Teaching English Learners: in Elementary Schools

Teaching English Learners
i n El e men ta ry S cho o l s
Wo r k s h o p s fo r
Pre-Service Teachers
Andrea B
Hellman
Dr. Andrea B. Hellman, Missouri State University, 2012 missouristate.academia.edu/AndreaHellman
Workshops on Teaching English Language Learners in Elementary Schools
Schedule of Topics and Objectives
Workshop 1: Introduction to the workshops. Pre-test. English learners in US elementary schools.

a. Participants will (PW) understand expectations for the workshops.
b. PW complete a pre-test on teacher dispositions and knowledge about best practices for
English language learners.
c. PW understand why every elementary teacher needs to be prepared for teaching ELLs.
Workshop 2: Learning content in another language. The contributions of culturally and linguistically diverse
students to the classroom.
a. PW experience learning in another language.
b. PW discuss the contributions culturally and linguistically diverse students can make to the
classroom.
Workshop 3: Meeting English language learners. Identifying and prioritizing diverse needs. Creating a
welcoming classroom environment.
a. PW identify and prioritize the diverse needs of language minority students.
b. PW list approaches for creating a welcoming classroom environment for language minority
students.
Workshop 4: Educators’ legal obligations. Changes in instructional practice. Guiding principles of language
development.
a. PW interpret WIDA’s guiding principles of language development.
b. PW become aware of their responsibilities regarding the education of Limited English
Proficient (LEP) students.
Workshop 5: Critical incidents. Elementary ELL profiles.

a. PW resolve critical incidents regarding the education of ELLs.
b. PW analyze learner profiles and discuss how ELLs differ from one another.
Workshop 6: English Language Proficiency Standards. Estimating language proficiency from student writing
samples.
a. PW differentiate the six levels of WIDA’s English language proficiency.
b. PW evaluate writing samples to estimate the writer’s English language proficiency.
Workshop 7: CAN DO descriptors, model performance indicators, support strategies.

a. PW identify what learners are expected to be able to do on each level of English language
proficiency.
b. PW differentiate task difficulty with support strategies.
Workshop 8: Introduction to the SIOP model. Model SIOP lesson plans.

a. PW represent and explain the eight main components of the sheltered instruction
observation protocol (SIOP).
b. PW explore SIOP lesson plans and notate the SIOP components.
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Workshop 9: Lesson preparation. Language objectives.

a. PW discuss teachers’ rationale for using the SIOP model.
b. PW add the lesson preparation component of SIOP to an existing lesson plan.
c. PW write language objectives to accommodate a specific ELL.
Workshop 10: Lesson differentiation. Key vocabulary.

a. PW evaluate teaching scenarios using the SIOP rubric.
b. PW sort words according to priority for teaching.
c. PW will identify key words and three vocabulary teaching strategies for their SIOP lesson
plan.
Workshop 11: Building background knowledge. Meaningful activities. Supplementary materials.

a. PW add meaningful activities suitable for specific ELLs to their SIOP lesson plan.
b. PW obtain supplementary materials for their SIOP lesson plan.
c. PW evaluate teaching scenarios for building background.
Workshop 12: Comprehensible input. Practice.

a. PW explore techniques for helping students comprehend content information and teacher
talk.
b. PW script and notate a segment for comprehensible input on their SIOP lesson plan.
Workshop 13: Interaction. Academic language talk moves.

a. PW add opportunities for interaction to the lesson plan.
b. PW add academic language talk moves to the lesson plan.
c. PW will evaluate teaching scenarios for interaction.
Workshop 14: Putting together the steps of creating SIOP lesson plans.
a. PW add review and assessment to the lesson plan.
b. PW provide peer review for each others’ lessons.
c. PW write a report to document the thinking process of creating a SIOP lesson.
Workshop 15: SIOP lesson plan swap.

a. PW present lesson plans highlighting the added SIOP features.
b. PW swap lesson plans with each other.
c. PW review key concepts of the workshops for the post-test.
Final Session: Post-test.
Textbook
Echevarría, J., Vogt, M., & Short, D. J. (2010). Making content comprehensible for elementary English learners:
The SIOP model. Boston, MA: Pearson, Allyn and Bacon.
2
Workshop 1
Objectives
1. Participants will (PW) understand expectations for the workshops.
2. PW complete a pre-test on teacher dispositions and knowledge about best practices for English
language learners.
3. PW understand why every elementary teacher needs to be prepared for teaching ELLs.
Workshop 2
Objectives
1. Participants will (PW) experience learning in another language.
2. PW discuss the contributions culturally and linguistically diverse students can make to the classroom.
Key Terms
CDL (culturally and linguistically diverse learner); ELL (English language learner); LEP (limited English proficient
student); LFS (student with limited formal schooling); long-term ELL; bilingual; multilingual.
What do They Bring? (An adaptation of Donna L. Goldstein’s activity In Seely, H. (Ed.) (1996), 151-154.)
You have a new student in your class. Discuss what potential valuable contributions each student can make to
your classroom. Brainstorm as many ways as possible that this student can make a difference for other learners
in your class.
a. Recently adopted from Haiti, has an intellectual disability and uses a wheelchair. It is unclear whether
she has acquired much Haitian Creole as a first language.
b. Raised by grandmother in Guatemala, speaks a Mayan dialect and a little Spanish. Grew up on a farm,
rarely traveled outside her village.
c. Lived at a refugee camp for two years in Pakistan. Missed four years of formal schooling prior to arriving
in the US. Speaks Farsi and some Urdu, can read and understand a little classical Arabic.
d. Children of Hmong refugees, lived in inner city Milwaukee, recently moved to a chicken farm with parents
and five siblings.
e. Traveled extensively with software engineer parents, visited Nepal, India, and Western Europe.
f. Helps out at his parents’ Chinese restaurant after school. Does his homework at the restaurant in
between chores.
g. The oldest of five siblings; born in Kyrgyzstan, lived in several US cities. Comes from a deeply religious,
extremely hard working family. They speak Russian in the home and have an extensive library of
Russian books and films.
h. The only daughter of a Mexican family where the parents are laborers in the meat industry. They have
moved three times in the last four years, recently from California to Missouri. She has responsibilities to
care for a young sibling.
i. Adopted from a Russian orphanage at age 9. Spoke only Russian prior to adoption. Completed grades
1-3 in a Russian elementary school.
j. Son of religious parents from Romania. Parents speak Hungarian and Romanian in the home. The family
has taken trips to visit relatives in Hungary, Romania, Italy, and Israel.
k. Born in Texas, sometimes visits relatives in Mexico during school vacation; bicultural and a balanced
bilingual of Spanish and English.
Compare how you felt about the person initially and how you felt after you discussed with your group.
What did you learn from this exercise? How does this relate to your school experiences?
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Workshop 3
Objectives
1. Participants will (PW) identify and prioritize the diverse needs of language minority students.
2. PW list approaches for creating a welcoming classroom environment for language minority students.
Key Terms
Hierarchy of needs; affective filter; dual purpose teaching; predictable routines.
Diverse Students – Diverse Needs

