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-Daily assessment (exit tickets)
-Student response system
-Review individual responses as a class

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- How well is the Objective supported?
-Pace of the lesson is appropriate to Students' ability levels
-Engagement of students= 90-100% of the period

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-Multiple opportunities for hands-on work
-Integration of multiple language skills and knowledge
-Select resources for differentiation (Resources in native languages)

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-Full participation and discussion between students
-Collaborative work
-Meaningful interaction and negotiating

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-techniques, methods and mental processes
-Cognitive and Metacognitive Learning strategies
-Allow students to explore their questions
-Continually Scaffold and then gradually decrease support
-Self-learning (Self-determination)
-Reciprocal Teaching, Graphic Organizers, Foldables

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-Conscious effort to make lesson understandable
-Rate of speech, clear enunciation, complexity of speech depending upon English proficiency of students
-Gestures
-hands-on materials and manipulatives

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-Explicit connections from previous classes or information that has been previously learned
-Active discussion
-Vocabulary
-Concept mapping
-Connections from other classes

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-Specific Learning objectives and expectations are explicitly given that explain goal of lesson.
-Clear understanding of what students can take away from the lesson
-How does the lesson tie into life beyond school?
-Activities within lesson provide practice and strategies for assessing whether to move on or reinforce concepts.

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Sheltered Instruction Observation Protocol (SIOP) 

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Sheltered Instruction Observation Protocol (SIOP) 

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-Research based
-Sheltered instructions used to integrate content and language instruction to make content more accessible and develop skills for students who are learning a new language.