This document summarizes a presentation given to Yates High School teachers about literacy routines and sheltered instruction strategies. It discusses John Seidlitz's Question-Signal-Stem-Share-Assess strategy for structured academic conversations. Examples of conversation structures like Turn and Talk and Think-Pair-Share are provided. The role of using students' native language in instruction is debated, and randomizing techniques for pairing students are described. Teachers are asked to develop a strategic plan for using native language in their own classrooms.
Fostering Friendships - Enhancing Social Bonds in the Classroom
Ells sheltered instruction_notes
1. Literacy Routines:
Let’s Talk Strategies
Notes from January 9, 2020 presentation to Yates High School ELAR
Instructors by Carlos Banda, Houston ISD Multilingual Department
Prepared by V. Hunter, January 2020
2. What is Sheltered Instruction?
https://hisdmultilingual.wordpress.com/2018/09/27/the-sheltered-instruction-approach/
“Sheltered Instruction is content-based
and literacy instruction that is
differentiated to support students’
linguistic needs. HISD’s Sheltered
Instruction Approach will be the eight
Literacy Routines, which are based on
John Seidlitz’s work.”
3. Content Objectives
(TEKS): example
Employ the essential
components of the Let’s Talk
literacy routine.
Apply sheltered instruction
strategies that align to Let’s
Talk to make learning
comprehensible and to infuse
language in an English Learner
(EL) classroom.
*Argue the benefits or
downsides to using a student’s
native language in instruction.
Language Objectives
(How): Through Listening, Reading,
Speaking, & Writing
*Use a video of an expert to
learn about the role of
native language in learning
English.
Share your ideas about the
role of native language with
a partner using Q3SA.
*Show comprehension of
text about the role of
native language by defining
one side of an argument.
Purpose of training, what we are to
learn, and how we are to learn it
* Did not complete during 01/09/20 training
4. Let’s Talk structured conversations…
https://www.houstonisd.org/cms/lib2/TX01001591/Centricity/domain/50504/literacyroutines/lets_talk.pdf
facilitate a variety of structured academic
conversations that enable students to monitor
and build understanding.
5. Students need a structure, a purpose, and accountability for their academic
conversations. Some structures are:
1. Turn & Talk
2. Formulaic Expressions
3. Elbow Partners
4. Sentence Stems
5. Bilingual Buddy
6. 10-2
7. Think/Pair/Share
8. Sentence Starter
Be sure to post procedures and practice them regularly.
Let’s Talk Vocabulary
6. John Seidlitz’s - Q3SA in Sheltered
Instruction
This is an effective, flexible strategy for structuring
academic conversations:
Question: Post and introduce an open-ended question.
Signal: Prompt students to signal (e.g., thumbs up)
when they are “ready to finish this sentence …”
Stem: Provide a sentence stem to match the question.
Provide students wait time or thinking time. Wait
for 100% of students to signal before continuing.
(Seidlitz & Perryman, 2008)
7. John Seidlitz’s - Q3SA in Sheltered
Instruction cont’
Share: Instruct students to discuss with their partners
for a set amount of time using the stem.
Assess: Call on students at random to share then
check for agreement from others
(Seidlitz & Perryman, 2008).
8. Calling on Students at Random
-Note cards
-feature in Class Dojo
-random number generator from numbered class list
https://www.mathgoodies.com/calculators/random_no_custom
-https://wheelofnames.com/
- https://www.online-stopwatch.com/random-name-pickers/the-wall/
(add to Chrome required)
-popsicle sticks
more ?
9. The Role of Native Language video
Carlos Banda will send link to video/ correct video?
https://study.com/academy/lesson/the-role-of-native-language-in-second-language-
acquisition.html#lesson
-positive correlation in students gaining a quicker ability to
read and write in their second language when they have
mastered the skills of their native language
10. Excerpt: Help or Hindrance? Use of Native
Language in the Classroom by Erick Hermann
http://www.multibriefs.com/briefs/exclusive/help_or_hindrance.html#.Xh0SI8hKjct
Read article, then complete a T Chart defending the following:
Reasons for Native Language Use Reasons Against Native Language Use
11. Randomizing Pairs of Students
-”Sole” Mate
-Musical Shares
-Conga Line
-Inside/outside Circle
-Student Grouping Pencils
https://www.officedepot.com/a/products/408832/Learning-Resources-Student-Grouping-Pencils-12/
https://www.walmart.com/ip/Learning-Resources-Student-Grouping-Pencils/14983597
https://www.amazon.com/Learning-Resources-Student-Grouping-Pencils/dp/B000URJCVQ
https://www.learningresources.com/student-grouping-pencils
https://www.staples.com/Learning-Resources-Student-Grouping-Pencil/product_882373