• Consider the different needs your student has. Make a list of those needs.
• What are some needs that other students on the list may have? Add to the needs list.
• How about other students you know in your school? Add to the list.
• Compare the students based on the kinds of needs they have. How are they the same or different?
• Which of the needs on your list can be grouped into categories? Name the categories you created. Clarify
and reduce to make your representation more elegant.
• Prioritize these categories. Which of these must be satisfied before other needs?
• Try to create a hierarchy of needs with a graphic organizer. (Apply Maslow’s hierarchy of needs.)
Meeting the Needs

Link one strategy to each level that you could employ to meet the needs students have.
Here are some key suggestions:
• Having a mentor, advocate, someone who genuinely cares and who knows them well.
• Getting to know each student’s specific needs and devising a plan to meet the needs according to the
recognized priority.
• Making the environment welcoming, helping students lower their affective filter.
• Motivating students by including them in groups, helping them be part of “us”.
• Adding a language objective to every class session ( = dual purpose teaching, for example: listen actively,
speak frequently, read, write, focus on key vocabulary in each lesson).
• Presenting materials in a comprehensible way (activate background knowledge, frontload teacher
presentations in small group, speak slowly, illustrate, demonstrate, define, write key words on board, keep
checking for comprehension, debrief lesson in small group).
Pointers on How to Get Started with Meeting the Needs

Colorín Colorado. (2007). How to create a welcoming classroom environment. Available from
http://www.colorincolorado.org/educators/reachingout/welcoming/
This article includes two short videos. Pat Mora relates how it made her feel that a big part of her life, being a
Mexican bilingual, was never included in her educational experience. Amber Prentice explains the many ways
that she has changed the learning environment to make language minority students feel welcome and at home in
her classroom. Recommended strategies listed in the article are (1) learn their names, (2) work with them one-
on-one as much as possible, (3) assign a partner, (4) post daily schedule with visual clues, (5) bring in an
interpreter, (6) make their culture a part of the classroom, (7) invite them to participate in any way that they can,
(8) devise ways that they can contribute to cooperative learning groups, (9) create predictable classroom
routines and teach classroom rules explicitly.
Colorín Colorado. (2008). A welcome kit for new ELLs. Available from
http://www.colorincolorado.org/article/24858/
We tend to take the many aspects, features, and details of our education system for granted and forget that
almost all of these are unfamiliar and strange to most immigrant families. Understanding forms, purchasing
supplies, navigating the school system bureaucracy, communicating with teachers are a few of the major
obstacles that families need to overcome to help their children. This article provides some key pointers on this
topic.
4
Celic, C. (2009). English language learners day by day, K-6. Portsmouth, NH: Heinemann. Chapter 1 available
from http://www.heinemann.com/shared/onlineresources/E02682/Celic_websample.pdf
Christina Celic relates her expertise on setting up a classroom in which English language learners can thrive.
She recommends looking at the classroom space through the eyes of the learners and creating clear,
understandable learning spaces for developing vocabulary, listening to recorded texts, reading and writing in two
languages, doing math with hands-on activities and visual supports, practicing speaking with the help of props
and puppets. Organizing, labeling, creating charts and a word wall are all important for making the classroom
ready to serve the development of ELLs.
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Workshop 4
Objectives
1. PW interpret WIDA’s guiding principles of language development.
2. Participants will (PW) become aware of their responsibilities regarding the education of Limited English
Proficient (LEP) students.
Key Terms
WIDA; OCR (Office of Civil Rights); metalinguistic awareness; academic language; joint attention; recast.
WIDA’s Guiding Principles for Language Development

Jigsaw activity: Each group receives one of the following principles of instructed language development. (1)
Explain the principle in your own words. (2) Elaborate on the principle by giving an example that is relevant to
you or by describing a scenario from a familiar context. You can create an illustration/cartoon if you like. (3)
Describe how the principle may be manifested in the classroom. What does the teacher say or do? What does
the student say or do? What types of activities or strategies are used? Make a list. (4) Create a poster to
summarize your group discussion and prepare to present the principle to others.
(Quoted from WIDA, 2010.)

1. Students’ languages and cultures are valuable resources to be tapped and incorporated into schooling.
2. Students’ home, school, and community experiences influence their language development.
3. Students draw on their metacognitive, metalinguistic, and metacultural awareness to develop proficiency in
additional languages.
4. Students’ academic language development in their native language facilitates their academic language
development in English. Conversely, students’ academic language development in English informs their
academic language development in their native language.
5. Students learn language and culture through meaningful use and interaction.
6. Students use language in functional and communicative ways that vary according to context.
7. Students develop language proficiency in listening, speaking, reading, and writing interdependently, but at
different rates and in different ways.
8. Students’ development of academic language and academic content knowledge are inter-related processes.
9. Students’ development of social, instructional, and academic language – a complex and long-term process –
is the foundation for their success in school.
10. Students’ access to instructional tasks requiring complex thinking is enhanced when linguistic complexity
and instructional support match their levels of language proficiency.
Another valuable resource on the principles of instructed second language acquisition is the following article by
Rod Ellis. The principles Ellis presents apply to a broader context of second language teaching and learning and
are not specific to students developing their second language through content instruction while they are
immersed in the culture where the target language is dominant.
Ellis, R. (2008). Principles of instructed second language acquisition. CAL Digest. Available from
http://www.cal.org/resources/Digest/digest_pdfs/Instructed2ndLangFinalWeb.pdf
The Legal Obligation of Educators under Federal Law

