Sheltered Instruction: Digital Training Course

Course Materials (P. 2)

I. Learning Module 3: How Do Linguistic Accommodations Appear in Instruction?

a. Module Introduction:

i. A short paragraph outlining the learning objectives for this module and how they
connect to our three-column chart:

1. Educators will understand the significance of the Proficiency Level Descriptors

(PLDs) in identifying how to support English language development in ELs

2. Educators will understand how linguistic accommodations are used to support

English language development

b. Readings:

i. Sheltered Instruction in Texas: Second Language Acquisition Methods for Teachers of

ELs, Chapter 4.

Seidlitz, J. (2019). Sheltered instruction in texas: Second language acquisition methods

for teachers of els. San Antonio, TX: Seidlitz Education.

c. Discussion:

i. Discussion Prompt: Describe the significance of the PLDs, and linguistic accommodations
and why they are necessary in effectively supporting ELs

ii. Cite evidence from your reading to support your response

iii. Discussion Requirements

1. Your initial response is due by Thursday each week

2. Your response must be well developed (about two full paragraphs)

3. Respond to at least two of your colleagues by Sunday

d. Learning Activity (Assignment Submission 1):

i. Using the attached three-column chart, identify authentic instructional practices that
you can implement that would meet the linguistic accommodations outlined for each
proficiency level.

e. Reflection (Assignment Submission 2): How can you ensure that your knowledge of the
Proficiency Level Descriptors and linguistic accommodations lead to authentic language support
for ELs? Discuss the difference between compliance with state expectations in this regard and
what true support for ELs looks like.
 i. Using the attached template, reflect on your learning this week in 200-300 words by
answering the question above.

ii. Cite information from this week’s reading to support your response.

II. Learning Module 4: What Does Sheltered Instruction Look Like in Action?

a. Module Introduction:

i. A short paragraph outlining the learning objectives for this module and how they
connect to our three-column chart:

1. Educators will understand the principles of a Language-Rich Interactive

Classroom (Seidltiz, 2019).

2. Educators will understand the difference between language acquisition and

language learning and how to support language acquisition during content
instruction

3. Educators will learn how to establish an environment that allows for authentic
content and language learning to take place for ELs

b. Readings:

i. Sheltered Instruction in Texas: Second Language Acquisition Methods for Teachers of

ELs, Chapter 5.

Seidlitz, J. (2019). Sheltered instruction in texas: Second language acquisition methods

for teachers of els. San Antonio, TX: Seidlitz Education.

c. Discussion:

i. Discussion Prompt: Which of the TIPS (Total Participation of Students, Incorporating

Academic Vocabulary, Promoting Language and Literacy, Scaffolding for All Language
Levels) do you most need to develop in order to more effectively support your English
learners?

ii. Cite evidence from your reading to support your response

iii. Discussion Requirements

4. Your initial response is due by Thursday each week

5. Your response must be well developed (about two full paragraphs)

6. Respond to at least two of your colleagues by Sunday

d. Learning Activity (Assignment Submission 1):

 i. Using the attached template, outline a model classroom that demonstrates how the
components of the sheltered instruction framework (TIPS) collectively foster an
inclusive learning environment for English learners. Your model must include:

1. A physical description of the classroom

2. Detailed description of the structures you will put in place to meet each
element of the TIPS

e. Reflection (Assignment Submission 2): Explain the significance of taking a holistic approach to
supporting English language acquisition. How do the TIPS work together to create an
environment that accomplishes this?

i. Using the attached template, reflect on your learning this week in 200-300 words by
answering the question above.

ii. Cite information from this week’s reading to support your response.

III. Learning Module 5: How Do I Effectively Implement Strategies to Support Language Acquisition?

a. Module Introduction:

i. A short paragraph outlining the learning objectives for this module and how they
connect to our three-column chart:

1. Educators will the framework found in the 7 Steps to the Language-Rich

Interactive Classroom (Seidlitz, 2019).

2. Educators will demonstrate critical thinking skills by determining what areas of

instruction are not adequately meeting the needs of ELs and then pursuing
instructional strategies that would improve these outcomes

b. Readings:

i. Sheltered Instruction in Texas: Second Language Acquisition Methods for Teachers of

ELs, Chapter 6.

Seidlitz, J. (2019). Sheltered instruction in texas: Second language acquisition methods

for teachers of els. San Antonio, TX: Seidlitz Education.

c. Discussion:

i. Discussion Prompt: Describe instructional challenges you have encountered when

attempting to meet linguistic needs in the classroom. What solutions did you learn
about in this week’s reading that will help you meet them more effectively?

ii. Cite evidence from your reading to support your response

iii. Discussion Requirements

1. Your initial response is due by Thursday each week

2. Your response must be well developed (about two full paragraphs)

 3. Respond to at least two of your colleagues by Sunday

d. Learning Activity (Assignment Submission 1):

i. Using the attached template, create a lesson plan that adheres to the framework found
in the 7 Steps to the Language Rich Interactive Classroom (Seidlitz, 2019).

e. Reflection (Assignment Submission 2): How can you use the 7 Steps to the Language-Rich
Interactive Classroom (Seidlitz, 2019) as reflection tool to identify where your ELs need support?
Connect this to your learning of programming, linguistic accommodations, and the TIPS from the
previous modules.

i. Using the attached template, reflect on your learning this week in 200-300 words by
answering the question above.

ii. Cite information from this week’s reading to support your response.
References

Bates, A. T. (2018). Teaching in a digital age: Guidelines for designing teaching and learning.

Retrieved from Blackboard LMS

OSCQR: Open SUNY Course Quality Review Rubric. (n.d.). Retrieved from https://oscqr.suny.edu/

Seidlitz, J. (2019). Sheltered instruction in texas: Second language acquisition methods for teachers of

els. San Antonio, TX: Seidlitz Education