These two objectives are clearly stated by the teacher and should be visibly written for students to see as well.
What are content and language objectives?
100
Teachers should demonstrate this by using clearly enunciated speech and gestures, repetition, and paraphrasing.
What is comprehensible input?
100
Providing frequent opportunities for discussion and engagement?
What is interaction?
100
Teachers provide activities for students to apply content and language knowledge.
What is practice and application?
100
Teachers provide a comprehensive review of key vocabulary.
What is review and assessment?
200
This type of objective describes how the student will learn the content of the lesson
What is language objective?
200
GIST, mnemonics, predicting, summarizing.
What are strategies?
200
Teachers use pairs, triads, teams used to support language and content.
What are grouping configurations?
200
Students are engaged 90%-100% of the time.
What is leson delivery?
200
clarify, discuss, redirect
What is feedback?
300
This component emphasizes key vocabulary.
What is building background?
300
thinking cubes, bloom's taxonomy, and question cubes
What is higher order thinking skills?
300
Teachers use bi-lingual materials as a way to do this.
What is clarify concepts in L1?
300
These materials are used by students to learn and practice content so they can forge connections between abstract and concrete concepts, especially in math and science.
What are hands-on manipulatives?
300
Games, Thumbs up/down, and dry erase Response Boards are all examples of this.
What is formative assessment?
400
These are used to make lessons lear and meaningful.
What are supplementary materials?
400
A teacher uses this type of scaffolding when he/she restates or paraphrases a student response to model correct English usage and grammar, models critical thinking with "Think Alouds", and restates a term giving its definition.
What is verbal scaffolding?
400
The opportunity for ELs to process new information before responding.
What is wait time?
400
Teachers design lessons that address the ability levels of students.
What is appropriate pacing?
400
The degree to which students have met the content and language objectives.
What is lesson conclusion?
500
Surveys, letter writing, making models, plays, and games.
What is meaningful and authentic activities?
500
A teacher uses this type of scaffolding when he/she provides one-on-one teaching or modeling, small group instruction, and partnering students for activities.
What is procedural scaffolding?
500
Frequent opportunities for interaction and discussion.
What is "oral rehearsal"?
500
Teachers give students ample opportunities to "show off" their language capabilities in the four domains.
What is supporting language objectives?
500
Teaching, reviewing, and assessing EL's understandings of cross-curricular/process/function words and terms that are found in test questions.