Mrs. Carrizo is a sixth grade sheltered English and history teacher at a middle school. Her students come from diverse language backgrounds, including Spanish, Vietnamese, and Khmer. The majority of students appear ranging from the beginning to intermediate stages of English language proficiency. The objective of the lesson is for students to identify topic sentences and support details within a history text. Mrs. Carrizo’s use of various sheltered strategies is evident throughout the entirety of her lesson. One strategy Mrs, Carizzo uses in adapted text. There are several puporses for adapting content text for ELLs, but in this case, Mrs. Carrizo adapts the history text to support the lesson’s objective. To clarify, Mrs. Carrizo defines a topic sentence (objective) as the main idea of a paragraph. She also adds that it can be found at the beginning of a paragraph. Therefore, in order to support her claim, she reorders the text’ structure to ensure the topic sentence cn be found at the beginning of each paragraph. This way, the adapted text helps students better acquire the skill. As previously noted, Stephen Krashen argues that it is necessary for language input to…show more content… In the beginning stages of her lesson, Mrs. Carrizo has students participate in preview of a content text about a figure in history. As Mrs. Carrizo guides students through the preview, she focuses their attention to different nonfiction text structures while simintaneously modeling how to use these feature as a tool for extracting important information. In turn, gifting students with a reading tool that will benefit them both now and in the future. All in all, teaching students the strategy of pre-reading will foster independence and comprehension. As previously mentioned, the integration and instruction of learning strategies can be related to Chamot and O’Malley’s Cognitive Academic Language Learning Approach, or
