8components 30 features

  • Lesson Preparation: Define, display and review content and language objectives clearly. Provide supplementary materials and meaningful activities and adapt content to all levels of students proficiency.(bilingual dictionaries, graphs, visuals models, computer programs).
  • Building Background: Explicitly link concepts to students’ background and experiences while emphasizing in key vocabulary.
  • Comprehensible input: Speech appropriate for students’ proficiency level (simple sentences, slower rate). Explain academic tasks clearly (orally and written). Use variety of techniques to make content clear (modeling, visuals, repetition, word bank, repetition, body language and gestures, hands-on activities, demonstrations)
  • Strategies: Provide ample opportunities for students to use learning strategies (problem solving, predicting, summarizing, self-monitoring, questioning). Use scaffolding techniques consistently. (Providing the right amount of support to move students from one level of understanding to a higher level throughout the lesson). Use a variety of question types including those that promote higher-order thinking skills. (literal, analytical and interpretive questions)
  • Interaction: Provide frequent opportunities for interactions and discussions between teacher/student, student/student, and encourage elaborated responses, comprehension checks, and clarification requests. Use group configurations that support language and content objectives of the lesson. Provide sufficient wait time for student responses consistently. Give ample opportunities for students to clarify key concepts in L1 as needed with aide, peer or L1 text.
  • Practice/Application: Provide hands on materials and/ or manipulatives for students to practice using new content knowledge. Provide activities for students to apply content and language knowledge in the classroom. Provide activities that integrate all language skills (reading, writing, listening and speaking)
  • Lesson delivery: Support content objectives clearly. Support language objectives clearly. Engage students approximately 90-100% of the period taking part and on task throughout the lesson). Pace the lesson appropriately to the students’ ability level.
  • Review & Assessment: Give a comprehensive review of key vocabulary and key content concepts. Provide feedback to students regularly on their output. (language, content, work). Conduct assessments of students comprehension and learning throughout the lesson on all objectives (spot checking, group response)
Writing content and language objectives:

Avoid the verbs review and practice (they are outcomes) or learn, understand and comprehend (they are too broad and difficult to observe directly)

Use verbs that are action oriented, observable and assessable

Content Objectives: are drawn from state standards for the content area. Use verbs such as: identify, analyze, rank, construct, graph, divide, solve, design, discover, research, compare/contrast, compute.

Language Objectives:Use verbs related to listening, speaking, reading, and writing. Use verbs such as: read, write, listen, list, tell discuss, record, debate, describe, converse, explain.

SIOP=Sheltered Instruction Observation Protocol (1996)

Research based instructional approach to make academic content more accessible to ELLs while promoting their language development.

Created By
Erica Orjuela


Created with images by 3093594 - "building rotterdam architecture" • Pexels - "fountain pen note notebook" • Barrett.Discovery - "DSC00295"

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