Here is a timeline of pertinent federal legislation regarding the education of language minority students.
Task: Draft a quick memo to your fellow teachers to explain briefly the responsibilities of educating limited
English proficient students in our elementary school according to federal law.
(U.S. Department of Education Office for Civil Rights, 2005a, 2005b, 2005c; NCLR; NCLB; MO DESE, 2006).
(Quoted from Hellman, 2009.)
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1964
The Civil Rights Act of 1964, Title VI
Prohibited discrimination based on race, color, and national origin in all federally assisted programs.
1970
Department of Education memorandum of May 25, 1970
Directed districts to help LEP students develop language proficiency in order to meaningfully participate in the
regular curriculum. Advised against permanent tracking and educational dead-end programs for LEP students.
1974
Supreme Court decision in Lau v. Nichols, 44 U.S. 653
“Basic English skills are at the very core of what these public schools teach. Imposition of a requirement that,
before a child can effectively participate in the educational program, he must already have acquired those basic
skills is to make a mockery of public education.”
1974
Equal Educational Opportunities Act, amended in 1974 Required school districts to take affirmative steps in
order to ensure that language minority students be able to participate and be academically successful in
instructional programs.
1982
Supreme Court decision of Plyler v. Doe, 457 U.S. 202
Districts could not deny access to education for children who were not legally admitted to the United States.
1985
Department of Education memorandum of December 3, 1985 (Reissued April 6, 1990)
The U.S. Department of Education did not require that districts follow any particular educational approach;
however, it set the criteria for effective programs that teach English to language minority students.
1. There is evidence that the program is educationally sound.
2. The program receives adequate resources and is delivered by qualified staff.
3. The effectiveness of the program is being evaluated and appropriate modifications are being
implemented as necessary.
2001
No Child Left Behind Act of 2001, Title IC and Title III
• Districts are accountable for the progress of every population subgroup (racial groups, ELLs, special
education students).
• Districts must have a plan for identifying and coordinating the education of ELLs.
• Educators must communicate with parents in a comprehensive way regarding ELLs’ education.
• ELLs must have meaningful access to standards-based, grade-level academic content instruction.
• LEP students must be included in external testing that serves to evidence progress toward rigorous
standards in reading, mathematics, and science.
• ELLs must participate in yearly assessment of academic English language proficiency.
• Educators are accountable for the progress of ELLs on both language proficiency and content
achievements.
• Language proficiency must include academic language in the four modalities (listening, speaking,
reading, and writing).
• States must have English language proficiency standards that extend to the academic language of
language arts, mathematics, and science. English language proficiency standards must be aligned with
the state academic content standards.
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Making the Move: Ten To-Dos to Get Started Tomorrow

Discuss how each of the following contributes to meeting the needs of ELLs that we identified earlier. Explain
what the potential benefit is from following the suggestion. Explore how you could do this in your own school.
(Quoted from Hellman, 2008.)
1. Have a conversation with an English language learner and find something you have in common.
2. Learn how to pronounce the name of an English language learner in his/her native language.
3. Seize an opportunity to establish joint attention with an English language learner and have a conversation
about an object or event before your eyes at the moment.
4. Listen to the very words of an English language learner and give a recast of what the learner said using a
supportive and reassuring tone of voice.
5. When you ask your students a question, give them an opportunity to discuss with a partner first. Call on
students only after the brief discussion with a partner. Start a habit of using the think-pair-share technique.
6. Find a suitable location in the classroom where you will display a language objective for the content
lessons you teach.
7. Create a word wall in your classroom where you will post the key vocabulary of your lessons after you
introduce and practice these words during your class.
8. When you talk, stop for a brief moment occasionally to reflect on how comprehensible your speech is to a
language learner. (Are you saying too much at once? Is your speech clear? Are you speaking in complete,
grammatically well-formed sentences? Are you putting emphasis on key words? Are you pausing to allow
processing time for your listeners?)
9. Think of using visual cues to illustrate your points, such as gesturing, writing key words on the board,
pointing to illustrations and real life objects.
10. Recognize an English language learner for his/her positive contribution in your classroom. Express your
appreciation of this to one of your colleagues.
Congratulate yourself for the remarkable effort you are undertaking to make a significant difference in the lives of
your students. Thank you for recognizing that we all share responsibility for the language development and
academic progress of every English language learner. Please keep up the wonderful work!
Conclusions
• We need to keep positive, value our students, value their native cultures and languages.
• We have legal obligation to serve the needs of language minority students and take affirmative action to
provide meaningful access to the mainstream curriculum.
• Reaching grade level academic language takes 5-10 years; we should plan long-term support for ELLs.
• Facilitating the language development and academic success of ELLs is every educator’s job. This process
is wide, deep, and long; it would be unfair to pin the responsibility on ESOL teachers alone.
• Keeping a focus on academic language across the curriculum is a necessity for ELLs; moreover, every
student can benefit.
Resources to Go on
Colorín Colorado. (2010). Webcasts. Available from http://www.colorincolorado.org/webcasts/
Editorial Projects in Education. (2010). Portrait of a population. Featured profiles. Available from
http://www.edweek.org/ew/qc/2009/17profiles.h28.html
Gersten, R., Baker, S. K. Shanahan, T., Linan- Thompson, S., Collins, P., & Scarcella, R. (2007). Effective
literacy and English language instruction for English learners in the elementary grades: A practice guide.
Washington, DC: NCEE. Available from http://ies.ed.gov/ncee/wwc/pdf/practice_guides/20074011.pdf
World-Class Instructional Design and Assessment. (2007). WIDA Consortium home page. Retrieved September
11, 2010 from http://wida.us/
8
Workshop 5
Objectives
1. Participants will (PW) resolve critical incidents regarding the education of ELLs.
2. PW analyze learner profiles and discuss how ELLs differ from one another.
Key Terms
Pull-out ESL; push-in ESL; migrant; L1-L2; age of onset, length of L2 acquisition; ACCESS for ELLs; W-APT.
Critical Incident Role Plays

Directions: (1) Form a group with five members. (2) Discuss the scenario you are given. (3) Identify the key
concepts and dispositions embedded in the scenario that we addressed during the last workshop. Refer to the
workshop handouts and your notes/written reflection. (4) Review and elaborate these key concepts and
dispositions. (5) Prepare to enact the role play for the whole class. (6) Prepare to follow up the role play with the
director’s comments in which the director/actors elaborate their thinking about the problem and critically interpret
the actions they portrayed in light of what we discussed.
a. The scene is the teachers’ workroom. Roles: five teachers. Jane is visibly
upset because Carlos, an English language learner in her class, has failed
the fifth spelling test in a row. She says she is frustrated because Carlos
is just not getting it, he cannot spell and he cannot even understand even
many basic words like jug or plug. The other teachers can feel her pain. They
are also experiencing similar problems with spelling, writing, reading
comprehension, vocabulary with Jose and several other English language
learners. The discussion moves to the role of the ESOL teacher and whether
she is doing her job well. One teacher recommends that ELLs be pulled out for
2-3 hours a day for basic language development in order to give the ESOL
teacher more time with them. Another teacher remarks that the textbooks are
not appropriate for many of the low level ELLs because they are not written
on their reading level. A third teacher says that it is unfair to pin the
responsibility of educating ELLs on classroom teachers because they have no
training in this area and they are overworked as is. One of the teachers
checks her email and suddenly remembers getting a memo recently about ELLs.
She retrieves the memo sent by the district office, which summarizes
educators’ obligations under federal law to provide meaningful education to
limited English proficient students. She reads the gist of the memo out loud.
The teachers follow up with a discussion and come to some clarity about how
to proceed with Carlos and the other ELL students. The scenario ends with the
teachers listing on the whiteboard some specific resources they will need to
pursue and some strategies that they feel they need to know.
9
b. The scene is in a 2nd grade classroom. Roles: teacher, principal, three

