1. Sheltered Instruction
CIMA

2. Content Objectives
Our mission for this week will be to:
 Identify the key attributes of building background,
comprehensible input, learning strategies,
interaction, practice & application, lesson delivery,
and review & assessment.
 Distinguish factors in “sheltering” a lesson to
ensure that it is comprehensible for CLD students.
 Apply strategies to make grade-level, content-area
curriculum comprehensible to all students.
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3. Language Objectives
We will accomplish this by:
 Listening to and identifying effective strategies when
teaching a story.
 Articulating how we would shelter instruction to ensure
that input is comprehensible.
 Applying strategies in small groups and with partners.
 Assessment: Identifying in teams ways we can shelter
instruction for our “students.”
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4. Key Vocabulary
Vocabulary Quilt  Experiential Background
Fold a piece of chart  Academic Background
paper to make six
boxes.  Oral Vocabulary
Write or draw what  Reading Vocabulary
comes to mind when
you read the  Incidental Vocabulary
following words.  Intentional Vocabulary

5. Experiential and Academic
Background
Taking into consideration and
explicitly linking CLD Throughout
students existing knowledge/ every lesson
background and new learning.
CLD students may not have
the background knowledge Take what CLD students
and experiences needed to fully know and build a bridge
participate and comprehend to facilitate transfer.
academic tasks.
CIMA (c) 2012

6. What students already know about
the content is one of the strongest
indicators of how well they will
learn new information relative
to the content being
presented by
the teacher.
(Marzano, 2004)

7. Definition of Vocabulary
 Vocabulary refers to the words we must know
to communicate effectively:
oral vocabulary
reading vocabulary.
 Oral vocabulary refers to words that we use in
speaking or recognize in listening.
 Reading vocabulary refers to words we
recognize or use in print.
( Reading First)

8. Building Background:
Vocabulary and Connection
 Vocabulary knowledge correlates to comprehension.
 It takes 12 meaningful interactions with a word to
create mastery.
 Comprehension depends on 90-95% knowledge of
words in a text.
 To overcome vocabulary deficit in CLD students, we
must explicitly teach it daily.

9. Incidental & Intentional
Vocabulary
 No one single instructional strategy is sufficient for optimal
vocabulary learning.
 Effective instruction includes opportunities for both incidental
word learning and intentional word teaching throughout all
grades.
Incidental:
Exposure to & interaction with increasingly complex and rich oral language
and by encountering lots of new words in text (own reading or being read
to).
Intentional:
Specific words are selected for explicit and in-depth instruction.

10. Cognate Activities
 Put book pages on an overhead and point out cognates.
 Have students work in pairs to find cognates in a text.
 Create a cognate wall.
 Create a cognate classroom dictionary.
 Have students work together to find and then categorize cognates.
 Same spelling-colonial
 Predictable variation - civilization/civilizacion
 Same root - sport/deporte

11. Quilt Review
 As a group revisit your vocabulary quilt and add your definitions
for each term on your team quilt.
 On a separate piece of paper, answer the following questions:
1. Discuss meaningful connection from your own background
knowledge/experience to help you remember the words as a
group.
2. How are you going to apply this knowledge in your future
classroom?
3. Why is it important to vocabulary development or to building
background?
4. In what way will knowing this information improve your
future practice with CLD students?

12. Vocabulary & Concept Development = KNOWLEDGE

13. Three functions of memory…
Sensory Memory
Working Memory permanent Memory
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14. Before the Lesson:
Sensory Memory
• Sensory memory deals with the temporary storage of data from
the senses.
• The Sensory memory serves as a (very) temporary repository
for this information from our senses.
• However, we cannot process all of the information from the
senses. Rather, we pick and choose.
(Marzano, 2004)

15. Activating Sensory Memory
 Explicitly linking to background
knowledge
 Explicitly linking to cultural
knowledge
 Provide visual/sensory cues
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16. Linking Language:
Contextual, Connecting, Conceptual

17. Linking Language
 Have students list descriptive words that support
your concept vocabulary.
 Have students find cognates.
 Link languages by drawing lines between native
language and English language to provide label
for already known words.
 Have students write a predictive paragraph about
the topic.

