A sheltered lesson that promotes comprehensible input for ELLs is one of the more effective strategies that teachers can use to differentiate instruction for ELLs. Dr. Elizabeth Grassi of Regis College defines a sheltered lesson as making content accessible to ELLs. She further explains that students are more engaged if the materials used in the classroom are relevant to the cultures of the students in the classroom. This was shown through the lesson about Esperanza Rising.
The sheltered lesson consisted of three phases: prereading, during reading, and after reading. Here are my observations and reflection:
Prereading
Before starting a literacy lesson, it is important to explicitly explain the lesson for the day, content objectives, language objectives, and student expectations. Directions should be stated verbally and should also be written down. Explicit instruction helps students to be more comfortable and reduce anxiety levels. High levels of anxiety inhibit second language acquisition.
In the lesson, the teacher reviewed the reading strategies that the class has already discussed. From these reading strategies, the teacher asked the students what specific reading strategies will be useful for the lesson.
Preview key vocabulary. The teacher writes the vocabulary, says the vocabulary out loud, and provides context for understanding the vocabulary. Context can be provided by using pictures of the vocabulary. Provide synonyms of key words. Provide stories or descriptions of key words that relate to students' lives and are meaningful to them. Use the students' first language to clarify the key vocabulary.
Preview the story. If using picture books, a teacher can use picture walk, showing pictures on the pages and summarizing what's happening in the story, or even predicting what is going to happen next. When using chapter books, previewing the story can be in the form of taking a chapter of the book and summarizing the main idea of the chapter. Teachers can also use graphic organizers or chart in which students can discuss the content of the story or of the main chapter. The students can also be tapped to compare their background knowledge with the main concept of the story. Teachers can also use an illustration from the book, a key word or phrase from the book, or title of the book and put it on the overhead, and ask students to predict what the book is all about. Then let students collaborate with each other. Collaboration enables the students to learn from their peers and a chance to clarify their thinking.
When previewing a book, it is important to relate the book to the students' background knowledge so the book is meaningful and engaging.
During reading
The teacher reiterates student expectations and shelters directions. Ask students to provide a clarifying explanation of parts of the book that are unfamiliar to a teacher. Teacher or students read aloud the text so that the ELLs can see and hear the words at the same time. When the teacher read aloud, he/she needs to deliver the speech slowly and clearly. A teacher should also explicitly instruct students on reading strategies and remind students on how to use these strategies. Explicit instruction strategies increases second language acquisition. Teachers should also scaffold students and help them use strategies in reading by questioning, reminding them how to use strategies, and encouraging them to use the strategies. Repetition is also important to second language acquisition. Increase student engagement in the text by proving students plenty of time to interact with the text. Allow wait time for the students to actively interact with the text. Student output is equally necessary as student input. ELLs need to practice the second language if they are to be fluent in it. If students don't make connections to the text, the teacher needs to help the students make the connections.
After reading
Review key vocabulary, reading strategies, content, learning objectives, and give the students the opportunity to independently interact with the text. Remember that connections when made often and new concepts and words are reinforced often, comprehension and student engagement are greatly increased. Also remember to shelter the review. Provide opportunities for clarification, hands-on activities, and group work.
Some more thoughts... The Diary Board is a very good idea that I can use in my literature classes. The strategies mentioned here are also applicable to regular classrooms. Accessing a student's background knowledge is really the key to open those connections in the real life.
You posted a marvelous summary of the videos. I loved the diary board, I've not seen that used before.
ReplyDeleteLike you, I appreciated the new insights I can use from the video in my classroom. What do you find most useful for teaching during the pre-reading stage?
- Jan
Hi Evelyn,
ReplyDeleteI agree that the strategies used in the sheltered lesson plan are applicable to all classrooms. Incorporating student background helps students prepare to learn, creates engagement, and stimulates learning. The diary board seems like an interesting concept. I'm interested to see how that could be incorporated into my first grade classroom. Thanks for the insights!
-Christa
Evelyn
ReplyDeleteI think that this quote you said is so important. "If students don't make connections to the text, the teacher needs to help the students make the connections." These students need modeling of how to make connections if they are not able to or can't. This way, when the time comes that they have a connection, they have seen it and will know how to do it.
Great insight and summary of the videos.
Great summary of a sheltered reading lesson. I like how you are going to use some of the strategies your classroom. The only thing I would have liked to see the teacher in the video do, is to be closer to her students as she read. She stood so far away from them that she almost appeared disconnected from them.
ReplyDeleteAs Britany shared, it is the teacher's role to help students to make connections (if students do not make connections to the text). It is our unique challenge to find ways to pull out their connections and allow them to verbalize this process.
ReplyDeleteI thought this was interesting: give the students the opportunity to independently interact with the text.
It seems like we do not often focus on this one. Perhaps we can put so much importance on the teacher scaffolding and pulling information and prior knowledge out of students (which certainly is crucial)... that we may miss the opportunity for students to interact with the text and find their own meaning (then, we find ways to encourage them to express that meaning if they are unable to do it independently). We need to allow students to take an active role in this process and find that balance. Thank you for reminding us of this.