Sheltered Instructional Strategies
Sheltered instruction is a way to make grade-level academic content more accessible for English language learners while at the same time promoting their English language development, using strategies that make the content comprehensible to students and an instructional approach used in all programs that serve English language learners.
GLAD-Guided Language Acquisition Design
Why use the G.L.A.D.
model?
• is research-based
• is theory-based
• is standards-based
• promotes literacy
• promotes cross-cultural understanding
• promotes academic achievement for all students
Guided Language Acquisition Design (GLAD) is an instructional model that is designed to develop the use of high-level thinking, acquire academic language and is tied to state and national standards. With this program, teachers will receive on-going training to develop instructional strategies that help all learners, especially English language learners, meet grade level standards. The overall goal of Project GLAD is to promote literate citizens. This model is considered best practice and has helped reform five programs that have won an Achieving Schools Award.
model?
• is research-based
• is theory-based
• is standards-based
• promotes literacy
• promotes cross-cultural understanding
• promotes academic achievement for all students
Guided Language Acquisition Design (GLAD) is an instructional model that is designed to develop the use of high-level thinking, acquire academic language and is tied to state and national standards. With this program, teachers will receive on-going training to develop instructional strategies that help all learners, especially English language learners, meet grade level standards. The overall goal of Project GLAD is to promote literate citizens. This model is considered best practice and has helped reform five programs that have won an Achieving Schools Award.
The Components of Project GLAD
Project GLAD has several interconnecting components to help engage students in learning and promote literacy. The Orange County Department of Education (2011) claims these are the important features of the Guided Language Acquisition design: "In summary, the following features make the Guided Language Acquisition Design promote successful, involved teachers and students: a unique blend of academic language and literacy that marries the research from many fields and organizes the strategies and classroom implications into a process. The model is not only firmly rooted in research, but it has been field tested both in district and out for the past 16 years. It has been found useful as a trainer of teachers and as a trainer of trainers. A classroom environment that values the student, provides authentic opportunities for use of academic language, maintains highest standards and expectations for all students, and fosters voice and identity. Primary language can be provided by trained bilingual teachers, trained bilingual aides, trained parents, or cross-age/peer tutoring. The unique aspect is that with this model both languages complement each other through integrated themes. The amount of oral language for negotiation for meaning and cross-cultural interaction is extensive. The training model is successful because it values teacher’s time, viewpoints, and expertise of the teacher, as well as promoting collaboration and peer coaching." (O'Donovan, 2008, p. 2) According to the Orange County Department of Education (2011), the Guided Language Acquisition Design (GLAD) is best used within organizational structure for an integrated, balanced literacy approach that incorporates listening, speaking, reading and writing. These strategies will be successful with all subject areas such as science, social studies, math, and literature and will work together to create a safe environment that is culturally rich and diverse. There are seven important strategies that create the Guided Language Acquisition Design. The first strategy is to maintain high standards and expectations and work towards bringing all students up to the high standards. Secondly, teach using metacognition by activating prior knowledge with inquiry charts, brainstorming, and clustering; use scaffolding and direct experience to build expertise with the subject matter; help students organize their thinking with graphic organizers, summaries, visuals, or context clues; model HOW to get to the correct answer and not merely the correct answer. Thirdly, assist students in developing their vocabulary with a purpose for learning, goal setting, student choice and linking the learning to their background knowledge. |
Also, use a gradual release system with students to ensure success. Begin by teaching to the students, then progress to doing the activity with the students, and then progress to the activity being done by the students. Provide students with the time to develop skills and a joy for learning by reading to students and allowing them to read on their own, as well as, allow students to read, write, speak, and listen during every lesson. The teacher should also employ the 10/2 model of interaction where the teacher talks for ten minutes and then allows the students to share their thinking and learning with their peers for two minutes. There should also be sufficient planning to develop curriculum that encourages respect, trust, identity, voice, and cross-cultural respect. Lastly, teachers should be evaluating progress and current realities with sufficient, on-going formative assessments to improve students’ progress, as well as, summative evaluations at the end of a unit.
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SIOP-Structured Instruction Observation Protocol
The Sheltered Instruction Observation Protocol (SIOP) Model is a research-based and validated instructional model that has proven effective in addressing the academic needs of English learners throughout the United States.
The SIOP Model consists of eight interrelated components:
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SDAIE-Specially Designed Academic Instruction in English (CA)
SDAIE Philosophy: Primary language literacy is considered to be the link to content area access and core curriculum. The more highly developed literacy skills students have in their primary language, the more they will benefit from SDAIE classes (Krashen, 1994; Cummins, 1994).
This sheltered instructional strategy was originally developed by Dr. Steven Krashen and Dr. James Cummins. In their theory, the two major components are comprehensible input and a positive classroom environment. Originally, the theory was created for dual language immersion and bilingual programs, but due to the current political environment, the theory has been adopted for the mainstream classroom.
SDAIE has eight overlapping and intertwined components that make it a successful sheltered instructional strategy: "connect to previous learning, visuals and manipulatives, low-risk and safe environment, multiple access points, cooperative and interactive, chunking and webbing, respectful of learner and primary language support." (Cline & Necocha, 2003, p. 19) These components create a positive environment and facilitate good teaching for all students including ELLs. (Carrack) |
CALLA-Cognitive Academic Language Learning Approach
Why implement CALLA?
CALLA has three significant learning strategies: Cognitive Learning Strategies, metacognitive learning strategies and social/affective learning strategies.
- Promotes academic and linguistic development
- Benefits diverse students
- Emphasizes higher level thinking
- Documented effectiveness
- Motivates students
CALLA has three significant learning strategies: Cognitive Learning Strategies, metacognitive learning strategies and social/affective learning strategies.
There are several steps for teaching CALLA:
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Work Cited
Center for Applied Linguistics (CAL). (2014). What is the SIOP Model?. Retrieved from http://www.cal.org/siop/about/index.html.
Cline, Z., & Necochea, J. (2003). Specially designed academic instruction in English (SDAIE): More than just good instruction. Multicultural Perspectives, 5(1), 18-24.
Carrack, M. Grade level content: Integrating language and learning [PowerPoint slides]. Retrieved from lecture notes online Web site: http://online.wou.edu/course/view.php?id=2820.
O’Donovan, E. (2008, November). Staff development for teachers of English language learners: project GLAD engages teachers in a comprehensive model. District Administration, 44(12), 76-77.
Orange County Department of Education. (2011, March 18). Project G.L.A.D.: preparing today’s youth for the future. Retrieved from http://www.projectglad.com/
Cline, Z., & Necochea, J. (2003). Specially designed academic instruction in English (SDAIE): More than just good instruction. Multicultural Perspectives, 5(1), 18-24.
Carrack, M. Grade level content: Integrating language and learning [PowerPoint slides]. Retrieved from lecture notes online Web site: http://online.wou.edu/course/view.php?id=2820.
O’Donovan, E. (2008, November). Staff development for teachers of English language learners: project GLAD engages teachers in a comprehensive model. District Administration, 44(12), 76-77.
Orange County Department of Education. (2011, March 18). Project G.L.A.D.: preparing today’s youth for the future. Retrieved from http://www.projectglad.com/