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Flanigan- I think I do well with two of the three. The one I struggle with is English proficiency. The Read 180 program covers some of this but maybe not enough. I feel like the students need specific strategies to further access the language.

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I think that I have a decent grasp of including the content knowledge as well as the academic skills in my lessons and in my class. What I really struggle with is the English proficiency. I think that the biggest thing for me is figuring out how to do this within a math class, espsecially when the content that we have to teach is so fast paced.

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I feel like I am constantly juggling between the three areas.  Content Knowledge, Academic Skills, and English Proficiency are all important for the students to truly be successful.  If I had to pick an area of focus it would be content knowledge.  I am usually more explicit with  English proficiency because it’s a bit more natural due to my role and sometimes content knowledge will automatically be part of it.

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Planning for HOTs (Higher Order Thinking) in your lessons? Try these question stems based on Bloom's Revised Taxonomy.

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SIOP® Video - COMPREHENSIBLE INPUT Component

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SIOP® Video - COMPREHENSIBLE INPUT Component

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Looking for a quick overview of the SIOP® Comprehensible Input Component?
View video featuring SIOP author, Dr. MaryEllen Vogt here: https://youtu.be/mTnHonxao70

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Looking for a quick overview of the SIOP® STRATEGIES Component?
View video featuring SIOP author, Dr. MaryEllen Vogt here: https://youtu.be/rhYI3w5I0EA

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Become best buds with your fine arts departments.  ANYTHING that you can connect to music and art from the native countries of your students helps.  I have learned quite a bit about Mexican and Portuguese folk music/art this year.  Art teachers are great resources for art supplies of you beg them enough ;-).  

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Become best buds with your fine arts departments.  ANYTHING that you can connect to music and art from the native countries of your students helps.  I have learned quite a bit about Mexican and Portuguese folk music/art this year.  Art teachers are great resources for art supplies of you beg them enough ;-).  

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Start with academic vocab words on strips of paper, face up. Student partners take turns choosing any 3 & describe how they are connected. Use sentence frames as needed ie The connection between ___, ___, & ____ is ___.   ____,  ___, & ___ are connected because they all___. Words put back in pile after each turn. Variation: Have students choose 1or 2 to write/post/read aloud.

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Divide academic vocab list into 2 columns; student partners take turns choosing any pair of words (1 from each column).  Decribe how the 2 terms are linked (great speaking activity; variation: students choose 1or 2 of their best to write/post/share); Use sentence frames if needed, ie ___ &___are linked because____.  I linked____&____because they both_____.

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Input Charts created together with visuals and use of L1

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Input Charts created together with visuals and use of L1

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Numerous youtube videos are available to build background knowledge. Introducing new texts with book trailers and National Geographic's multitude of resources provide students a foundation to build upon.

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Cognitive Input Charts
LOTS of color visuals and realia

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From the GREAT MINDS (Rita MacDonald and team) at WIDA and WCER based out of the University of Wisconsin, check out these Teacher and Student Discourse Moves. Ideal for any content area. Great vids and support material on the website - along with the Teacher and Student Discourse Moves PDFs.

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"Everyone tells us we need to teach this way, but no one has shown us how. This shows us how!"

~ teacher at NSTA conference in 2014

"For the first time in over 20 years of teaching, I'm confident that my students understand this. They don't need to memorize formulas or math jingles. They really understand the math."

~ a seventh grade Algebra teacher

"When I do my walk-arounds, I see 100% engagement in high-level math discussion. That's never happened before, and it's exciting."

~ principal in a participating school

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"Everyone tells us we need to teach this way, but no one has shown us how. This shows us how!" ~ teacher at NSTA conference in 2014 "For the first time in over 20 years of teaching, I'm confident that my students understand this. They don't need to memorize formulas or math jingles.

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SIOP® Video - Lesson Preparation Component 

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SIOP® Video - Lesson Preparation Component 

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Pearson SIOP Model Planning Checklist - 2018  1.2.pdf

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This book by Larry Ferlazzo & Katie Hull Sypnieski (2018) is great to have on hand when planning SIOP lessons so you’re sure to include a wide variety of speaking/listening/reading/writing opportunities; organized by language domains w/notes on research & troubleshooting for each strategy.

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Lesson Plan template with SIOP components 

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Lesson Plan template with SIOP components 

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Co-Planning Tempate with SIOP Components 