students. Students are in a reading workshop working independently. The
teacher is having a book talk with a student when the principal walks in with
a little boy, who appears Latino. The principal introduces the boy as
“George, straight from California”. She apologizes for adding a new student
this late and says that she hopes that the teacher can find a desk for him.
The boy is silent and keeps staring at the floor. The teacher asks him to
take off his backpack, but he does not respond. The backpack is labeled as
Jorge Martinez. The teacher gets down to eye level with the boy, smiles, and
says: “Bienvenido a nuestra clase, Jorge Martinez. Encantada. Soy Maestra
Brown. ¿Como estás? Vamos a encontrar un lugar para sus cosas. Entonces,
vamos a cumplir con tus nuevos amigos.” (Welcome to our class, Jorge
Martinez. Glad to meet you. I’m Mrs. Brown. How are you? Let’s find a place
for your things. Then, we’ll meet your new friends.”) The boy smiles slightly
and looks up; it is apparent that he is shy and rather terrified. The teacher
decides to not introduce him to the whole class just yet, but leads him
around physically and gives him a simple tour of the classroom. She points
out the bilingual labels throughout the classroom, such as library –
biblioteca, math corner - esquina por las matemáticas. She walks him by
different children and lets him watch what they are doing. Finally, she leads
Jorge to two students who are reading to each other. She introduces him to
the two children, Tessa and Roberto and asks them to be Jorge’s tour guides
for the rest of the day. She tells Roberto to feel free to use Spanish with
Jorge and let her know when Jorge has a question that she can answer. She
prompts them to give Jorge a picture tour of the book that they are reading
together. She tells them that this is a good strategy for them to retell the
story and a good strategy for Jorge to get introduced to the story. She
demonstrates how to start the picture tour with the book.
Debrief role play presentations and review key concepts (legal obligations under Lau v. Nichols, the Castañeda
test, No Child Left Behind; the hierarchy of needs of ELLs; the value of bilingualism; appreciating language
minority students’ contributions and funds of knowledge; strategies to make ELLs feel welcome and become part
of the team).
10
Who are These Students?

In this activity, you will analyze a real life problem, identify the information you will need to solve it, and make
sense of information to get you ready to begin planning learning activities for your ELLs that are appropriate for
their academic background and English language proficiency.
You are hired three weeks after the school year has started. Your new school had
enough enrollments to justify a new faculty hire in Grade 4. Your principal gives
you your class roster. There are 18 names on it, 4 of whom are marked English
language learner. The principal recommends that you meet with the ESOL teacher, who
can give you more information on these students. Luckily, the ESOL teacher is
prepared and has been following your students. She has even assembled a folder for
you with some pertinent information. The folder also has a summary index card on
your students. (See the Appendix for the index cards.)
Look at the index card on each of the four students. What could this information mean?
Discuss what you know about each student. Try to report what you have learned about them in narrative form.
Discuss ways in which these students are the same and ways in which they are different.
What do you need to know based on this? Write down the questions you want to ask the ESOL teacher.
Write down some things you will want to research.
Create a chart to summarize the information on the four students.
11
Not$actual$student$informa1on$and$photo$ Not$actual$student$informa1on$and$photo$
$
Jacquelina Gutierrez (yah-kweh-lee-nah) Eduardo Torres (e-du-ar-do)

Jacqui (yah-kee) Home language: Spanish
Home language: Spanish Country of birth: US
Country of birth: El Salvador History: Born in CA, left for Mexico age 3, returned to US age 8
History: Raised by grandmother, arrival in US age 5 L1 fluent, L1 literacy grade 2, L1 acad. bkgrd: 2 years
L1 fluent, L1 literacy minimal, L1 acad. bkgrd: none Education: Gr. 1-2 Spanish only; school transfers: 2
Education: K-3 English only; school transfers: 2 W-ACCESS: Comp. 2.8; W-APT: 2
W-ACCESS: Comp. 3.7; W-APT: 3 Speaking: 3.0 Listening: 2.2 Reading: 3.2 Writing: 2.8
Speaking: 3.9 Listening: 4.2 Reading: 3.1 Writing: 3.5 Years to achieve: 1
Years to achieve: 4 Parents: Isabel Samus and Humberto Torres (417-679-0975)
Parents: Ermeli and Ernesto Gutierrez (417-679-4123) speak mother needs translation
some English, diff. over phone
Grade$4$ Grade$4$
Dr. Andrea B. Hellman, Missouri State University, 2012
Not$actual$student$informa1on$and$photo$ Not$actual$student$informa1on$and$photo$
Manjula Mehta (mahn-ju-la) Xang Thao (shahn = “third”)

Home language: Gujarati, English Home language: Hmong, English w/siblings
Country of birth: India Country of birth: US
History: Moved to US at age 7 from India History: Born in Minneapolis to refugee parents
L1 fluent, L1 literacy: elementary, L1 acad. bkgrd: 2 yrs L1 good; L1 literacy: none; L1 acad. bkgrd: none
Education: Gr. 1-2 English instruction in private school in India; school Education: PreK-3 English only; school transfers: 3; interrupted
transfers: 1 language support, opted out of ESL
W-ACCESS: Comp. 4.6; W-APT: 4 W-ACCESS: Comp. 4.2; W-APT: 4
Speaking: 3.5 Listening: 4.8 Reading: 5.2 Writing: 4.8 Speaking: 4.8 Listening: 4.2 Reading: 4.0 Writing: 3.8
Years to achieve: 2 + 1 Years to achieve: 5
Parents: Deepa Patel and Dr. Anand Mehta (417-521-4250) both Parents: Mrs. Vang Thao and Mr. Vang Thao (417-619-3897) both
professionals, speak English speak English

