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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Thinking Strategies - Choiceboards & Menus

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Choice Boards provide students with the power to choose "how" to learn a particular subject or concept. This freedom encourages them to be more responsible, accountable and independent in their learning. Source: ProfessionalLearningBoard.com

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SIOP Component #7:
Lesson Delivery

After 6 SIOP components, we are now talking about teaching the lesson. The Lesson Delivery component of Sheltered Instruction invites the teacher to consider how every step in the lesson moves the students closer to the lesson's objectives.

TESOL Trainers provides teacher training on strategies and techniques to make lesson delivery more efficient and effective.

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After 6 SIOP components, we are now talking about teaching the lesson. The Lesson Delivery component of Sheltered Instruction invites the teacher to consider how every step in the lesson moves the students closer to the lesson's objectives. TESOL Trainers provides teacher training on strategies and techniques to make lesson delivery more efficient and effective.

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SIOP Component #6:
Practice and Application

The sixth component of SIOP, Practice & Application, asks the teacher to consider how the students will be practicing and applying the language and content of the lesson. Reflecting on the features of this component allows us to think about what content and language our students will be practicing and how they will go about it.​

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SIOP Component Practice and Application TESOL Trainers

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The sixth component of SIOP, Practice & Application, asks the teacher to consider how the students will be practicing and applying the language and content of the lesson. TESOL Trainers show teachers how to maximize the opportunities students have to int

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A tool to help you meet students where they are in their language development

The Can Do Descriptors highlight what language learners can do at various stages of language development as they engage in the following contexts:

Bilingual and English-immersion early care and education programs

Bilingual, Spanish-immersion and English-immersion K-12 language programs

Bilingual, Spanish-immersion and English-immersion K-12 content-area classrooms

Similar to the WIDA English Language Development Standards Statements, the Can Do Descriptors describe what learners can do with language across different content areas. Although the Can Do Descriptors relate to the ELD Standards Statements, they don't replace them but are used to supplement the standards statements during instruction.

Educators and early childhood practitioners can use the Can Do Descriptors to

Better understand what students at different levels of language proficiency can do with language

Expand their understanding of what the process of language development can look like

Collaborate around scaffolding that students need to engage in content-area learning and develop language at the same time

Differentiate instruction and classroom assessment for language

Interpret ACCESS for ELLs test scores

The Can Do Descriptors have not yet been updated to reflect the 2020 Edition; however, they remain available as a valuable tool for communicating with stakeholders about what students can do at each language proficiency level. WIDA is monitoring educator use to help inform the timing for updating the materials.

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A tool to help you meet students where they are in their language developmentThe Can Do Descriptors highlight what language learners can do at various stages of language development as they engage in the following contexts:

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SIOP Component #4:
Strategies

Strategies, the fourth SIOP component, finds itself in the middle of the 8 component framework. This component concerns itself with learning strategies, higher order thinking strategies, and the strategy of scaffolding students into success.

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SIOP Component Strategies TESOL Trainers

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Strategies, the fourth SIOP component, finds itself in the middle of the 8 component framework. This component concerns itself with learning strategies, higher order thinking strategies, and the strategy of scaffolding students into success. John Kongsv

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SIOP Component #3:
Comprehensible Input

Comprehensible Input is the measurement of how easily someone can understand something. In this component, the SIOP framework asks teachers to consider how comprehensible key aspects of their teaching is to the students they teach.

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SIOP Component Comprehensible Input TESOL Trainers

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Comprehensible Input is the measurement of how easily someone can understand something. In this component, the SIOP framework asks teachers to consider how comprehensible key aspects of their teaching is. TESOL Trainers show educators how to make everyt

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itc Publications - Bad Lesson Example (Weather)

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The final component of SIOP, Review and Evaluation, looks at how the content and language is revisited and assessed. TESOL Trainers K-12 SIOP PD.

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Siop Component 4: Strategies (Part 1) - Lessons - Blendspace

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Feature 14: Scaffolding Techniques Previously we looked at learning strategies (please refer to the April 1st newsletter if you would like to review these ideas). This week, we will focus on Scaffolding Techniques. There are 3 types of scaffolding strategies: verbal, procedural and instructional.

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Comprehensible Input SIOP Component #3. - ppt video online download

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Sheltered Instructional Observation Protocol S. I. O. P Sheltered Instructional Observation Protocol S.I.O.P. - 8 Components, 30 Features Lesson Preparation Building Background Comprehensible Input Strategies Interaction Practice/Application Lesson Delivery Review/Assessment SIOP has 8 components and 30 features. To help you remember this we have a clock set to 8:30.

