Introducing
Your new presentation assistant.
Refine, enhance, and tailor your content, source relevant images, and edit visuals quicker than ever before.
Trending searches
Arizona Department of Education. (2015). Finalized English language proficiency (ELP) standards. Retrieved from http://www.azed.gov/english-language-learners/elps/
Echevarría, J., Vogt, M., & Short, D. J. (2013). Making content comprehensible for English learners: The SIOP model (4th ed.). Upper Saddle River, NJ: Pearson.
English for Speakers of Other Languages. (2015). SIOP 8 components and 30 features. Retrieved from http://esol.leeschools.net/SIOP/pdf/SIOP%208.pdf
Low Intermediate/High Intermediate
Students are attempting complex sentences. Students will be able to answer higher order thinking questions with the intention to explain the importance of each component of a plant. a student will be called to drag a vocabulary word to match the definition. Students will label a diagram of a plant using newly acquired vocabulary
Pre-Emergent
Be sure to use language that is appropriate for student’s language proficiency. Most students are limited in their language abilities or are unable to communicate at all. Speak slowly and clearly.
Emergent
Most students are familiar with simple phrases and sentences. Use a variety of techniques to make content clear and concise. Use two step directions. Include visuals. Students create a vocabulary flip book which includes simple words and pictures to show the function of plants.
Basic
Students are aware of errors and are forming simple and compound sentences. Use of a variety of techniques to make content concepts clear. Teachers need to focus attention selectively on the most important information. Introduce new learning in context. Students will self-check their understanding of vocabulary through the use of puzzle pieces. Visuals include new vocabulary to make a connection.
Low/High intermediate
• Standard 1, LI-5: Responding to academic discussions
• Standard 2, LI-5: Asking and responding to academic questions
• Standard 2, LI-6: Stating multi-step directions using prepositions of time, location and movement in complete sentences.
• Standard 1, HI-5: Demonstrating relationships among facts, ideas or events.
• Standard 2 HI-5: Asking and responding to academic questions in complete sentences.
• Standard 2, HI-6: Stating multi-step procedures or processes using specific academic vocabulary in complete sentence.
Emergent
• Standard 1, E-2: Responding to read aloud by identifying main ideas
• Standard 1, E-7: Following one or two step commands
Basic
• Standard 1, B-5: Respond to discussions
• Standard 1, B-5: Use academic vocabulary
• Standard 2, B-6: Compare concepts while responding to questions
-Word Splash, Brain-storming and collaboration
Pre-Emergent
• Standard 1, PE-5: Use key words and phrases
• Standard 1, PE-7: Follow 1 to 2 step directions using cues and gestures
• Standard 2, PE-6: Repeat single step directions
1. Lesson Preparation
2. Building Background
3. Comprehensible Input
4. Strategies
5. Interaction
6. Practice and Application
7. Lesson Delivery
8. Review and Assessment