Features that address the content of the lesson Features: 3, 5, 26

3: Content Concepts are appropriate for age and educational background Level of the students

Use standards, access background and prior knowledge;; scaffold and differentiate for different abilities and experiences. Everyone gets the same content but maybe through different paths.

5: Adapt content to all levels of student proficiency

Use adaptation strategies to challenge high ability students (enrichment) and facilitate content mastery of less proficient (leveled study guides, leveled prompts based on essential questions, adapted text, mini-­lessons, preteaching).

26: Pace lesson according to student ability

Get to know students. Have expansion activities for students to do that are done quicker. Allow for project work (self-­paced). Structure projects based on proficiency (X-­men group: 5 sentences with 3 objects each, Fantastic Four group: 5 sentences with 1 object each, Batman and Robin: 5 subject and verb combinations). Lots of teaching ideas in the book under this feature. Good thoughts on differentiation too.

Feature wording was quoted from Echevarria, J., & Vogt, M. (2012). Making content comprehensible for English learners: the SIOP® model (4th ed.). Boston: Pearson. The annotations were intended to be paraphrases of the text and not my thinking;; there may be accidental quotations.

(Intentionally left blank)

Feature wording was quoted from Echevarria, J., & Vogt, M. (2012). Making content comprehensible for

English learners: the SIOP® model (4th ed.). Boston: Pearson. The annotations were intended to be

paraphrases of the text and not my thinking;; there may be accidental quotations.

Addressing the Content of the Lesson Worksheet Feature 3 requires that the lesson is grounded in content standards. 1. What standards am I addressing? Are there other standards that you know of that I

might be working on? 2. I have a World Languages credential and not have a English credential, yet I feel like

I’m supporting my English department. Can you think of ways that this lesson helps my English department and my students’ ability to write in English?

3. Is having a non-­English teacher asking students to write a good idea, a bad idea, or a

mixed idea? Why? 4. How could you support your students’ reading and writing abilities? What training

would you need?

Feature wording was quoted from Echevarria, J., & Vogt, M. (2012). Making content comprehensible for English learners: the SIOP® model (4th ed.). Boston: Pearson. The annotations were intended to be paraphrases of the text and not my thinking;; there may be accidental quotations.

Feature wording was quoted from Echevarria, J., & Vogt, M. (2012). Making content comprehensible for

English learners: the SIOP® model (4th ed.). Boston: Pearson. The annotations were intended to be

paraphrases of the text and not my thinking;; there may be accidental quotations.

Features that Support Metacognitive Abilities Features: 1, 2, 13, 23, 28

1: Content objectives and clearly defined, displayed, and reviewed with students

State them, write them, put them in student language or have students put them in

student language. All students master the same content;; different paths is ok.

2: Language objectives and clearly defined, displayed, and reviewed with students

Language objectives are to ensure that content is comprehensible to all. Must

teach the skills to make the content comprehensible. Preteach vocab so it’s

comprehensible when it’s seen in context.

13: Provide ample opportunities for students to use learning strategies

Includes cognitive strategies that get students to manipulate the content,

metacognitive strategies that get students to monitor and manage their own learning,

and language learning strategies that help people manage learning a new language.

Cognitive includes things like setting a goal, note-­taking, reviewing, organizing a text;;

metacognitive include the use of mnemonics, awareness of understanding and use of

strategies to improve it, visualizing and summarizing;; language learning strategies

include being aware of language conventions (suffix, prefix, root), syntax and context

clues, imitation, social-­affective strategies like seeking out opportunities to speak.

23: Content objectives are supported by lesson delivery

Post the objectives, refer back to them during the lesson and at review. Make sure

they are student friendly language. Structure lesson with 1) instruction, 2) guided

practice, 3) individual practice, 4) review and assessment

28: Do a comprehensive review of content objectives

Stop, summarize and predict next steps often. “Are you trying to tell me that...?” Use

content summary sentence starters to get students talking to me and each other. Can

be informal (to each other, whiteboards) or more formal (interactive whiteboard posts,

journal). Idea is to ID misunderstandings, level of comprehension and know where to

go next.