Grade$4$ Grade$4$
missouristate.academia.edu/AndreaHellman
12
13
Workshop 6
Objectives
1. Participants will (PW) differentiate the six levels of WIDA’s English language proficiency.
2. PW evaluate writing samples to estimate the writer’s English language proficiency.
Key Terms
ELP Standards; proficiency levels; WIDA speaking rubric; WIDA writing rubric.
PreK-12 English Language Proficiency Standards (TESOL, 2006; WIDA 2007, Gottlieb, Cranley, &
Cammilleri, 2007, p. RG10)
Standard 1: ELLs communicate for social, intercultural, and instructional purposes within the school setting.
Standard 2: ELLs communicate information, ideas, and concepts necessary for academic success in the area of
language arts.
mathematics.
science.
social studies.
English Language Proficiency Levels (WIDA 2007, Gottlieb, Cranley, & Cammilleri, 2007, p. RG45)
Level 1 Entering: pictorial representation of content knowledge; words, phrases, memorized chunks, ability to
follow single step directions
Level 2 Beginning: conversational language; phrases and short sentences; learner language impedes the
communication of meaning; need for visual support to scaffold meaning
Level 3 Developing: conversational language with some content specific vocabulary; ability to string together
several sentences; learner language may contain errors although the meaning is generally well conveyed; may
require occasional visual support to scaffold meaning
Level 4 Expanding: the growth of technical language with content specific vocabulary is evident; some control
over sentence forms with a variety of sentence structure; errors no longer interfere substantively with meaning
Level 5 Bridging: approaching grade level with content specific language; near grade level control of
grammatical structures, variety of expression, sentence connectors, and paragraph level connection of ideas;
meaning is clear and increasingly precise
Level 6 Reaching: grade level technical language in the content areas; extended discourse with a variety of
expression produced spontaneously; good control of grammatical structures; near-native written and oral
expression
14
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language content areas highly familiar
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sentences related to the comprehensible and fluent; communication
content area; may be impeded by groping for language
2 groping for structures or by phonological, syntactic or
vocabulary when semantic errors when going beyond phrases
Beginning
going beyond the and short, simple sentences
highly familiar is
evident
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oral sentences; specific language generally comprehensible and fluent;
responses show related to the communication may from time to time be
emerging complexity content area; may impeded by groping for language structures or
&GXGNQRKPI used to add detail grope for needed by phonological, syntactic or semantic errors,
vocabulary at times especially when attempting more complex oral
discourse
A variety of oral Specific and At all times generally comprehensible and

sentence lengths of some technical fluent, though phonological, syntactic or
varying linguistic language related to semantic errors that don’t impede the overall
complexity; responses the content area; meaning of the communication may appear
show emerging groping for needed at times; such errors may reflect first language
'ZRCPFKPI
cohesion used to vocabulary may be interference
provide detail and occasionally evident
clarity
A variety of sentence Technical language Approaching comparability to that of English

lengths of varying related to the proficient peers in terms of comprehensibility
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in extended oral facility with needed communication and may be typical of those

discourse; responses vocabulary is an English proficient peer might make
$TKFIKPI show cohesion and evident
organization used to
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to the content area; lack of
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varying amount of text may model or source text, or when
2 related to the content area;
be copied or adapted; some original text is limited to
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lack of vocabulary may be
simple text; comprehensibility
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19
English Language Proficiency Levels: Speaking Rubric

Gottlieb, M., Cranley, M. E., Cammilleri, A. (2007). Understanding the WIDA English language proficiency
standards: A resource guide. Madison, WI: The WIDA Consortium. Available from
http://www.wida.us/standards/Resource_Guide_web.pdf: p. RG 55.
English Language Proficiency Levels: Writing Rubric

Estimating Language Proficiency From Samples

After you read through the EL writings below, try to interpret each sample in terms of language proficiency.
Carefully study the samples and match them to the WIDA Writing Rubric to estimate the language proficiency
level in the domain of writing. Be prepared to justify your estimate with specific details. Hypothesize the role of
using writing samples in evaluating overall language proficiency.
Sample A
rd
The sample below was collected by a teacher from a 3 grader, whose native language is Spanish. He wrote:
I whent to fave a fore willr. Fisrt, Whan I went to my cazin hose and I raod on my cazin sisre fore wellr
and I was siting on the riate said and a big dog popt up and it omost bit by the dog. Next, Fisrt when I sol
a Careno it was cool becase my farvit coolr is red and my sis siad that when Careno, lans in yours yard is t a
msey from god to be good. Last, I made a dog paror rook big and sall and I sol it on tv chano 848 it is
asum becuse you can make layn brid makeys spider ene thay becuse you can make a masre
When the teacher who collected the sample asked the student to read his writing, this is what he read.
I went to have a four-wheeler. First, when I went to my cousin’s house and I rode on my cousin sister’s
four-wheeler and I was sitting on the right side and a big dog popped up and it almost bit by the dog.
Next, first, when I saw a Careno, it was cool because my favorite color is red and my sis said that when
Careno, lands in your yard it is a message from god to be good. Last, I made a dog paper rock big and small
and I was saw it on tv channel 848 it is awesome because you can make lion bird monkeys spider anything
because you can make a monster.
20
Sample B
st
This sample comes from a 1 grader whose native language is Spanish as well. His reading, listening, speaking
skills are approaching the native level. Here is what he wrote:
Last weeknd I pla in the snow. I wared a big cot to sta wrm. I make sno balls for a fite. And we bild a
snow man. It was fun. It was cold. Than we go insid to eat.
Sample C
th
Sample C comes from another native speaker of Spanish, a 4 grader. She has few opportunities to use English
outside school. She speaks conversational English fluently; however, her comprehension skills are weak and her
reading is far below the grade level. She provided the following writing sample:
I’m going to go at gomulu I,m going see my dog’s and play wenth my sistr and lock at the anmol at the fram
and rid a horsi.
21
22
6
23
CAN DO Descriptors: Grade Level Cluster 1-2
For the given level of English language proficiency and with visual, graphic, or interactive support through Level 4, English
language learners can process or produce the language needed to:
Level 1 Level 2 Level 3 Level 4 Level 5

