# data[].attributes.headline
Pointing out cognates (words that are similar between languages) to students can bolster their understanding of a text. It can also prompt them to be on the lookout for more cognates as a comprehension strategy.

# data[].attributes.subject
Pointing out cognates (words that are similar between languages) to students can bolster their understanding of a text. It can also prompt them to be on the lookout for more cognates as a comprehension strategy.

# data[].attributes.headline
Bilingual Glossaries & Cognates - many languages (cannot be used in test settings in Maryland)

# data[].attributes.subject
Bilingual Glossaries & Cognates - many languages (cannot be used in test settings in Maryland)

# data[].attributes.attachment_link.description
These Bilingual Glossaries and Cognates were created for educators, students, parents, and families in supporting instruction for our English language learners.

# data[].attributes.headline
General Field Trip Permission Slip (Spanish)

# data[].attributes.subject
General Field Trip Permission Slip (Spanish)

# data[].attributes.headline
List-Group-Label: sample activity (with scaffolds for MLs)

# data[].attributes.subject
List-Group-Label: sample activity (with scaffolds for MLs)

# data[].attributes.headline
Hexagonal Thinking (This is great for critical thinking and speaking skills!)

# data[].attributes.subject
Hexagonal Thinking (This is great for critical thinking and speaking skills!)

# data[].attributes.attachment_link.title
Using Hexagons to Build Critical Thinking Skills

# data[].attributes.headline
QSSSA: Get students speaking in complete sentences!

# data[].attributes.subject
QSSSA: Get students speaking in complete sentences!

# data[].attributes.headline
Messy Objectives: Introducing content goals in an accessible format

# data[].attributes.subject
Messy Objectives: Introducing content goals in an accessible format

# data[].attributes.headline
Language Objectives: linking language goals with classroom content

# data[].attributes.subject
Language Objectives: linking language goals with classroom content

# data[].attributes.headline
Overview of the Eight Components of SIOP

# data[].attributes.subject
Overview of the Eight Components of SIOP

# data[].attributes.attachment_link.readable_text
There are 8 components of SIOP. These are presented below along with their features.

Clear objectives (content and language) displayed, defined and reviewed with students.

Adapt content according to language proficiency levels (using the ACCESS Standards). http://www.wida.us/standards/ELP_StandardLookup.aspx

Provide meaningful activities that integrate lesson concepts and language practice (language domains of listening, speaking, reading and writing) opportunities through the use of supplemental strategies (some of which are listed in the question below regarding modifications).

Concepts should be explicitly linked to student background experiences.

Links to past learning should be explicit.

Students should be taught vocabulary in the pre-reading stage. Select words in the text being presented so that students have the opportunity to write, repeat, and highlight.

Speech should be appropriate for students' proficiency level (e.g., slower rate, enunciation, and simple sentence structure for beginners).

Clear explanations of academic tasks should be given.

A variety of techniques used to make content clear should be implemented (e.g., modeling, visuals, hands-on activities, demonstrations, gestures, body language).

Ample opportunities for students to use learning strategies (below) should be provided.

Metacognitive Strategy- purposefully monitoring one's own thinking.

Cognitive Strategy- mentally or physically manipulate material (e.g., previewing a story, establishing a purpose for reading, consciously making connections between personal experiences and what is happening in a story or lesson, completing a graphic organizer, etc...)

Social/Affective Strategy- related to grouping, whereas the ultimate goal is to start from teacher centered and move to teacher-assisted, peer-assisted, and eventually student centered or self monitoring.

Mnemonics- A memory system involving acronyms or visualization

SQP2RS (Squeepers)- used to teach content with expository texts. SQP2RS: Survey, Question, Predict, Read, Respond, Summarize.

GIST (Generating Interactions between Schemata and Texts)- Teacher assisted activity where a section of text is read and the ten to fifteen words deemed most important to understanding the text are underlined. The words are listed and without the text a summary is written. Process is repeated as needed.

Rehearsal Strategy- used when verbatim recall of information is needed. Flash cards and visuals assist in keeping students engaged during rehearsal.

Graphic Organizers- graphic representations of key concepts taught

Comprehension Strategy- during reading, strategies such as prediction, self- questioning, monitoring, determining relevance, and summarizing.

Directed Reading-Thinking Activity (DRTA)- encourages strategic thinking while reading a narrative text. During reading, teacher and/or students should stop periodically to answer questions such as, "With a title like that..., what do you think this story will be about?"

Revisit predictions: "Did... happen? If not, why not?"

"What made you think of that?

Scaffolding Techniques should be consistently used, assisting and supporting student understanding (e.g. think-alouds).

A variety of questions or tasks that promote higher order thinking skills (e.g., literal, analytical, and interpretive questions).

What is Sheltered Instruction?

Frequent opportunities for interaction and discussion to students. These interactions should take place between teacher/student and among students, which encourage elaborated responses about lesson concepts.

Grouping configurations should support language and content objectives.

Sufficient wait-time for student responses should be consistently provided.

Ample opportunities for students to clarify key concepts in L1 (native language) as needed with a bilingual teacher, aide, or peer should also be provided.

Hands-on materials and/or manipulatives should be provided for students to practice using new content.

Activities should be provided for students to apply content and language knowledge in the classroom.

Activities should integrate all language domains (e.g., listening, speaking, reading and writing).

Content objectives should be clearly supported by the lesson.

Language objectives should be clearly supported by the lesson delivery.

Students should be engaged at least 90-100% of the period.

Pacing of the lesson should be appropriate for students' ability level.

Pacing of the lesson should be appropriate for students' ability level.

Key vocabulary should be reviewed comprehensively.

Key concepts should be reviewed comprehensively.

Feedback provided to students on their output should be regular (e.g., language, content and work).

Assessment of student comprehension and learning of all lesson objectives should take place throughout the lesson (e.g., spot checking, group response).

Check out the following link to access frequently asked questions on ESL and Bilingual Law in New Jersey.
https://hctutorial.com/esl-and-bilingual-frequently-asked-questions/

# data[].attributes.attachment_link.description
There are 8 components of SIOP. These are presented below along with their features. Lesson preparation, clear objectives, meaningful...