The document discusses different program models and instructional approaches for teaching English Language Learners (ELLs). It describes bilingual education programs like transitional bilingual education and dual language immersion that teach some content in the native language initially. It also outlines sheltered instruction, an approach where content is taught in English but made comprehensible for ELLs. The Sheltered Instruction Observation Protocol (SIOP) provides guidance on lesson preparation and delivery techniques to support ELLs in sheltered classes.

1. Program Models for
ELLs

2. Instructional Programs for
ELLs
— All effective instructional programs for ELLs have three essential components:
1. English as a second language instruction
— The purpose of ESL programs is to enable ELL students to master the skills of listening,
speaking, reading, and writing in English to achieve academic success in English –language
mainstream classrooms.
2. Content-area instruction
— Provides ELL with content-area instruction in their native or first language (L1) while they are
learning English to ensure they will learn complex academic content and master grade-level
content standards ( requires having a certified bilingual teacher who is proficient in both
languages)
3. Primary language support
— The classroom teacher employs a variety of strategies and techniques involving the effective
use of students native languages to increase their comprehension of English during ESL and
sheltered content instruction.

3. Sheltered Instruction
— Refers to grade-level content –area instruction that
is provided in English but in a manner that makes it
comprehensible to ELL students while promoting
their English language development. Sheltered is a
metaphor for simplifying the language without
watering down the content , while protecting ELLs
from the language demands of mainstream
instruction that may be beyond their
comprehension.
— The Sheltered Instruction Observation Protocol
(SIOP) model offers guidance to teachers who use
sheltered instruction.

4. Sheltered Instruction
Observation Protocol(SIOP)
— The Components of ELL Instruction
1. Lesson Preparation
— Clearly define content objectives
— Clearly define language objectives
— Select content concepts that are appropriate to learners’ age and
educational background
— Use a variety of supplementary materials to make the lesson clear and
meaningful (computer programs, graphs, models, visuals )
— Adapt the content to all proficiency levels
— Use authentic and meaningful activities and integrate them into lesson
concepts

5. 2. Building Background
— Explicitly link concepts to students ‘ background
experiences
— Explicitly link past past learning to new content
— Emphasize key vocabulary
3. Comprehensible Input
— Use speech that is appropriate for students’
proficiency level

6. — Clearly explain academic tasks
— Use a variety of techniques to make content clear
( model, use visuals, demonstrations and hands on
activities )
4. Learning Strategies
— Provide ample opportunities for students to use
strategies
— Consistently use scaffolding techniques throughout
the lesson

7. — Include a variety of question types that promote
higher-order thinking skills
5. Interaction
— Provide students with frequent opportunities for
interaction and discussion between teacher and
student and among students and encourage
extended student discourse about the lesson
concepts.
— Carefully configure the grouping of students to
support language and content of the lesson

8. — Consistently provide sufficient wait time for student
responses
— Provide ample opportunities for students to clarify key
concepts in their native language
6.Practice and 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

9. — Use activities that integrate all language skills (reading,
writing, listening and speaking)
7. Lesson Delivery
— Clearly support the content objectives in lesson delivery
— Clearly support the language objectives in lesson
delivery
— Engage students 90 percent to 100 percent of the time
— Pace the lesson appropriately to students’ ability level

10. 8. Review and Assessment
— Includes a comprehensive review of key vocabulary
— Include a comprehensive review of key content
concepts
— Provide regular feedback go students on their
output
— Conduct assessments of student comprehension
and learning of all lesson objectives throughout the
lesson

11. The different between ESL
and Sheltered Instruction
— The focus of ESL is teaching English
— The focus of sheltered instruction is teaching academic
content
— Both the sheltered instruction lesson and the ESL lesson
include content and language objective, as the SIOP
requires
— The primary instructional and assessment goals of the
sheltered instruction lesson involve content
— The ESL instruction would focus on using specific
vocabulary correctly

12. Program Models for ELLs
— I. Bilingual Models
— Transitional Bilingual Education Program
— The goal of TBE programs is to transition ELLs to
mainstream as quickly as possible
— Programs begin in kindergarten. After 2 to 3 years, the
students are transitioned to English language arts
instruction

13. — II Developmental Bilingual Education Programs
DBE programs aim to help the students develop
both English and their nature language, so that they
become fully bilingual and biliterate

14. Dual Language Programs
— These programs aim to develop bilingualism and
biliteracy
— Typically begin in kindergarten (or pre k) and
continue through the elementary school

15. Other Program Models for
ELLs
— Bilingual Immersion Programs
— Heritage Language Programs
— English – Medium Models
— Pull – out ESL Instruction
— In – class ESL Instruction
— Sheltered (structured) English Immersion
— Newcomer Programs
— Submersion (Sink or Swim)