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Scaffolds for struggling learners Archives - Achieve the Core Aligned Materials

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Where aligned instructional materials and practice meet

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In their book, Interactions: Collaboration Skills for School Professionals, Marilyn Friend and Lynne Cook identify "co-teaching as a specific service delivery option that is based on collaboration." As a service delivery option, co-teaching is designed to meet the educational needs of students with diverse learning options.

Students at all academic levels benefit from alternative assignments and greater teacher attention in small-group activities that co-teaching makes possible. Co-teaching allows for more intense and individualized instruction in the general education setting increasing access to the general education curriculum while decreasing stigma for students with special needs. Students have an opportunity to increase their understanding and respect for students with special needs. Students with special needs have a greater opportunity for continuity of instruction as the teachers benefit from the professional support and exchange of teaching practices as they work collaboratively.

Co-teaching involves two or more certified professionals who contract to share instructional responsibility for a single group of students primarily in a single classroom or workspace for specific content or objectives with mutual ownership, pooled resources and joint accountability. (Friend & Cook 2016)

Six Approaches to Co-Teaching

1. One Teach, One Observe. One of the advantages in co-teaching is that more detailed observation of students engaged in the learning process can occur. With this approach, for example, co-teachers can decide in advance what types of specific observational information to gather during instruction and can agree on a system for gathering the data. Afterward, the teachers should analyze the information together.

2. One Teach, One Assist. In a second approach to co-teaching, one person would keep primary responsibility for teaching while the other professional circulated through the room providing unobtrusive assistance to students as needed.

3. Parallel Teaching. On occasion, student learning would be greatly facilitated if they just had more supervision by the teacher or more opportunity to respond. In parallel teaching, the teachers are both covering the same information, but they divide the class into two groups and teach simultaneously.

4. Station Teaching. In this co-teaching approach, teachers divide content and students. Each teacher then teaches the content to one group and subsequently repeats the instruction for the other group. If appropriate, a third station could give students an opportunity to work independently.

5. Alternative Teaching: In most class groups, occasions arise in which several students need specialized attention. In alternative teaching, one teacher takes responsibility for the large group while the other works with a smaller group.

6. Team Teaching: In team teaching, both teachers are delivering the same instruction at the same time. Some teachers refer to this as having one brain in two bodies. Others call it tag team teaching. Most co-teachers consider this approach the most complex but satisfying way to co-teach, but the approach that is most dependent on teachers' styles.

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Six Approaches to Co-Teaching - State Education Resource Center

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In their book, Interactions: Collaboration Skills for School Professionals, Marilyn Friend and Lynne Cook identify "co-teaching as a specific service delivery option that is based on collaboration." As a service delivery option, co-teaching is designed to meet the educational needs of studen...

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Interaction: SIOP Component #5

Interaction is the fifth component of SIOP. It is a helpful reminder to the teacher that students interacting with students should be a cornerstone of how teaching and learning operate.

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SIOP Component Interaction TESOL Trainers

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Strategies, the fourth SIOP component, finds itself in the middle of the 8 component framework. This component concerns itself with learning strategies, higher order thinking strategies, and the strategy of scaffolding students into success.

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SIOP Component 8 Review & Assessment for #ELLCHAT_BkClub

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Lesson Delivery SIOP Component #7. - ppt video online download

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Before we begin....Let's do a quick review from last time... That's right! The SIOP model is comprised of 8 components and 30 features. In regards to SIOP, what does the clock symbolize?

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The Coaching Corner - 6. Practice and Application

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What is the purpose of practice and application?

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Top Things to Keep in Mind

Keep the following in mind when using the information in the report.

Proficiency levels are domain specific

For example, a sixth grader who earns a scale score of 370 in Listening is at proficiency level 4.3. If that same student earns a scale score of 370 in Reading, they will have a Reading proficiency level of 3.8.

Proficiency level scores should not be compared across grades

A second grader with a 4.0 in Listening and an eighth grader with a 4.0 in Listening are exposed to very different, grade-level appropriate content as they test. While their score reports reflect the same proficiency level, the eighth grader is demonstrating more skill by responding to more challenging content.

Scale scores precisely track student growth over time and across grades

Because scale scores consider differences in item difficulty, they place all students on a single continuum that stretches from kindergarten through grade 12. In addition, scale scores allow you to compare student performance across grades, within each domain, with more granularity than you'll see with proficiency levels. For example, using scale scores, you can track how much a student's listening ability increases from grade 6 to grade 7, or you might compare the speaking skills of your school's second graders to those of the fifth graders when evaluating curricula.
Note: 2025-2026 WIDA ACCESS scale scores have been reset as part of ensuring the assessments reflect the WIDA ELD Standards Framework, 2020 Edition. For this reason, treat this year's scale scores as a new baseline to measure growth against (you can't compare scale scores from previous years).

