References
1-Grimes, Barbara F. (Ed.).
(2000). Ethnologue: Languages of the world,
(14th ed.). Dallas, TX: SIL International. ISBN
1-55671-106-9. Online edition: http://
[Link]/, accessed on
December 7, 2004.
2- The Eight Components of Sheltered
Instruction Adapted from Making Content
Comprehensible for English Language
These objectives use the four language
skills:
Learners, The SIOP Model by Jana Echevarria,
Mary Ellen Vogt and Deborah J. Short.
[Link]/11_departments/
ESLdocs/ELL%20Resources/Sheltered%
20Instruction%[Link]
Language objectives should align with
content objectives
Here is an example for a 10th grade
United States government class:
Content Objective: Students will be
able to differentiate between the three
branches of government in the United
States
Language Objectives: Students will be
able to summarize in writing the key
features of each branch of government.
ANDREW MILEWSKI
an educator you can trust
and explain instructions in a sequential step-bystep manner.
Level 1 - Basic
Students have very limited or no understanding of
English.
Strategies
Students should be provided opportunities to
use learning strategies, which have been taught
through explicit instruction. Teachers should
consistently use scaffolding throughout a lesson
and decrease support as students acquire
experience
TEACHERS SHOULD target the development of
BICS (basic interpersonal communication skills)
at this level.
Level 2 - Low Intermediate
Students can understand short conversations on
simple topics. They rely on repetition, gestures
and non-verbal cues to sustain conversation.
TEACHERS SHOULD use pictures to clarify
concepts and check comprehension using simple
yes/no questions
Level 3 - High Intermediate
Students can understand standard speech
delivered in most settings. They can read many
literature selections and write multi-paragraph
compositions, journal entries, letters and creative
passages.
TEACHERS SHOULD gradually introduce more
complex language material while providing
academic support.
Level 4 - Proficient
Students at this level write for personal and
academic purposes. Syntax, vocabulary and
overall organization should approximate the
writing of a native speakers at their level.
TEACHERS SHOULD continue to provide
academic support while increasing language
complexity in answer and response.
Level 5 - Advanced Proficient (Fluent)
Students at this advanced level have
demonstrated English proficiency as determined
by state assessment instruments
TEACHERS SHOULD continue to monitor
student progress especially in areas of social
studies and English language arts.
The components are:
Lesson Preparation
Well-planned lessons include content area
objectives as well as language objectives.
Use supplementary materials such as
charts, graphs, pictures, illustrations,
multimedia and manipulatives, as well as
demonstrations.
Building Background
Build on the students prior
knowledge. Find out as much as you can
about how and ideas and concepts you
are teaching and the students previous
knowledge or previous way of being
taught. Pre-teach relevant vocabulary.
Comprehensible Input
Use speech appropriate to students
language proficiency level. Avoid jargon
and idiomatic expressions. Use body
language, gestures, and pictures. Present
Interaction
It is important to encourage students to
elaborate on their verbal responses and
challenge them to go beyond yes and no
answers. It is also important to allow wait time
for students to formulate answers. Lastly,
working in groups can challenge students to a
higher level and provide good student models
Practice/Application
Hands-on activities and materials enable
students to forge connections between abstract
and concrete concepts . New content and
abstract concepts need to be presented in
personally relevant ways that spark a students
prior knowledge and experiences.
Lesson Delivery
Language objectives should be stated orally
and should be written where all will see,
preferably in the same space each time. The
pacing rate for ELL students must be quick
enough to keep students interest but not so
quick that it makes understanding difficult.
Review & Assessment
Review key concepts before, during, and after a
lesson. Repeat and reinforce language patterns
so that learning words becomes automatic. Use
strategies such as information chunking and
paraphrasing to reinforce information.