Feature wording was quoted from Echevarria, J., & Vogt, M. (2012). Making content comprehensible for

English learners: the SIOP® model (4th ed.). Boston: Pearson. The annotations were intended to be

paraphrases of the text and not my thinking;; there may be accidental quotations.

(Intentionally left blank)

Feature wording was quoted from Echevarria, J., & Vogt, M. (2012). Making content comprehensible for

English learners: the SIOP® model (4th ed.). Boston: Pearson. The annotations were intended to be

paraphrases of the text and not my thinking;; there may be accidental quotations.

Supporting Metacognitive Abilities Worksheet

Features 1, 2, 23, and 28 all ask that I post and refer back to content and language objectives. I have found that most students engage more actively in their learning when I do it. The logistics of doing this, though-­-­the time to write them, the time to refer to them, the time to assess progress-­-­makes it feel like a burden to me. 1. How do you feel about this requirement? Do you do this in your practice? If not, could

you? 2. Please watch the video. Do you think stating, referring to, and assessing progress is a

mental barrier, time burden, or something else? 3. What ways of posting the objectives can balance time and board management with

accessibility? 4. What other SIOP features does referring to content objectives and assessing progress

help to achieve? (Hint: I’m thinking of presentational and content features) Video support:

Comparisons Video-­-­Objectives.

Feature wording was quoted from Echevarria, J., & Vogt, M. (2012). Making content comprehensible for English learners: the SIOP® model (4th ed.). Boston: Pearson. The annotations were intended to be paraphrases of the text and not my thinking;; there may be accidental quotations.

Features that Guide Presentation Features: 7, 8, 11, 14, 15, 16, 17, 20, 21, 24, 25, 29, 30

7: Concepts are explicitly linked to students’ background experiences

Assess for existing, foundational schemata;; bring to the fore and connect to these if they are there;; teach them and then connect to them if they are not. Can use anticipation guides or previews and supplemental materials.

8: Make explicit links between past learning in the class and new concepts

Students in general don’t connect past learning with new learning;; 10,000 foot view versus in the trees;; teacher must make the connections;; even more important for ELLs.

11: Academic tasks are clearly explained

Use different strategies (gestures, writing, organizers) and supports (multimedia) to lay out the steps of a task. Always give written instructions.

14: Assist and support student understanding by consistently using scaffolding techniques

Verbal, procedural and instructional scaffolding include modifying teacher’s language, using teaching activities that are designed to aid students as they move toward comprehension (especially by pairing them with more knowledgeable students), and using graphic organizers/models of student work. The idea is to make a too difficult concept or task easy enough to grasp/complete, and then remove the scaffolding.

15: Use a variety of questions and tasks to promote higher level thinking skills

Different models of higher thinking levels get at basically the same thing: just memorizing information doesn’t mean fully understanding it. To do that, one must analyze it, question it, and create with it. Without careful planning and premeditation, most teachers ask 80% or so of their questions at the lower level of the models. Specific teaching processes exist to elicit the higher levels of thinking (squeepers, gist, directed, teacher-­assisted reading, etc.)

16: Create frequent opportunities for interaction and discussion between teacher/student and student/student to encourage elaborate responses regarding lesson concepts.

Teachers tend to use whole-­class groupings. However, varying the groupings (say 2 per lesson) get students more motivated, accountable, give more opportunities to use language. Typical SIOP progression is 10-­15 minutes of instruction, small group analyticals, and then individual practice.

17: Manage grouping configurations to support language and content objectives

This goes hand in hand with the above. I’ve actually summarized both in #16

Feature wording was quoted from Echevarria, J., & Vogt, M. (2012). Making content comprehensible for English learners: the SIOP® model (4th ed.). Boston: Pearson. The annotations were intended to be paraphrases of the text and not my thinking;; there may be accidental quotations.