Scale scores are not raw scores

A raw score is simply a tally of correct responses. Raw scores are not reported for ACCESS because they do not provide a meaningful measure of student performance. For example, consider two students taking ACCESS Online. As the students move through the test, their performance determines which questions they see. The student at beginning proficiency sees easier items, and the higher-proficiency student sees more difficult items.

Confidence bands are included on the Individual Student Report

A scale score is reported as a single point within a confidence band that shows the Standard Error of Measurement. The Standard Error of Measurement is commonly included in score reports and can help test experts understand student performance.

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WIDA provides sample ACCESS score reports and additional resources to help students, families and educators understand ACCESS scores. Check out the following key resources:For FamiliesWIDA ACCESS: Understanding Your Child's Scores is a family-focused flyer, available in 18 languages, that explains the terms in the score report.WIDA ACCESS Parent Letters are family-focused letters, available in 49 languages including English, that may accompany score reports to help introduce the report to families.

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SIOP Component 4: Strategies . Component Review. Lesson Preparation Building Background Comprehensible Input Strategies Interaction Practice / Application Lesson Delivery Review / Assessment. Passing Notes Strategy. On a clean sheet of paper, answer the following questions: Slideshow 2956295 by...

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Your job as an ESL teacher is to give your students the correct input. That way, you'll get the right output-properly-learned language!

That means you need to present new ideas to your students at the most linguistically appropriate level to help them improve their English skills and understand more information.

And that's why comprehensible input is a critical element in every ESL classroom.

Here are eight ways to include comprehensible input in your ESL curriculum!

Contents

Download: This blog post is available as a convenient and portable PDF that you can take anywhere.Click here to get a copy. (Download)

What Is Comprehensible Input?

Comprehensible input is language that a learner can understand even if they don't know all of the vocabulary words or grammar structures involved.

In fact, comprehensible input should be just one level above that of the language learner. If your student reads at a "Level 3," the comprehensible reading input should be a Level 4.

It should integrate new and unknown words and structures with familiar ones so the student has enough known information to be able to interpret and comprehend the new linguistic cues.

In other words, a successful comprehensible input means that students understand most-but not all-of the given information and are challenged to expand their language knowledge. This could be in any form-audio, video or written language.

First proposed by Stephen Krashen in 1977, the idea of integrating comprehensible input into second language curriculums has received great popularity for its overall effects on ESL instruction.

Here's how to do it.

1. Diversify the Sources of Input

Comprehensible input is more than just language development and curriculum content.

Language is a practical, flexible and living tool that assumes various purposes and forms in our lives. The input you provide to students should reflect that.

ESL teachers should emulate the various types of input that students receive on a daily basis -stories, videos, social media and beyond.

In particular, make sure to diversify input sources enough that students aren't only getting comprehensible input from you. In class, they should also be getting input from each other.

Create opportunities for discussions and debates. Provide level-appropriate reading and listening materials. Watch videos and talk through them as a class afterward.

Review the content of your sources to ensure it is actually comprehensible. Make sure it also gives students room to explore and experiment with the English language.

2. Utilize a Variety of Visual Tools

When developing a comprehensible learning environment, both content and context are important.

Besides carefully controlling the vocabulary and discussion topic, ESL teachers should also use graphic organizers, tangible objects and other visual aids to enhance understanding.

Visual tools can help students:

understand complex terms.

sequence information more easily.

connect related concepts.

develop personal ideas.

Visual aids may be whiteboard doodles, charts or picture cut-outs. You can also label items and pictures.

Whatever you use, it should add color and energy to your ESL curriculum, enrich learning and broaden students' understanding of new concepts.

3. Include Regular Story Time

Stories are full of possibilities and adventures. They're exciting. They encourage our imaginations.

They're also a great way to provide comprehensible input to your ESL students.

Stories provide context and detailed information -exactly what language learners need. And stories that will resonate with your students on a personal level will work best.

When selecting stories, make sure they are:

Linguistically appropriate. Students should understand most of the words, terms, phrases and sentence structures. There is no overly complex plot development or characters. You should clarify special nouns, locations or other proper names in advance, including main characters.

Related to culture. Cultural stories are interesting, broaden students' worldview and teach them to present their personal beliefs in a respectful manner. Allow for discussions and consider holding related events, like a special cultural food day.

Examples of good social behavior. Stories can show students how to react in certain situations. What do you say in a job interview? How do you host a holiday party, or ask someone on a date? Provide stories that increase students' social understanding in realistic and practical ways.

