1. 1. Lesson Preparation
1.1. Content and Language Objectives
1.1.1. States what and how the student will learn the content. Should be stated orally and written on the board for students to see.
1.2. Adaptation of the Content
1.2.1. Should be appropriate for age and educational background. Content should be slightly challenging, but not overwhelming.
1.3. Graphic Organizers
1.3.1. Assists students in understanding parts and wholes of content. Can be helpful to keep information organized for future reference.
1.4. Outlines
1.4.1. Guides students with appropriate note-taking skills. This is also great as a visual support.
1.5. Highlighted Text, Marginal Notes, and Adapted Text
1.5.1. Beneficial for newcomers or those who need a more focused learning strategy. Allows students to concentrate their learning on certain details before understanding concept as a whole.
1.6. Jigsaw
1.6.1. This strategy allows students to become experts in their assigned role. They actively participate in mastering their objective and then report back to their original group to "teach" them what they know.
1.7. Leveled Study Guide
1.7.1. Teacher can provide a variety of study guides depending on specific needs.
1.8. Cornell Notes and Supplementary Material
1.8.1. Teacher should provide additional materials (visuals, media, etc) to assist students' understanding. Using all provided materials, students can take notes on the content.
2. 2. Building Background
2.1. Contextualize Key Vocabulary
2.1.1. Make simple the key vocabulary needed for the lesson. Students should understand use and meaning.
2.2. Vocabulary Self-Selection
2.2.1. Students feel empowered when they can choose what may be important in the lesson. Allow them to pick out key words and guide them to understand meaning.
2.3. Personal Dictionaries or Glossaries
2.3.1. Allows students to create and use as a future resource.
2.4. Content Word Wall
2.4.1. Acts as a constant visual for key words, mostly for mathematics.
2.5. Concept Definition Map
2.5.1. Graphic organizer used to discuss complex concepts and clarify meaning.
2.6. Math Vocabulary Games
2.6.1. Allows students to become more engaged in learning new math vocabulary. This can lead to better understanding and acquisition.
3. 3. Comprehensible Input
3.1. Appropriate Speech
3.1.1. Teachers should meet students at their specific level and be explicit with the words and meanings used.
3.2. Explanation of Academic Tasks
3.2.1. Should be done in a step-by-step manner. Teacher can repeat, paraphrase, and demonstrate when needed.
3.3. Scaffolding
3.3.1. Verbal and procedural scaffolding assist students to work slightly beyond their current level of understanding.
3.4. Questioning
3.4.1. Should be varied and provide the opportunity for open communication to take place.
3.5. Interaction
3.5.1. Student interaction provides peer support and non-intimidating language practice.
4. 4. Stratgies
4.1. Thinking Aloud
4.1.1. Teacher should model how to question and think throughout the content.
4.2. "I Wonder" Chart
4.2.1. Create a visual of students' questions about the upcoming lesson.
4.3. Preview and Predicting Strategy
4.3.1. Students will examine specific features of the material and write down what they believe it is about.
4.4. Summarizing Strategy
4.4.1. Teacher and students pick out important details about what was learned and expand ideas/facts on each.
4.5. Bring Together Learning
4.5.1. Draw students' attention back to previous predictions and clarify where needed. Finalize learning by elaborating their understanding of the content. Teacher should encourage higher-level thinking through leveled-questioning.
5. 5. Interaction
5.1. Opportunities for Interaction
5.1.1. Providing a balanced linguistic exchange allows EL learners the language practice needed to be more understood. This also allows them to understand their peers' point of view.
5.2. Encouraging More Elaborate Responses
5.2.1. Assist and encourage students to further explain their thoughts and learning.
5.3. Fostering Student Interaction
5.3.1. Teachers should provide a variety of activities so students have the opportunity to work with many peers.
5.4. Group Configurations
5.4.1. Teachers should strive for many grouping opportunities: whole class, small groups, partnering, homogeneous, and heterogeneous.
5.5. Cooperative Learning Ideas
5.5.1. Provides activities and assignments centered around the content in which students have to work together to reach a conclusion.
5.6. Wait Time
5.6.1. Increased wait time is beneficial for all students, including EL learners. It allows more time to understand and explain their thoughts.
5.7. Clarify Key Concepts
5.7.1. Whenever possible, the student's native language can be used to assist with understanding key concepts.
6. 6. Practice and Application
6.1. Hands-on Materials and Manipulatives for Practice
6.1.1. By providing hand-on activities, students can connect their learning to physical experiences which can assist with understating the concepts learned.
6.2. Application of Content and Language
6.2.1. By drawing on students' prior knowledge and providing relevant activities, students can make connections to new content. Students should be encouraged to interact with peers both verbally and through written text to further academic language skills.
6.3. Integration of Language Skills
6.3.1. All language skills are interrelated. Working on one skill will help enhance the others.
7. 7. Lesson Delivery
7.1. Content Objectives
7.1.1. Should be stated orally and written for students to see. This is what students can expect to learn.
7.2. Language Objectives
7.2.1. Describes how the student will learn the content. These objectives should be stated orally and written in the academic language that students are expected to use in the lesson.
7.3. Pace of Lesson
7.3.1. The pace of the lesson should be balanced. Students should be constantly engaged, but also allowed sufficient time for processing and understanding.
7.4. Engaged Students
7.4.1. Students should be actively engaged in content related material 90%-100% of the time.
8. 8. Review and Assessment
8.1. Review of Key Vocabulary
8.1.1. Teacher can draw attention to specific vocab needs and repeat where needed. The goal is teach students how to connect new words with previous knowledge and develop a pattern so word acquisition become automatic.
8.2. Review of Key Concepts
8.2.1. Teacher can review key concepts through summarizing, chunking, or specific review of material. This allows for clarification of content and additional language opportunities.
8.3. Assessment of Lesson Objectives
8.3.1. Allows the teacher to understand students' learning. Students can be assessed in a multitude of ways that will help the teacher evaluate overall understanding.