Entering Beginning Developing Expanding Bridging
t 'PMMPXNPEFMFE POFTUFQ t .BUDIPSBMSFBEJOHPG t 'PMMPXNPEFMFENVMUJTUFQ t $PNQBSFDPOUSBTUPCKFDUT t 6TFDPOUFYUDMVFTUPHBJO

oral directions (e.g., “Find stories to illustrations oral directions according to physical meaning from grade-level
a pencil.”) t $BSSZPVUUXPUPUISFF t 4FRVFODFQJDUVSFTPGTUPSJFT attributes (e.g., size, text read orally
t *EFOUJGZQJDUVSFTPG step oral commands (e.g., read aloud (e.g., beginning, shape, color) based on oral t "QQMZJEFBTGSPNPSBM
everyday objects as stated “Take out your science middle, and end) information discussions to new
orally (e.g., in books) book. Now turn to page t .BUDIQFPQMFXJUIKPCT t 'JOEEFUBJMTJOJMMVTUSBUFE situations
t 1PJOUUPSFBMMJGFPCKFDUT 25.”) or objects with functions narrative, or expository text t *OUFSQSFUJOGPSNBUJPOGSPN
reflective of content- t 4FRVFODFBTFSJFTPGPSBM based on oral descriptions read aloud oral reading of narrative or
related vocabulary or oral statements using real t $MBTTJGZPCKFDUTBDDPSEJOH t *EFOUJGZJMMVTUSBUFEBDUJWJUJFT expository text
LISTENING
statements objects or pictures to descriptive oral from oral descriptions t *EFOUJGZJEFBTDPODFQUT
t .JNJDHFTUVSFTPS t -PDBUFPCKFDUTEFTDSJCFE statements t -PDBUFPCKFDUT mHVSFT expressed with grade-level
movement associated with orally places based on visuals and content-specific language
statements (e.g., “This is detailed oral descriptions
my left hand.”)
t 3FQFBUTJNQMFXPSET t 6TFmSTUMBOHVBHFUPmMMJO t "TLRVFTUJPOTPGBTPDJBM t "TLRVFTUJPOTGPSTPDJBMBOE t 6TFBDBEFNJDWPDBCVMBSZJO

Level 6 - Reaching
phrases, and memorized gaps in oral English (code nature academic purposes class discussions
chunks of language switch) t &YQSFTTGFFMJOHT FH i*N t 1BSUJDJQBUFJODMBTT t &YQSFTTBOETVQQPSUJEFBT
t 3FTQPOEUPWJTVBMMZ t 3FQFBUGBDUTPSTUBUFNFOUT happy because…”) discussions on familiar with examples
supported (e.g., calendar) t %FTDSJCFXIBUQFPQMF t 3FUFMMTJNQMFTUPSJFTGSPN social and academic topics t (JWFPSBMQSFTFOUBUJPOT
questions of academic do from action pictures picture cues t 3FUFMMTUPSJFTXJUIEFUBJMT on content-based topics
content with one word or (e.g., jobs of community t Sort and explain grouping t 4FRVFODFTUPSJFTXJUI approaching grade level
phrase workers) of objects (e.g., sink v. float) transitions t *OJUJBUFDPOWFSTBUJPOXJUI
t *EFOUJGZBOEOBNFFWFSZEBZ t $PNQBSFSFBMMJGFPCKFDUT t .BLFQSFEJDUJPOTPS peers and teachers
SPEAKING
objects (e.g., “smaller,” “biggest”) hypotheses
t 1BSUJDJQBUFJOXIPMFHSPVQ t %JTUJOHVJTIGFBUVSFTPG
chants and songs content-based phenomena
(e.g., caterpillar, butterfly)
The CAN DO Descriptors work in conjunction with the WIDA Performance Definitions of the English language proficiency standards. The Performance Definitions use three
criteria (1. linguistic complexity; 2. vocabulary usage; and 3. language control) to describe the increasing quality and quantity of students’ language processing and use across the
levels of language proficiency.

t *EFOUJGZTZNCPMT JDPOT t 4FBSDIGPSQJDUVSFT t .BLFUFYUUPTFMG t 1VUXPSETJOPSEFSUPGPSN t #FHJOVTJOHGFBUVSFTPG

and environmental print associated with word connections with sentences non-fiction text to aid
t $POOFDUQSJOUUPWJTVBMT patterns prompting t *EFOUJGZCBTJDFMFNFOUTPG comprehension
t .BUDISFBMMJGFGBNJMJBS t *EFOUJGZBOEJOUFSQSFUQSF t 4FMFDUUJUMFTUPNBUDIB fictional stories (e.g., title, t 6TFMFBSOJOHTUSBUFHJFT FH
objects to labels taught labeled diagrams series of pictures setting, characters) context clues)
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diagrams or pictures pointing to icons, letters, or words into categories directions t .BUDImHVSBUJWFMBOHVBHF
READING
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t 4PSUXPSETJOUPXPSE sentences to pictures general and specific as a house”)
families language (e.g., flower v.
rose) in context
t $PQZXSJUUFOMBOHVBHF t 1SPWJEFJOGPSNBUJPOVTJOH t &OHBHFJOQSFXSJUJOH t 1SPEVDFPSJHJOBMTFOUFODFT t $SFBUFBSFMBUFETFSJFTPG

Level 6 - Reaching
t 6TFmSTUMBOHVBHF - graphic organizers strategies (e.g., use of t $SFBUFNFTTBHFTGPSTPDJBM sentences in response to

when L1 is a medium of t (FOFSBUFMJTUTPGXPSET graphic organizers) purposes (e.g., get well prompts
instruction) to help form phrases from banks or walls t 'PSNTJNQMFTFOUFODFT cards) t 1SPEVDFDPOUFOUSFMBUFE
words in English t $PNQMFUFNPEFMFE using word/phrase banks t $PNQPTFKPVSOBMFOUSJFT sentences
t $PNNVOJDBUFUISPVHI sentence starters (e.g., “I t 1BSUJDJQBUFJOJOUFSBDUJWF about personal experiences t $PNQPTFTUPSJFT
drawings like ____.”) journal writing t 6TFDMBTTSPPNSFTPVSDFT t &YQMBJOQSPDFTTFTPS
WRITING
t -BCFMGBNJMJBSPCKFDUTPS t %FTDSJCFQFPQMF QMBDFT t (JWFDPOUFOUCBTFE (e.g., picture dictionaries) procedures using connected
pictures or objects from illustrated information using visuals to compose sentences sentences
examples and models or graphics
24
7
25
26
6
27

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words, or phrases pictures or objects from directions and apply to new situations containing grade-level,
t 'PMMPXPOFTUFQPSBM oral descriptions t *EFOUJGZJMMVTUSBUFENBJO t *EFOUJGZJMMVTUSBUFENBJO content-based language
directions (e.g., physically t "SSBOHFQJDUVSFTPSPCKFDUT ideas from paragraph-level ideas and supporting details t $POTUSVDUNPEFMTPSVTF
or through drawings) per oral information oral discourse from oral discourse manipulatives to problem-
t *EFOUJGZPCKFDUT mHVSFT t 'PMMPXUXPTUFQPSBM t .BUDIMJUFSBMNFBOJOHTPG t *OGFSGSPNBOEBDUPOPSBM solve based on oral
people from oral statements directions oral descriptions or oral information discourse
or questions (e.g., “Which t %SBXJOSFTQPOTFUPPSBM reading to illustrations t 3PMFQMBZUIFXPSLPG t %JTUJOHVJTICFUXFFOMJUFSBM
one is a rock?”) descriptions t 4FRVFODFQJDUVSFTGSPN authors, mathematicians, and figurative language in
LISTENING
t .BUDIDMBTTSPPNPSBM t &WBMVBUFPSBMJOGPSNBUJPO oral stories, processes, or scientists, historians from oral discourse
language to daily routines (e.g., about lunch options) procedures oral readings, videos, or t 'PSNPQJOJPOTPGQFPQMF
multi-media places, or ideas from oral
scenarios
Level 6 - Reaching
t &YQSFTTCBTJDOFFETPS t "TLTJNQMF FWFSZEBZ t "OTXFSTJNQMFDPOUFOU t "OTXFSPQJOJPORVFTUJPOT t +VTUJGZEFGFOEPQJOJPOTPS