Incorporating regular story time into your ESL class, whether daily or weekly, will show your students just how much they can learn from stories.

4. Use Media-based Teaching Programs

Another way to find diverse input is with FluentU.

FluentU has tons of English videos made by and for native speakers-like "Friends" episodes, "The Hunger Games" movie trailers, documentaries, broadcast news, interviews, music videos and more. The included learning tools can help ESL students understand these videos.

If a learner hears a word they don't know, they can hover their cursor over the subtitled words to see the definitions. Clicking on a word will show example sentences and give the user the option to add the word to their own personalized vocabulary list for later practice.

As an ESL educator, you can use FluentU for in-class exercises or assign videos, audio or flashcards as homework. If the pre-made vocabulary sets aren't quite right for your class, you can create your own.

FluentU's features are designed to make English input comprehensible for learners. So once you find videos your class will enjoy, you'll be good to go.

5. Introduce Narrow Reading

Instead of reading a bunch of books, articles and essays on a variety of subjects, try narrowing it down to master just one subject.

Use materials written about the same topic by different people to practice narrow reading. Your ESL students will learn to recognize the sets of words and structures commonly used to express certain ideas.

Supplement your narrow reading exercises by incorporating related podcasts, audio programs and movies into your class. You can also encourage your students to choose a specific topic they enjoy to read about in their free time.

Narrow reading enhances comprehensible input efforts. Reading about the same subject repeatedly builds up students' background knowledge while improving their vocabulary and semantic and syntactic understanding in the area.

6. Help Students Teach Each Other

Design activities where students help each other learn new information.

For example, you might try an activity that I call "List Work." Students work in pairs to accomplish a multi-step task.

To play, you'll need to:

Create a list of instructions. For example: How to complete a craft or cooking project.

Assign or allow students to choose partners and roles. One partner will be the Teacher, and the other will be the Student.

Give each Teacher a copy of the instructions list. The Teacher will verbally tell the Student what to do.

To be an effective comprehensible input activity, you'll need to include some new vocabulary, pictures and symbols in the list for the Teacher to decipher.

Keep the directions short so the Teacher will be encouraged to explain things in their own words.

7. Teach Songs and Nursery Rhymes

Homophones and words that rhyme can be a headache for ESL students.

To help your students distinguish between similar-sounding words, provide context to illustrate their usages and meanings.

Songs and nursery rhymes often involve words with similar sounds in constrained contexts. As long as you assess the vocabulary beforehand, children's rhymes and easy songs are great sources for comprehensible input.

Plus, music can be a powerful language leaning tool for many reasons.

Through simple lines and consistent repetition, your ESL students will learn to recognize those phonologically-similar words.

8. Play Games with Your Class

Games can hold students' attention while challenging them to understand the words involved and respond appropriately.

"Simon Says" is a fun game you can play with your ESL students.

The ESL version of Simon Says integrates the idea of comprehensible input by using vocabulary that has been recently studied and dictating a sequence of actions for students to perform.

For example:

When students can make meaningful associations with their English lessons, they'll come to enjoy them that much more.

And at the end of the day, promoting comprehensible input in your ESL classroom should be meaningful and fun for you and your students.

Download: This blog post is available as a convenient and portable PDF that you can take anywhere.Click here to get a copy. (Download)

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Comprehensible Input: 8 Teaching Strategies for Your ESL Classroom | FluentU English Educator Blog

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Comprehensible input is English input that ESL students can understand-even if they haven't learned all the vocabulary and grammar just yet. And it's a great teaching method for your ESL classroom. Click here to see 8 strategies for successfully teaching English with comprehensible input.

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Thinking Strategies - Choiceboards & Menus

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Choice Boards provide students with the power to choose "how" to learn a particular subject or concept. This freedom encourages them to be more responsible, accountable and independent in their learning. Source: ProfessionalLearningBoard.com

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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siop component 5: interaction. component review 1.lesson preparation 2.building background 3.comprehensible input 4.strategies 5.interaction 6.practice.