18. Throughout the Lesson:
Working Memory
 Working memory can receive data from sensory memory (where
it is held only briefly), from permanent memory (where it
resides permanently), or from both.
 If processing goes well in working memory, information makes
it to permanent memory.
 If processing does not go well, information does not make it to
permanent memory.

19. Vocabulary
Effective Instruction
Teachers
 Use explicit instruction to teach key words and technical
vocabulary prior to reading.
 Limit the number of new words taught at one time.
 Provide multiple exposures to words across contexts.
 Provide opportunities for students to discuss and use new words in
and out of class.
Students
 Use words meanings in a variety of contexts.
 Discuss the relationships between words.
 Use strategies to figure out the meanings of new words.

20. Picture This
 For this activity, you will be asked to follow a
series of steps to inductively determine the
meaning of four academic vocabulary terms.
 Please use the Picture This handout to support
you in completing this activity, along with the
teachers directions.
CIMA © 2012

21. Developing Content Vocabulary
 Learning new words for already known
concepts.
 Learning new words for new concepts.
 Building and retaining content-specific
vocabularies.
 Learning textbook vocabulary.
CIMA © 2007

22. Review & Assessment:
Permanent Memory
 Permanent memory contains information that has been
stored in such a way that is available to us.
 Permanent memory is the repository of our background
knowledge- academic and experiential.

23. Four-Dimensional Study
 Preparation
4. Word: Incidental Vocabulary  Building
reading they learn language in authentic
I learn incidenal vocabulary by
Background
 Experiential
contexts.
vocbulary to our EFL students so
It is important to teach incidental
books.
3. From
Background
Picture:  Academic
Background
my life.
.
 Oral
Vocabulary
no t acil p m/ no t ce nno C
1. Sentence from the class/text. l a no ss ef or P. 2  Reading
Vocabulary
 Incidental
I i
i
everyday interactions/life.
Vocabulary
Incidental vocabulary is the vocabulary we learn from
 Intentional
Vocabulary
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24. Comprehensible Input
Comprehensible Input is Throughout
delivering instruction in a
manner in such a manner that every lesson
all students understand the
information being presented.
Helps the CLD student Through the use of visuals,
develop meaning. hands-on activities,
cooperative learning, and
guarded vocabulary.
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25. Comprehensible Input
“Making the message
understandable to
students is referred
to as comprehensible
input.”
(Krashen, 1985)
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26. Four Key Components of
Comprehensible Input
 Visuals
 Hands-on
 Cooperative Learning
 Guarded Vocabulary
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27. There is no such thing as an unmotivated learner.
There are, however, temporary unmotivated states
in which learners are either reinforced and supported
or neglected and labeled.
(Jensen, 2000)
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28. If we want our
students to learn
what we are teaching,
we must be aware
of their states of mind
and navigate them.
28 (Jensen, 2000)

29. Navigating the States of Mind
 Providing comprehensible input through
varying degrees of linguistically and
cognitively demanding tasks.
 Varying group configurations.
 Supporting the native language.
 Actively monitoring teacher “state of mind.”
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30. Visuals
Use of manipulatives, models, concrete objects, etc. to illustrate and demonstrate
and provide a visual link to key concepts and vocabulary.
* Pictures * Maps
* Props * Interactive
Media
* Diagrams
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31. Cooperative Learning
 Students work collaboratively with other
students to achieve common goals.
 Helps reduce language barriers and classroom
pressures on the affective filter.
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32. GROUPING
CONFIGUATIONS
I + TPSI
Total Group
(Teacher to Class)
Individual Partner
(Student to Teacher/ (Student to Student)
Teacher to Student)
Small Group
(Focus on
CLD Biography)
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33. Guarded Vocabulary
 Explicitly Teach and Paraphrase Academic Vocabulary
 Controlled Rate of Speech
 Speak clearly, separating each word to reveal prefixes and
suffixes; repeat often; ask the students to repeat
 Practice Tools Created for Vocabulary
 As much as possible, develop terms in context
 Consistent Use of Instructional Words
 Use the same words each time you ask students to do a particular
thing
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34. Hands-On
Use of hands-on activities and manipulatives to support
student comprehension by providing a way for students
to make meaningful connections to new learning.
– Create posters, models, etc.
– Engage students in activities reflecting key
concepts from the lesson (e.g., role play,
discussion , debates, etc.
– Use manipulatives to reinforce key concepts.
– Do a Reader’s Theater.
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35. AH-HA! vs. HA-HA!
Remember, making connections
is not enough.
We still need to elaborate on them
make the right ones,
strengthen them,
and integrate them
into other learning.
(Jensen, 2000)
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36. Learning Strategies
Learning strategies
(cognitive, metacognitive, Throughout
and social/ affective) that every lesson
CLD students use to increase
comprehension.
Strategies should be
introduced by the teacher,
Provide CLD students with modeled by the teacher,
explicit learning strategies practiced in pairs, groups,
needed to monitor understanding and individually.
and comprehend instruction.
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37. Learning Strategies Defined
Cognitive:
 Activities that include how to manipulate materials
mentally or physically to facilitate learning.
Metacognitive:
 Used in planning for learning, self-monitoring, and
evaluating understanding.
Social/Affective:
 Interacting with others for learning in ways that
support learning.
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38. Implications
 Why is it important to know what type of
learner you are?
 How might this affect your teaching?
 In what ways will you apply this information in
the future?

