complete carefully designed academic tasks that include speaking, listening, reading and writing. Effective ESL instruction is often characterized by the use of thematic units, project-based instruction, and language instruction closely aligned with grade-appropriate content standards. Session 5 Version 1.0 Page 8 of 19

What is sheltered content instruction? Sheltered content instruction is instruction that includes approaches, strategies and methodology that makes the content of the lesson more comprehensible to students who are not yet proficient in English. Although it is designed for LEP students who have an intermediate level of proficiency in English, LEP students with less than an intermediate level of proficiency can benefit from sheltered content instruction. Sheltered content classes are characterized by active engagement by LEP students. Such classrooms are characterized by lesson plans that include language objectives that address the linguistic requirements of the content to be taught and content objectives based on standards from the Massachusetts Curriculum Frameworks. Features of sheltered content instruction include: frequent opportunities for interaction and discussion between teacher/student and among students that encourage elaborated responses by students about lesson concepts. supplementary materials that support the content objectives and contextualize learning. Examples of these materials include hands-on manipulatives, pictures, visuals, multimedia, demonstrations, adapted text, and graphic organizers. the teaching of vocabulary and the teaching of content. the use of speech appropriate for students English proficiency level. a clear and explicit explanation of academic tasks. content that is adapted, including texts, assignments, and assessments and presentation of content in all modalities within the student s English proficiency level. regular opportunities for students to practice and apply new language and content knowledge in English. * Source: Massachusetts Department of Elementary and Secondary Education. 2006. Designing and Implementing Sheltered English Immersion (SEI) Programs in Low Incidence Districts (http://www.doe.mass.edu/ell/sei/lowincidence.pdf) This is an excerpt from this document with some terms being described and some sections removed. Session 5 Version 1.0 Page 9 of 19

Elements of an Effective SEI Lesson: How often do I? Element Often Sometimes Rarely 1. Write and post Content Objectives for each lesson? 2. Write and post Language Objectives for each lesson? 3. Embed frequent opportunities for interaction and discussion between teacher/student and among students? 3. Use supplementary materials that support the content objectives and contextualize learning? Examples include: hands-on manipulatives, pictures, visuals, adapted text etc. 4. Link academic concepts to students prior knowledge and experience? 5. Emphasize English vocabulary by combining the teaching of vocabulary and the teaching of content? 6. Increase comprehensibility of spoken English by the use of speech appropriate for students proficiency level? 7. Adapt content, including texts, assignments, and assessments appropriate for the students English proficiency levels? 8. Regularly incorporate classroom activities that provide opportunities for students to practice and apply new language and content knowledge in English? 9. Provide frequent opportunities for students to demonstrate their mastery of English language and content in English? WIDA Resource Guide: Sensory Supports WIDA Resources are placed at the end of the Manual. Session 5 Version 1.0 Page 10 of 19

Teacher Endorsement Lesson Plan Template Capstone Assignment Instructions (can also be found electronically on Moodle) The SEI Teacher Course Lesson Plan has three parts: A. Lesson Background Information outlines teacher, student, and class characteristics, as well as lesson objectives. B. Instructional Procedure presents major activities that help students master the stated objectives of the lesson. C. Reflection provide guiding questions for reflecting on the lesson planning process, content and implementation (when applicable). If you have questions about any of the lesson template fields, please refer to the Field Descriptions/Instructions chart. Lesson Background Information Name: District: Content Area: Date: Lesson Length: Lesson Topic: Focus Language Domain(s) (R, W, L, S): Content Objective: All students will be able to Language Objective for students at WIDA ELD levels 1-3 (choose one level): ELD Level students at will be able to in English Session 5 Version 1.0 Page 11 of 19

Key Content Vocabulary: Language Objective for students at WIDA ELD levels 4 or 5 (choose one level): ELD Level students at will be able to in English Materials/Equipment: Prerequisite Knowledge: Instructional Procedure The activities below should reflect the targeted language and content objectives for this lesson. Duration Description Connection to prior learning or background building activity: Session 5 Version 1.0 Page 12 of 19

Activities, resources, and materials to present new content area knowledge or skill: Activities, resources, and materials to present new language knowledge or skill: Activities, resources, and materials to assess or review learning of new language, content, and/or skill: Homework/Extension Activities Session 5 Version 1.0 Page 13 of 19

Reflection 1. What do you consider to be the most effective elements of this lesson to be for English learners? 2. What feedback did you get from others (or determine for yourself) regarding the PLANNING of this lesson? Session 5 Version 1.0 Page 14 of 19

