Post #8 - Sheltered Lesson

I consider most lower elementary (primary) lessons as sheltered lessons because there is so much explicit instruction, modeling, scaffolding and letting go that happens in the primary grades. However, as I looked at the SIOP rubric for Sheltered Instruction I realized there was more to be done for ELLs and diverse learners. My experience with ELLs is limited but I have more experience with diverse learners. My lesson was well-sheltered but more could have been done for ELLs. My lesson contained content objectives but did not contain language objectives. I felt that since it was a science lesson I would not be teaching anything specific with language but that was my mistake. Everything I teach has something to do with language because we are constantly teaching language in the primary grades.

Background knowledge was accessed through the use of a KWL chart, nature walk and discussion of plants before the beginning of the lesson. Realia, vocabulary and hands on experiences were part of the lesson. One thing I did not consider were the levels of language acquisition but I believe those were covered in the discussion and partner share phase of the lesson, especially for Speech Emergence and Intermediate and Advanced Fluency students. Preproduction and Early Production students are very much a part of our every day experience and their needs are usually met and challenged in all our lessons.

As a teacher, one thing I constantly work on is wait time, giving my students time to process their thoughts and give an answer. I also work with my whole class on appropriate responses to the comments and responses of others in the class. It is a safe environment and all students need to be respectful of others' thoughts and ideas. I remind my students that laughing at a response or making a comment that is not encouraging is not acceptable and model what acceptable and appropriate practice looks like.

Another thing I work on often is keeping quiet and letting my students do the talking. Too often we get in "teacher" mode and lecture, not giving our students an outlet for their thoughts and ideas. Students need to be able to share and discuss, not only as a whole class but in small groups and partners, informally as well as formally during the lesson. A good teacher gives their students many opportunities to share and discuss in different formats during lessons. Gibbons (2002) states "...listening is a key to language development." and "....background noise tends to interfere with comprehension far more if you are listening to a less familiar language." Teaching students to listen to each other is key to comprehension and understanding in the classroom.