39. Interaction
Discussion between whole Throughout
group, teacher and student, every lesson
or between students and
students.
Multiple grouping and interaction Provide CLD students
configurations allow for students to with the opportunity for
clarify key concepts, make meaningful frequent interaction and
connections to background knowledge, discussion between the
and use L1 when necessary. teacher, students and
students.
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40. Interaction
• Incorporated multiple grouping configurations.
• Group configurations supported CO/LO.
• Allowed use of L1.

41. Kinds of Interaction
Total Group
(Teacher to Class)
Individual
Partner
(Student to Teacher/
(Student to Student)
Teacher to Student)
Small Group
(Focus on
CLD
Biography)
 Student interaction is critical to language development.
 Students cannot learn a language that they do not have the opportunity to use.
 In order to develop cognitive academic language proficiency, CLD students
must have daily opportunities to read, write, speak, and listen in all content
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areas. (Vogt, 2000)

42. What Have We Learned
From Research?
• Ability grouping: placing students into groups
based on their academic skills (ability).
• Traditional ability grouping has been unsuccessful
in meeting the academic and social needs of
students who are not in the top group.
• All students benefit from support and assistance
from individuals with more experience.
• Individual voices may not be heard during whole
class instruction. 42

43. The Five Steps to Setting Up
Interactive Learning Groups
Step 1: Revisit CLD/EFL student biographies.
Step 2: Determine academic purpose for grouping.
Step 3: Determine task & outcome to be completed by
group.
Step 4: Designate groups to reflect CLD/EFL student
biographies.
Step 5: Authentically assess work completed by the group.
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44. 44

45. Practice/Application
 Provide hands-on materials and/or
manipulatives for students to practice using
new content knowledge.
 Provide activities for students to apply content
and language knowledge in the classroom.
 Provide activities that integrate all language
skills (listening, speaking, reading and writing).
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46. Lesson Delivery
The delivery of the lesson,
starting with content and
Throughout
language objectives, highlighting every lesson
key vocabulary and concepts, and
actively engaging CLD students
in the learning process.
Incorporation of content
and language objectives,
Teachers promote practice of key vocabulary, and
students academic application of learning
success when each of strategies that promote active
these elements are engagement of students in the
focused on throughout learning process.
the lesson.
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47. Reflecting on Lesson Delivery
• Supported CO/LO.
• Engaged students 90-100% .
• Appropriately paced lesson.
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48. Review and Assessment
Ensuring
comprehension by
Throughout
aligning to content and every lesson
language objectives.
Provides you an Using assessment tools that
opportunity to monitor the inform grades as determined
level of linguistic and by the implementation of
academic growth. formative and summative
assessment.
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49. Review and Assessment
 Reviewed CO/LO.
 Reviewed key vocabulary.
 Provided ongoing assessment.
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50. Starting with the
CLD Student Biography
Academic: Sociocultural:
• Explore • The “whole”
• Known to Getting to the heart of our student
• Ability to
unknown CLD students’ biographies learn
through
Cognitive: authentic Linguistic:
• Ways of knowing assessment. • Observe/listen
• Thinking is • Understand the
culturally bound many dimensions
of L1 & L2
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51. Let’s make what is
important more measurable,
rather than making what’s
measurable more important.
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