20: Students use hands-­on materials and/or manipulatives to practice using new content knowledge in classroom

Manipulatives can be “organized, created, counted, classified, stacked, experimented with, observed, rearranged, dismantled, etc (p 175).” Kinesthetic activities work here, too. New learning should be practiced often, in short intense periods.

21: Provide activities for students to apply content and language knowledge

Madeline Hunter says that the difference between knowing how to do something and doing it is big and the latter is where we want students to be. They need to apply. Application can include: organizing new data, discussing and forming personal opinions about a theory, applying it to a real life scenario. This is when ELLs practice the language objectives, and teachers monitor learning for review and reteaching needs.

24: Language objectives are supported by lesson delivery

State these, teach these, refer back to these, assess and review these. Objectives should be observable, measurable, and assessed.

25: Students are engaged 90%-­100% of the time

Adolescents like text that interests them and connects to their current and future lives. Allocated time: balance between instruction and practice. engaged time: to increase, make material clear (scaffolding), get students talking to each other about content, and doing things actively with content. Academic learning time: time doing learning activities directly related to things we want them to to do (drill and kill are not directly relevant). Get students reading, writing, speaking and listening using the drill material. It will sink in with the 1000 reps of using more than 1000 reps of repetition.

29: Give regular, specific feedback about student output Feedback is supportive and validating, specific and academically oriented, includes content and language objectives, includes modeling, paraphrasing, non-­verbal communication, and may be done by students that have been coached.

30: Assess comprehension and learning of all objectives throughout the lesson

Assess at the beginning for prior knowledge/schema, in the middle for comprehension and reteaching, and the end for reteaching and next steps. Do not need to be graded assessments. Excellent teaching ideas (stock market and others in the book). Excellent ideas for differentiating, too.

Feature wording was quoted from Echevarria, J., & Vogt, M. (2012). Making content comprehensible for English learners: the SIOP® model (4th ed.). Boston: Pearson. The annotations were intended to be paraphrases of the text and not my thinking;; there may be accidental quotations.

Guiding the Presentation of the Lesson Worksheet

1. Please use the lesson plan to identify what scaffolds are used to bring the students

from possibly making errors in English comparisons to using the Spanish phrase

“más...que” correctly in a paragraph. There are many.

The lesson plan ends with “mas...que” but the actual lesson added two other comparisons

(see feature 26). I had prepped these just in case the students got it quickly. You can watch

the Comparisons Video-­-­Objectives to see how I scaffolded the introduction of the other

material.

2. What features could I use to justify teaching this in English, as I’ve done?

In the lesson, I’ve built the students’ knowledge of “más...que” from zero to strong use. I

haven’t used a lot of higher thinking level questions, but I do eventually get there (see video).

3. Please use the lesson plan to identify places where I could have added higher level

thinking questions or tasks, or places I could take this lesson to address the need to

ask these questions.

4. Please review the video. Could you suggest any other questions or ways of

comparing the English comparisons language and the Spanish comparisons

language?

Video support:

Comparisons Video-­-­English vs Spanish.

Feature wording was quoted from Echevarria, J., & Vogt, M. (2012). Making content comprehensible for

English learners: the SIOP® model (4th ed.). Boston: Pearson. The annotations were intended to be

paraphrases of the text and not my thinking;; there may be accidental quotations.

Feature wording was quoted from Echevarria, J., & Vogt, M. (2012). Making content comprehensible for

English learners: the SIOP® model (4th ed.). Boston: Pearson. The annotations were intended to be

paraphrases of the text and not my thinking;; there may be accidental quotations.

Features that Adapt Lessons to ELLs Features: 4, 6, 9, 10, 12, 18, 19, 22, 27

4: Supplementary materials are used to a high degree-­-­making lesson clear and meaningful

Use supplementary materials to access prior knowledge, background, give context,

make ELLs’ experiences real and put comprehensible labels on the experiences.

