Language Objective: I can discuss modifications to teacher speech that can increase student comprehension. I can write the steps needed for students to perform an academic task.

11. Clear explanation of academic tasks

12. A variety of techniques used to make content concepts clear

experiences and past learning to lesson concepts. I can recognize elements of academic

language and describe its importance for English learners.

Language Objective: I can select academic vocabulary for a SIOP lesson using words from

content vocabulary, general academic vocabulary, and word parts (roots and affixes).

8. Links explicitly made between past learning and new learning

9. Key vocabulary emphasized (introduced, written, repeated, and highlighted)

2. Tiered vocabulary (Vocabulary A-Z)

Context embedded vocabulary/spelling work (not two separate lists)

3. Experiences

Language Experience Approach (experience is transcribed as the learner dictates it,

without transcriber corrections to grammar or vocabulary) p. 256
4. Conceptual frameworks (chapter previews, advance/graphic organizers, pre-test with a

partner)

Vocabulary instruction must be accelerated because they are learning English later than

native speakers.

Acquiring deep understanding of word meanings is very challenging.

Content area texts include very sophisticated vocabulary.

All standardized performance tests require wide-range vocabulary knowledge.

Which instructional words are the most important?

How important is the word to the reading selection or theme of study?

How useful is the word outside of the selection or theme?

Is this a word that students might learn independently, perhaps through context?

Is this a word that will heighten students’ enthusiasm for word learning?

3. Ask students to construct a picture, symbol, or graphic representing the term.

4. Engage students periodically in activities that help them add to their knowledge of terms

in their notebook.

5. Periodically ask students to discuss the terms with one another.

6. Involve students periodically in games that allow them to play with terms.

5 – Advanced

4 – Early Advanced

3 – Intermediate

2 – Early Intermediate

1 – Beginner

True/False

It is a safe practice to eat or drink in the science lab.

Try:

True/False

Eating and drinking in the science lab is safe.

What is a mixed economy? 

Give an example of a country that has this type of economy and

compare their economy to the economy of the United States.

Try:

1. Define mixed economy.

2. Name a country that has a mixed economy.

3. How is this economy different from the economy of the United States?

Try: Photosynthesis is the process in green _____ by which carbohydrates are synthesized from ________ and _______ using _________ as an energy source.

(carbon dioxide, water, plants, sunlight)

Explain or define words that may cause difficulty.

them into lesson plans. I can design grouping structures that support lesson content and

language objectives.

Language Objectives: I can describe techniques to reduce the amount of teacher talk in a

lesson. I can practice asking questions that promote student elaboration of responses.

students, which encourage elaborated responses about lesson concepts.

17. Grouping configurations support language and content objectives of the lesson.

18. Sufficient wait time for student responses consistently provided

19. Ample opportunity for students to clarify key concepts in L1 as needed

standards.

Language Objective: I can discuss advantages for writing both language and content

objectives for a lesson and sharing the objectives with students.

2. Integration of Processes (four language domains)

3. Scaffolding (modeling, guided practice, comprehensible input)

4. Application (hands-on, meaningful, linked to objectives)

5. Grouping Options (whole/small group, partners, independent)

6. Assessment (individual/group, written/oral)

 clearly defined, displayed, and reviewed with students

2. Language Objectives

 clearly defined, displayed, and reviewed with students 

3. Content concepts 

appropriate for age and educational background

4. Supplementary materials

 used to a high degree, making the lesson clear and

meaningful

5. Adaptation of content

 to all levels of student proficiency  

6. Meaningful activities

 that integrate lesson concepts with language practice opportunities

for listening, speaking, reading, and writing

information about what they will learn and what they are expected to do in each lesson.

Language: English proficiency is enhanced when students are provided with specific

information about how they are developing knowledge of English during each lesson. 

All students are language learners.

2. Depth of Knowledge

3. ELP Standards

through hands-on practice. I can create application activities that extend the learning in new

ways and relate to language or content objectives.

Language Objectives: I can design activities that integrate different language skills as students

practice new content knowledge. I can discuss the importance of linking practice and

application activities to specific lesson objectives.

content knowledge in the classroom. (Moves abstract concepts to concrete.)

21. Activities provided for students to apply content and language knowledge.

23. Activities integrate all language skills.

material/concept/skill)

2. Distributed practice: when practice is spaced over different time frames farther and farther

apart (reviewing/refreshing material/concept/skill)

objectives. I can list strategies for improving student time-on-task throughout a lesson. I can

generate activities to keep ELLs engaged.

Language Objectives: I can discuss characteristics of effective SIOP lesson delivery. I can

explain how a focus on a lesson's objectives can aid in pacing. I can evaluate a situation

where a lesson plan is not enacted successfully and explain what might have gone wrong and

what could be improved.

24. Language objectives clearly supported by lesson delivery.

25. Students engaged approximately 90% to 100% of the period.

26. Pacing of the lesson appropriate to students' ability levels.

Academic learning time:

Middle and High school levels:

of ELLs. I can determine opportunities for reviewing and assessing key vocabulary and key

content concepts in a lesson plan.

Language Objectives: I can provide effective academic oral and written feedback to ELLs

during a lesson. I can compare and contrast characteristics of informal and formal

assessments.

28. Comprehensive review of key content concepts.

29. Regular feedback provided to students on their output.

30. Assessment of student comprehension and learning of all lesson objectives throughout the

lesson.

objectives. I can incorporate explicit instruction and student practice with learning strategies

when planning a lesson. I can identify techniques for verbal, procedural, and instructional

scaffolding.

Language Objectives: I can identify language learning strategies to include in lessons. I can

write a lesson plan that includes varied techniques for scaffolding student understandings. I

can write a set of higher order thinking questions or tasks on a chosen topic with increasing

levels of cognition.

14. Scaffolding techniques consistently used, assisting and supporting student understanding

15. A variety of questions or tasks that promote higher-order thinking skills

2. Metacognitive learning strategies

3. Language learning strategies

Review: