1. Making Content Comprehensible for 5. Interaction:
English Language Learners—SIOP Model ! Provide frequent opportunities for
SHELTERED INSTRUCTION— interaction and discussion—Supplies much
needed “oral rehearsal”
for Academic Achievement ! Group students to support language and
content objectives—use at least 2 different
Key Components – Teaching language and structures during a lesson—pairs, triads, teams, varied by
content effectively: language proficiency or interest
! Consistently afford sufficient wait time—
1. Preparation: let other students write down answers while waiting for one
student to respond
! Clearly define content objectives ! Give ample opportunities for clarification
" Write on the board
" State orally for concepts in L1—use bilingual
! Clearly define language objectives paraprofessionals, native language materials, notes by
students…
" Write on the board
" State orally
! Choose content concepts for age 6. Practice/Application:
appropriateness and “fit” with ! Supply lots of hands-on materials
educational background of students ! Provide activities for students to apply
! Use supplementary materials to make content/language knowledge— discussing
lessons clear and meaningful and doing make abstract concepts concrete; allow students
! Adapt content to all levels of student to work in partners before working alone
proficiency—use graphic organizers, study ! Integrate all language skills into each
guides, taped texts, jigsaw reading… lesson--listening, speaking, reading, writing
! Provide meaningful and authentic
activities that integrate lesson 7. Lesson Delivery:
concepts with language practice ! Clearly support content objectives—
opportunities—surveys, letter writing, making objectives apparent throughout lesson; no “bird-walks”
models, plays, games… ! Clearly support language objectives—
students given ample opportunities to “show off” their
language capabilities in speaking, reading, writing
2. Building Background: ! Engage students 90-100% of the
! Explicitly link concepts to students’ lesson—less “teacher talk”, no “down-time”, students
background experience are actively working in whole groups, small groups,
! Make clear links between students’ past individually…
learning and new concepts ! Appropriately pace the lesson to
! Emphasize key vocabulary students’ ability level
8. Review/Assessment:
3. Comprehensible Input: ! Provide comprehensive review of key
! Speak appropriately to accommodate vocabulary—teach, review, assess, teach…; use
students’ proficiency level word study books, Content Word Wall, …
! Clearly explain academic tasks ! Supply comprehensive review of key
! Use a variety of techniques to make content concepts—review content directly related
content concepts clear--modeling, hands-on to objectives throughout lesson; use graphic organizers as
materials, visuals, demos, gestures, film clips… review
! Regularly give feedback to students on
4. Strategies: their output--clarify, discuss, correct responses
! Provide ample opportunities for students ! Conduct assessment of student
to use strategies--GIST, SQP2R, Reciprocal comprehension and learning—use a variety
Teaching, mnemonics, 12 minute research paper, 2 column of quick reviews: thumbs up-down, numbered wheels, small
notes, repeated readings, … dry erase boards; include student self-assessment…
! Consistently use scaffolding techniques Source taken from: “Making Content Comprehensible for English Language
Learners”, Echevarria, Vogt, Short
throughout lesson --think-alouds, paraphrasing,
partnering… Compiled by the Bilingual and Compensatory Education Resource Team,
! Employ a variety of question types—use Dearborn Public Schools, Michigan 2002
Question Cube, Thinking Cube, Bloom’s Taxonomy…