conditions questions (e.g., “Who is based questions with supporting details explanations with evidence
t /BNFQSFUBVHIUPCKFDUT absent?”) t 3FUFMMTIPSUTUPSJFTPS t %JTDVTTTUPSJFT JTTVFT BOE t (JWFDPOUFOUCBTFE
people, diagrams, or t 3FTUBUFDPOUFOUCBTFEGBDUT events concepts presentations using
pictures t %FTDSJCFQJDUVSFT FWFOUT t .BLFQSFEJDUJPOTPS t (JWFDPOUFOUCBTFEPSBM technical vocabulary
t 3FDJUFXPSETPSQISBTFT objects, or people using hypotheses from discourse reports t 4FRVFODFTUFQTJOHSBEF
from pictures of everyday phrases or short sentences t 0ĊFSTPMVUJPOTUPTPDJBM t 0ĊFSDSFBUJWFTPMVUJPOTUP level problem-solving
objects and oral modeling t 4IBSFCBTJDTPDJBM conflict issues/problems t &YQMBJOJOEFUBJMSFTVMUT
SPEAKING
t "OTXFSZFTOPBOEDIPJDF information with peers t 1SFTFOUDPOUFOUCBTFE t $PNQBSFDPOUSBTU of inquiry (e.g., scientific
questions information content-based functions experiments)
t &OHBHFJOQSPCMFNTPMWJOH and relationships

t .BUDIJDPOTPSEJBHSBNT t *EFOUJGZGBDUTBOEFYQMJDJU t *OUFSQSFUJOGPSNBUJPO t $MBTTJGZGFBUVSFTPGWBSJPVT t 4VNNBSJ[FJOGPSNBUJPO

with words/concepts messages from illustrated or data from charts and genres of text (e.g., “and from multiple related
t *EFOUJGZDPHOBUFTGSPNmSTU text graphs they lived happily ever sources
language, as applicable t 'JOEDIBOHFTUPSPPUXPSET t *EFOUJGZNBJOJEFBTBOE after”—fairy tales) t "OTXFSBOBMZUJDBMRVFTUJPOT
t .BLFTPVOETZNCPMXPSE in context some details t .BUDIHSBQIJDPSHBOJ[FST about grade-level text
relations t *EFOUJGZFMFNFOUTPGTUPSZ t 4FRVFODFFWFOUTJOTUPSJFT to different texts (e.g., t *EFOUJGZ FYQMBJO BOEHJWF
grammar (e.g., characters, or content-based processes compare/contrast with examples of figures of
t .BUDIJMMVTUSBUFEXPSET Venn diagram)
phrases in differing setting) t 6TFDPOUFYUDMVFTBOE speech
READING
contexts (e.g., on the t 'PMMPXWJTVBMMZTVQQPSUFE illustrations to determine t 'JOEEFUBJMTUIBUTVQQPSU t %SBXDPODMVTJPOTGSPN
board, in a book) written directions (e.g., meaning of words/phrases main ideas explicit and implicit text
“Draw a star in the sky.”) t %JĊFSFOUJBUFCFUXFFOGBDU at or near grade level
and opinion in narrative
and expository text
Level 6 - Reaching
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diagrams from word/phrase with peers or narrative text organizers of original text approaching
banks t $PNQMFUFQSPEVDF t 4USJOHSFMBUFETFOUFODFT t 4VNNBSJ[FDPOUFOUCBTFE grade level
t $PNNVOJDBUFJEFBTCZ sentences from word/ together information t "QQMZDPOUFOUCBTFE
drawing phrase banks or walls t $PNQBSFDPOUSBTUDPOUFOU t "VUIPSNVMUJQMFGPSNTPG information to new
t $PQZXPSET QISBTFT BOE t 'JMMJOHSBQIJDPSHBOJ[FST based information writing (e.g., expository, contexts
short sentences charts, and tables t %FTDSJCFFWFOUT QFPQMF narrative, persuasive) from t $POOFDUPSJOUFHSBUF
WRITING
t "OTXFSPSBMRVFTUJPOTXJUI t .BLFDPNQBSJTPOTVTJOH processes, procedures models personal experiences with
single words real-life or visually- t &YQMBJOTUSBUFHJFTPSVTF literature/content
supported materials of information in solving t $SFBUFHSBEFMFWFMTUPSJFTPS
problems reports
28
7
29
Workshop 7
Objectives
1. Participants will (PW) identify what learners are expected to be able to do on each level of English
language proficiency.
2. PW differentiate task difficulty with support strategies.
Key Terms
CAN DO descriptors; MPI (model performance indicator); sensory support; interactive support.
WIDA’s CAN DO Descriptors

CAN DO descriptors provide information on the language that students are expected to comprehend and
produce on each level of English language proficiency. They also indicate the kinds of learning tasks students
should be focusing on and eventually master in order to progress toward a higher level. These CAN DO
descriptors can guide teachers to identity appropriate language objectives for specific students and design
developmentally beneficial learning tasks for them.
WIDA Consortium. (2009). The English language learner CAN DO booklet. Grades prekindergarten-
kindergarten. Available at http://wida.us
WIDA Consortium. (2009). The English language learner CAN DO booklet. Grades 1-2. Available at
http://wida.us
WIDA Consortium. (2009). The English language learner CAN DO booklet. Grades 3-5. Available at
http://wida.us
Model Performance Indicators