Field Descriptions/Instructions Lesson Length: Time required for lesson (e.g., one period, one week, 4 hours, etc. Include the date(s) of the lesson here). Content Area: Identify the content area for which this lesson is planned. Lesson Topic: What is the theme or topic of the lesson? This should be derived from the Curriculum Frameworks. Focus Language Domain: Which language domain Reading, Writing, Speaking, and/or Listening will be the focus of this lesson? Although you should integrate several language domains into the lesson, you should prioritize developing skills for ONE of the domains. Content Standard: Which content standard(s) and standard area are you focusing on? Be specific. (e.g.: MA Math Framework, 8.EE.5 - Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in two ways.) ELD Standard: Which WIDA standard are you using? (e.g. ELP Standard 3: MATH) Content objective: What is the measurable objective for this lesson based on the MA Curriculum Framework standards? What should the students know and be able to do by the end of the lesson? This statement should be based on the content standard addressed in the lesson, and be clear, specific, and measurable. To write a good content objective, identify the content of the standard and decide how the students will demonstrate their learning by the end of the lesson. Poorly written lesson objective: Students will increase their understanding of the judicial process of the federal government. Well-written lesson objective: Students will explain the most important powers of the judicial branch of the federal government and explain how these powers maintain a system of checks and balances. Key Content Vocabulary: What key words or phrases related to the content standard will students need to learn? List key vocabulary that all students must learn or know in order to achieve the content objective. ELLs may need to learn additional vocabulary depending on their proficiency level. Identify vocabulary for ELLs separately either in this block or in the language objective block. Language Objective/s: What is the measurable language objective to target, present, practice and asses during the lesson? Session 5 Version 1.0 Page 15 of 19

This includes the language students are expected to produce and process during the lesson BEYOND the content area vocabulary terms that all students will learn. You may also include vocabulary not identified in the Key Content Vocabulary field, such as specific language structures, or grammar skills, depending on the lesson. Language objectives should be clear, specific and measurable. Materials/Equipment: List / describe the materials or equipment you need to support the lesson. Keep the list of materials in line with (directly linked to) the actual learning activities. Prerequisite Knowledge: Indicate what your students will already need to know or be able to do in order to achieve the objectives of the lesson. If there are gaps between what your students know / can do and the lesson prerequisites, describe activities to pre-teach this knowledge/skills in order to bridge those gaps. Extension Activities: Are there additional activities or assignments that students will complete to extend or practice their learning? Session 5 Version 1.0 Page 16 of 19

Upcoming Assignments Assignments due by Session 6 Journal Entry Analyze a lesson you have delivered within the past week and point out elements of your own lesson plan which are aligned to or reflect elements of the SEI Endorsement Lesson Plan Template. Identify areas where the new lesson plan template differs from what you are familiar with. Given what you know now, what aspects of SEI practice do you anticipate needing to better understand? B. Lesson plans due at conclusion of Endorsement Course: Session 15 or 16 On the final day of this course, you will be expected to turn in four fully-realized lesson plans incorporating consideration of all of the planning areas encompassed in the Endorsement Lesson Plan Template. Each lesson must focus on a different language domain, with one lesson plan addressing each of the following: listening, speaking, reading, and writing. Each of the four Capstone lesson plans must: Focus on developing ELLs language and content skills in at least two of the four areas addressed in the course: oral language development, reading comprehension, writing, and/or vocabulary, and Provide opportunities to develop language across two or more language domains (listening, speaking, reading, and writing). Be aligned with both the Massachusetts Frameworks (or if no MA Frameworks exist in your subject area, based upon the relevant national standards) and WIDA standards. Be crafted in light of existing assessment data regarding your ELLs ELD or literacy levels. Throughout the remainder of this course, on a regular basis, you will be asked to plan and implement mini-lessons addressing the various language domains. Any of the mini-lessons you develop could be further developed to meet this final assignment requirement, and you are encouraged to further develop your mini-lessons to this end. Please keep the following in mind: 1. As the course progresses, you will be asked to take a broadening range of SEI-related concerns into account in your planning. In order to meet the requirements for these four lessons, mini lessons developed for assignments early in the course will probably have to be revised to a greater extent than lessons developed later. You will use these mini lessons to help you create your final four lesson plans integrating SEI, academic language, reading, and writing. You will deliver a segment of one of these lessons during one of the final two course sessions. Session 5 Version 1.0 Page 17 of 19

2. With regard to workload, you are advised to begin developing these four lessons well before the last course session to avoid being overwhelmed by course demands in the last few weeks. A. Required Readings Session 6 de Jong, E. J. and C. A. Harper. 2005. Preparing mainstream teachers for English language learners: Is being a good teacher good enough? Teacher Education Quarterly 32 (2): 101 105. Graves, M., D. August, and M. Carlo. 2011. Teaching 5,000 words. In Better Evidence-based Education. Baltimore: Johns Hopkins University. Retrieved from http://cms.press.jhu.edu/journals/better_evidence_based_education/online_article_ac cess/archive/betteruswinter2011.pdf. B. Bring a student text from your SEI class to Session 6. Session 5 Version 1.0 Page 18 of 19

Session 5 Notes Session 5 Version 1.0 Page 19 of 19