6: Meaningful activities that integrate lesson concepts with language practice opportunities

for reading, writing, listening and/or speaking.

Use activities that allow students to create content knowledge through reading,

writing, speaking, listening, viewing, doing. Adapt these and scaffold these so that

all learners can learn and contribute without highlighting different abilities.

9: Key vocabulary is emphasized (e.g., introduced, written repeated and highlighted for

students to see)

Many ways to do this;; they include giving lots of touches within context;; using

meaningful activities and not just “write the definition”;; don’t forget to check for,

construct and build on prior knowledge and schemata. Students involved in selection

of vocab and creation of meaning through activities. Use different intelligences.

10: Speech is appropriate for students’ proficiency levels

Slow speed (but remain authentic) and use word and sentence complexity that

matches students' proficiency.

12: Use a variety of techniques to make content concepts clear

Use gestures, body language, modeling, lesson previews, multimedia to present.

Allow students to demonstrate mastery in ways that don’t require language.

18: Consistently give students sufficient time to respond to questions

Teachers in US may wait as little as a second or less. Give students time to think

and process. ELLs need more time to work through the language first, and then the

content. For different levels, have students write answers, wait to check final answer.

19: Give students amply opportunity to clarify key concepts as needed with an L1 aide, peer

or L1 text

This is tricky as some states are English only instruction states. Research is clear

that learning the content in L1 and transferring to L+ is a successful way to enhance

learning and language.

22: Integrate reading, writing, speaking and listening into practice activities

Practicing one of these supports all. Give sentence starters to differentiate. Lots of

suggestions on teaching strategies and differentiation. Group with a purpose

(consider by skill & motivation (high/high, high/low, etc)).

Feature wording was quoted from Echevarria, J., & Vogt, M. (2012). Making content comprehensible for

English learners: the SIOP® model (4th ed.). Boston: Pearson. The annotations were intended to be

paraphrases of the text and not my thinking;; there may be accidental quotations.

27: Give a comprehensive review of vocabulary

ELLs spend a lot of time just understanding and may not be able identify the focus

until they’ve missed a lot of material. State objectives, ID the key vocab, and focus in

on the content objectives. Introduce, review, use, require the use of, and summarize

key vocabulary in a lesson. Don’t wing the review;; you must plan for it.

Feature wording was quoted from Echevarria, J., & Vogt, M. (2012). Making content comprehensible for

English learners: the SIOP® model (4th ed.). Boston: Pearson. The annotations were intended to be

paraphrases of the text and not my thinking;; there may be accidental quotations.

Adapting Lessons to ELLs Worksheet

Features 6, 9 and 22 ask the teacher to emphasize key vocabulary and give students a lot of opportunity to interact. 1. Use the video to get a sense of how much the students were interacting. It’s short

clips strung together. How did the students like this? Was it effective? What other benefits does this level of student interaction have? How could student interaction be applied in a non-­language arts classroom-­-­say, your classroom? (Note, the video only covers the first third of the content)

In this lesson, I used scaffolding to evoke prior knowledge and then introduce and emphasize the key vocabulary in Spanish. 2. Can you identify the scaffolding? In other words, how did I prime students to receive

the Spanish vocabulary?

In this lesson, I am speaking to English natives with no ELLs. Please use the lesson plan, feature annotation and your own experience to answer this question: 3. How could I have emphasized, clarified, or demonstrated the English adjectives that

students chose?

In this lesson, I used repetition to help students acquire the vocabulary. 4. Please use the lesson plan to describe the how I used repetition for vocabulary

acquisition. Video support:

Comparisons Video-­-­Student Interaction

Feature wording was quoted from Echevarria, J., & Vogt, M. (2012). Making content comprehensible for English learners: the SIOP® model (4th ed.). Boston: Pearson. The annotations were intended to be paraphrases of the text and not my thinking;; there may be accidental quotations.