Sheltered Instructional Program Analysis

3). Some ELL students may start school without any English language skills, while others may have “limited language proficiency or dual language deficiency in both their native language and English” (p. 3). Just as native English speakers, ELL students also have different levels of intellectual abilities; however, their struggle with school in English may be related to background knowledge and not solely on intellectual abilities (Short & Echevarria, 2004). Samson and Collins (2012), purposes if school districts, administrations, and teachers want to see improvements in achievement for ELLs, “greater continuity in how general education teachers are prepared by teacher-education programs, certified by states and evaluated by local education agencies, or LEAs, is essential. By making sure that the special needs of ELLs are addressed at multiple stages of the teacher preparation process, schools may gain higher quality

By providing different learning experiences in the curriculum teachers will be able to meet the needs of each student’s learning style. For ELL students, New Caney Elementary offers Bilingual programs dedicated to teach both languages, Spanish and English, that will essentially allow ELL students to learn the language. Programs like these were created to help students to thrive academically no matter their circumstance. To assess students at all times, one as a future educator must ensure that we are assessing the students in each lesson plan. The teacher must ensure that each student is grasping the content presented to them by monitoring their gained knowledge. In order implement the units from the curriculum, I will strive to provide various learning experiences to each student. I will provide visual activities for my visual learners, have hands on activities for my hands-on learning students, and provide discussions for the ones that learn through hearing and repeating things out loud. Each learning experience is crucial to the student’s academic success. By providing different types of learning experiences I will be able to make the lessons more effective and

Effective teachers who used the SIOP Model in their lesson plan become an expert in linking language and content in their instruction and expand their quality to accommodate different levels of proficiency in their classrooms. To provide support to ELLs and mainstream students teachers must use all of the components of scaffold content and language instruction in their lesson plans. The difference between teaching ELLs and mainstream students is the level of proficiency and approach of students, to help narrow the achievement gap between ELLs and mainstream students ESL teachers must write clearly define language objectives and share it with the students at the beginning of every lesson, model academic language in the target language

Selecting materials relevant to ELL’s experience or culture; strategically using students’ first languages to make the content delivered in a second language more comprehensible teaching word learning strategies that build on first language knowledge such as using cognates; and frequently using partner talk to give low-English-proficient students more opportunities to talk with more English-proficient

As an ELPT, I was well informed and trained in the laws, rules, and responsibilities with running English as a second language and Bilingual Programs. I screened students using the W-APT screener for proper placement of our EL students. I monitored the progress of transitional students and worked collaboratively with their teachers to offer interventions. I understood how to use ACCESS data to inform instruction and meet the linguistic needs of our EL population. With this knowledge, I was able to work collaboratively, coach, model, and facilitate the learning of adults on how to best use data to design and differentiate instruction for our students success.

In the article, “Response to Intervention in Reading for English Language Learners”, the authors Sharon Vaughn and Alba Ortiz explain, how much native language and/or ESL instruction students receive depends on the program model. Students in English as a second language programs do not receive native language instruction; they are typically educated within general education classrooms and have a support program for English as a Second Language. In planning Response to Intervention approaches, it is significant to recognize the program in which English language learners are registered, how their native language and English proficiency is measured and observed, and the core literacy program they have for development of

This set the precedent of allowing increased funding as the Bilingual Education Act made additional English instruction mandatory. Programs such as ESL classes and sheltered immersion were created to help these students make connections between the content and the language that they are learning. ESL classes have specialists come to the classroom to help the student, while sheltered immersion classes have more specialized teachers that can help facilitate the connections between the students’ native language and English so that they are able to understand the importance of the content they are learning.

It is essential to understand English language learners’ needs because ELL students face the combined challenge of learning all the academic content as other students, while also learning the language of instruction. With the rapid growth in the size of the ELL student population in the U.S., teachers who are effective recognizes ELL students unique academic needs, unique background experience, culture, language, personality, interests and attitudes toward learning for the purpose to adjust, or differentiate, their instruction to meet students’ needs.

ELL continue to rise year after year. In EDUC 628, the class delved into the rise of ELL in America and how the best teaching methods to approach each learner with. Every ELL student is unique and has different learning process. Although the semester covered a wide variety of topics ranging from dialects to teaching methods, every module served its purpose in providing a framework for future ELL teachers. Learning about how to teach ELL was significant to me because when I first entered the school system in America, I was placed into ESL and I have gone through the process of many of these teaching methods. EDUC 628 main focus was preparing students whose goal in the future was to educate ELL. The articles and readings assigned in the class provided a funds of knowledge going into each new lesson. Coupled with the readings, hands on activities such as the mini lessons and designing lesson plans provided each student with experience that will reflect on their teaching abilities in the classroom. In my paper, I will be provided a step by step synthesis of what was learned and accomplished every week along with a brief summary of the readings. I will probe deeper into the modules and lessons that piqued my interest the most and that also challenge my mindset.

ESL or ELL students are going to walk into a classroom at different learning levels. Generally, they’ll need to focus on listening, speaking, reading, and

The way sheltered instruction is being taught is by teachers is by using clear, direct, simple English and a wide range of scaffolding strategies to communicate meaningful input in the content area to students. Including learning activities that content new content with prior knowledge among students, an example can be ELL students working with native English speakers in groups while adapting to suit their English learning proficiency level. Sheltered Instruction can be found in classes such as dual language programs, new comers program, transitional bilingual education, developmental bilingual education and English as a second language (ESL). Sheltered Instruction classes includes ELLs only or a class where both native English speakers

Differentiating instruction for ELLS is extremly inportant for their success in school. Sheltered Contenent Instruction state, "REsearch suggests that English learners benefit from a seperate block of time for ELD or ESL." They also stated that sometimes this can not happen due to the large amount of ELL's in a classroom. In this case the teacher can co teach with an ESL teachers to help these students.

Why do English learners struggle with content literacy tasks, and how does sheltered instruction make content more accessible to them while providing additional language support?

Sheltered Instruction Observation Protocol (SIOP), is a high quality instruction model, that guides teachers of English Language Learners (ELL) in providing well planed lessons, to enable students to be successful in second language acquisition. The SIOP is research-based, and field-tested as well as being closely aligned to ELL and State content language standards. The purposes of this paper is to create and describe a SIOP model lesson plan, and identify and

A full range of services are provided to meet individual needs. One of these services, English as a Second Language, provides support in general education classrooms for students whose first language is not English. The English Language Learning (ELL) Program utilizes various instructional models where students work within a classroom setting, in small groups or individually