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Chapter 10 Sheltered Instruction in the Content Areas Mindmap by Sharon Y.…
Chapter 10 Sheltered Instruction in the Content Areas Mindmap by Sharon Y. Jiang
ELLs must be given access to the core curriculum that equals to their English-speaking peers.
To ensure that ELLs receive that access, instruction in the content areas must be comprehensible,through home language instruction or sheltered instruction using bilingual strategies as needed.
SIOP (Sheltered Instruction Observation Protocol) model provides a valuable tool for helping educators plan, deliver, and evaluate effective sheltered instruction (Eehevarria, Vogt, & Short,2017)
One key to effective content-area lesson for ELLs is the inclusion of both content and language objectives.
The language objectives should address the challenges posed by the unique language of each content area, including the unique vocabulary, language structures, discourse styles and genres.
Objectives should be appropriate to students' levels of language proficiency and content knowledge.
Because of the wide range of abilities among ELLs (and other students), it's imperative that teachers differentiate their instruction.
The English language proficiency standards and progressions from WIDA, ELPA21, and individual states provide a useful tool for determining how academic tasks in different content area can be differentiated for students at different level of English proficiency.
Textbooks and other content-area instructional materials are designed for English-proficient students and therefore must be modified and adapted to make them accessible to ELLs.
Thematic teaching ties together the different content area by building background knowledge, making it possible for skills developed in one content area to facilitate comprehension and further learning in other areas.
Teachers can find books outside the core textbook that may be more appropriate to the academic and English proficiency levels of some students and that may inspire discussions and activities that further reinforce core content-area concepts while promoting English language development
Integrating different cultures into content-area instruction, particularly those of the ELLs, can make lessons more meaningful and motivating.
To encourage coverage of all content areas, teachers can use thematic teaching, selecting a theme that can be explored through all content areas.
Ongoing formal and informal authentic assessments in the content areas offer multiple measures and therefore a valid depiction of ELLs' academic achievement.
The results of these assessments help teachers plan further content-area instruction tailored to students' unique linguistic and academic needs.
Use of Literature across the content area
Teachers can read these books aloud to the class or use them for shared reading and guided reading to reinforce and further develop content-area knowledge.
Works of both fiction and non-fiction with content-area themes are appropriate.
Strategies for modifying textbooks and instructional materials.
Outlining
2.Using graphic organizers
Rewriting the text in simplified English
4.Reading it aloud with students
Pausing to paraphrase, explain, or provide examples to help ELLs understand the meaning.