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SIOP Component 5: Interaction. Component Review 1.Lesson Preparation 2.Building Background 3.Comprehensible Input 4.Strategies 5.Interaction 6.Practice. - ppt download

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Isolated word lists are INEFFECTIVE alone. Without practical application, these isolated words are harder to remember when and how to use. Grade Levels: K-3 Subject Areas: All Grouping Configuration: Small Groups Approx. Time Involved: 5-10 Min. Materials: A Stuffed Bear For Each

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SIOP: Practice and Application (Component 6)

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6 Ways To Incorporate “Comprehensible Input” Into Your Online Language Lessons | Lingglo

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After many online lessons as a beginner in French and then Arabic, I struggled to know what exactly I wanted from teachers. Intermediate conversations were great, but it took some time for me to be able to only communicate in French or Arabic. Real conversations as a beginner were a struggle, and te…

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6 Ways To Incorporate “Comprehensible Input” Into Your Online Language Lessons

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SIOP Lesson Plans and Activities

Our collection of SIOP lesson plans and activities includes exemplary SIOP lesson plans developed by teachers who were involved in the foundational SIOP research study, as well as new updates from our current research and professional development projects. We invite you to read these lesson plans and activities individually or with your colleagues in order to learn more about the SIOP Model. You may want to discuss why these lessons are effective for English learners or how to incorporate the SIOP strategies these teachers used in your own lessons.

All Grade Levels Early Childhood Elementary Middle High GED/Adult
Spotlight

CAL was a partner in the Center for Research on the Educational Achievement and Teaching of English Language Learners (CREATE). CREATE researchers developed curriculum to build the language and literacy skills of English learners in the middle grades. Lesson plans and materials were infused with instructional features of the SIOP Model including language objectives, explicit vocabulary instruction, student interaction, building background knowledge, and comprehensible input.
Learn more.

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Our collection of SIOP lesson plans and activities includes exemplary SIOP lesson plans developed by teachers who were involved in the foundational SIOP research study, as well as new updates from our current research and professional development projects. We invite you to read these lesson plans and activities individually or with your colleagues in order to learn more about the SIOP Model.

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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SIOP Component 6 Practice and Application

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Benefits of HANDS-ON Helps them connect abstract concepts with concrete experiences Involving hands-on experiences that provide students with relevant information about the content Integrating all of the language arts areas, ELL's grow in their English language ability as well as

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Sample for SIOP (Marzano-Based) - 5.1 Vocabulary Assignment.pdf

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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WIDA -Encouraging Communication in a New Language

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WIDA -Encouraging Communication in a New Language

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ENL New Arrival High School Students: Encouraging Communication in a New Language

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Mindy Lewis-Hitch develops a grade-level, standards-based unit and provides her ninth graders with clear modeling and guided practice using game-type activities for Romeo and Juliet. Mindy also demonstrates working with colleagues to help raise awareness of scaffolding lessons so all learners can be engaged.

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Fostering Active Comprehension: Asking and Answering Questions

Shadia encourages her first-grade students to engage in authentic inquiry before reading a text. By asking questions about the topic, students' reading focus is linked to finding answers to their questions. Shadia's students stay engaged by working in pairs.
Submitted by Shadia Salem, a first grade Transitional Arabic Bilingual Teacher at Dorn Elementary in Hickory Hills, IL.
ENL (English as a New Language) High School Students: Encouraging Communication in a New Language

Mindy develops a grade-level, standards-based unit and provides her ninth graders with clear modeling and guided practice using game-type activities for Romeo and Juliet. Mindy also demonstrates working with colleagues to help raise awareness of scaffolding lessons so all learners can be engaged.
Submitted by Mindy Lewis-Hitch, the 9th grade English as a New Language Department Lead Teacher at Ben Davis 9th Grade Center in Wayne Township, IN.

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Learn from real classroom examplesWIDA sponsors video contests for educators of multilingual learners to showcase innovative instruction that promotes language development and content learning.Watch how teachers around the consortium create learning opportunities for students to develop language within academic contexts.

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Educators use ACCESS results, along with other WIDA resources, to make decisions about students' proficiency with English in academic contexts and to facilitate their language development.

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WIDA provides member educators valuable secure resources that require an account:

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Big Ideas

Four Big Ideas anchor the standards and are interwoven throughout the framework:

Equity of opportunity and access
This is essential for multilingual learners' preparation for college, career and civic lives.

Integration of content and language
Academic content is the context for language learning, and language is the means for learning academic content.

Collaboration among stakeholders
Stakeholders share responsibility for educating multilingual learners.

Functional approach to language development
This approach helps educators focus on the purposeful use of language.

These Big Ideas support the design of standards-based educational experiences that are student-centered, culturally and linguistically sustaining, and responsive to multilingual learners' strengths and needs.

To explore more about the Big Ideas, see pages 17-20 of the 2020 Edition.

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Set high expectations and ensure equity of opportunity for multilingual learnersThe WIDA English Language Development (ELD) Standards Framework provides a foundation for curriculum, instruction and assessment for multilingual learners in kindergarten through grade 12. The ELD Standards Framework is centered on equity and fosters the assets, contributions and potential of multilingual learners.Get the 2020 Edition, grade cluster editions, and supporting materials.