Model performance indicators (MPI) present us with a simple formula to combine language function with content
instruction and differentiate the level of difficulty with a strategy or support we attach to the task. The content
element in MPIs comes from the grade level content standards. MPIs can serve as language objectives in lesson
plans.
− Make a list of common
Language Support or
function! Content! strategy!
classroom problems with a
partner.
− Ask questions about family
•  Follow oral direction" •  classroom rules" •  with a partner" traditions in small groups.
•  Ask questions" •  cultural experiences" •  in a small group" − Discuss similarities of main
characters in two stories
•  Express an opinion" •  story elements" •  in native language"
using book illustrations.
•  Discuss similarities" •  biographies" •  with visual support" − Explain in writing how you
•  List solutions" •  geometric shapes" •  using real objects" arrived at a solution of a
•  Summarize a problem" •  food and nutrition" •  with manipulatives" number problem with a
partner.
•  Interpret data" •  scientific process" •  with a word bank"
− Listen to three classmates’
•  Retell a passage" •  conflict resolution" •  using a flow chart" explanation of the findings
of an experiment that your
group conducted.
− Retell the steps of
resolving a disagreement
using a poster.
30
Supports and Strategies for Differentiation (Gottlieb, Cranley, & Cammilleri, 2007, p. RG21)
The WIDA model distinguishes among three types of supports to scaffold and differentiate learning tasks.
Interactive supports can be social supports, such as working with a partner, a peer tutor, or an expert. Virtual
partners, programmed responses count as well. Sensory supports are those that convey meaning by any other
means than words. Gestures, objects, manipulatives, photos are examples of sensory support. Graphic supports
are assigned to a separate category mainly because these can be made available to learners during the large-
scale, standardized assessment process. During instruction and formative assessment, learners can make use
of all three types of supports; however, during large-scale standardized testing neither interactive, nor sensory
supports are available. Therefore, when planning differentiated instruction, it is important to gradually wean
learners from relying on sensory and interactive supports so they can eventually perform tasks independently
using language alone. These supports, however, can be essential for being able to teach ELs content that they
could not comprehend through written or spoken language alone.
Sensory! Graphic! Interactive!
•  Physical activity" •  Graphic organizers" •  With partner"

•  Realia" •  Timelines" •  In small groups"
•  Manipulatives" •  Charts" •  With whole group"
•  Pictures, photos" •  Tables" •  One-on-one with
•  Drawings" •  Schedules" mentors"
•  Maps, diagrams, •  Plot lines" •  In native language"
illustration" •  Number lines" •  With computer as
•  Videos" •  Word bank" partner"
•  Models" •  Word wall"
•  Demonstrations" •  Sentence stem"
•  Experiments" •  Flow chart"
31
Language Functions
The core of a language objective, of course, is the language function part. The chief purpose of having a
language objective for every lesson is to focus on language development throughout the day intentionally and to
have ample opportunities for practicing the academic language of every content area. Language functions can be
in any of the four modalities – or domains, which is how WIDA refers to them: listening, speaking, reading, or
writing. We prefer that ELLs have frequent opportunities to use all four modalities in most of their classes, to
listen, speak, read, and write - on the level that they are able - during almost every lesson.
Here are some examples of language functions for each of the four modalities.
Reading
SW identify the main idea and two supporting details.
SW survey the text to understand how the content is organized.
SW demonstrate understanding of the story line by ordering and naming key events.
Writing
SW label the parts of the apparatus on a diagram.
SW record their predictions in two complete sentences.
SW compose a friendly letter to thank the author.
Speaking
SW report the two best ideas of their group discussion.
SW interview a character in the story.
SW explain the meaning of three new words they collected.
Listening
SW follow a partner’s three-step directions.
SW trace a route on the map from their partner’s explanation.
SW listen for missing information.
Many teachers do not feel comfortable identifying a suitable language objective for every lesson they teach. One
way to get over this difficulty is to collect a handful of language objectives that are a good fit for the specific
learners in a class. The CAN DO descriptors give guidance about what is appropriate for each learner; based on
these, teachers can list for themselves language objectives that they can recycle over a few months until the
learner masters them, which is to say, the learner can complete them consistently without sensory or interactive
supports.
th
A list of language objectives for a 4 grade math teacher may look like these. (Hellman, 2008, p. 17)
• SW orally read mathematical sentences.
• SW orally compare mathematical expressions using “larger than”, “smaller than”, or “equals to”.
• SW orally evaluate mathematical expressions.
• SW orally agree or disagree with a partner’s solution and state the reason.
• SW take dictations of mathematical expressions.
• SW listen to a story and match the story to a mathematical expression.
• SW listen to a mathematical sentence and indicate whether it is correct or incorrect.
• SW write a story that matches a mathematical sentence.
• SW write a note to the teacher to summarize the most important thing they learned in class.
• SW write a question about what they want know.
• SW pronounce the “th” sound in decimals.
Bring to Next Workshop: Echevarría, J., Vogt, M., & Short, D. J. (2010). Making content comprehensible
for elementary English learners. The SIOP model. Boston, MA: Pearson. Bring to every workshop from here on.
Reading Assignment: Chapter 1 (pp. 2-23)
32
Workshop 8
Objectives
1. Participants will (PW) represent and explain the eight main components of the sheltered instruction
observation protocol (SIOP).
2. PW explore SIOP lesson plans and notate the SIOP components.
Key Terms
SIOP (sheltered instruction observation protocol); SIOP model; SIOP components; SIOP features.
Bring to Next Workshop: A 2-page lesson plan or one-page lesson idea that you will develop into a SIOP
lesson. Bring to every workshop from here on.
Workshop 9
Objectives
1. Participants will (PW) discuss teachers’ rationale for using the SIOP model.
2. PW add the lesson preparation component of SIOP to an existing lesson plan.
3. PW write language objectives to accommodate a specific ELL.
Key Terms
Language function; language objective; graded language skills; oral language.
What Do Teachers Think of the SIOP?

Some of you are wondering how the SIOP is any different than just good teaching in general. You are aware of
the diversity that exists in public schools and you have learned to differentiate your teaching using small group
instruction. You may be questioning how differentiating instruction for English learners differs in any way from
what you already know.
We are going to view three video segments of teachers of ELLs who are using the SIOP model in their classes.
They discuss how the SIOP has changed the way they teach. On a sheet of paper, please write three predictions
of what you think the three teachers will be saying. Write each of the predictions in the form of a complete
sentence.
While you watch the videos, confirm or refute the predictions made by another participant.
33
WIDA ELP Levels

Name:
Grade: Listening Level:___ Speaking Level:___ Reading Level:___ Writing Level:___
Sample CAN DO
descriptors
Language objective
in Language Arts
Language objective
in Mathematics
Language objective
in Science
Language objective
in Social Studies
34
35
Examples of Graded Language Skills: Writing Tasks (Quoted from Hellman, 2008.)

• Copy words from a list. / Label a picture using a list of words.
• Make a list of words. / List ingredients. / Brainstorm using single words.
• Label a picture with words.
• Take a dictation of single words.
• Fill in a missing word in simple sentences.
• Brainstorm using multi-word phrases. / Label a flow chart.
• Create phrases using target words.
• Write a simple sentence to supply a missing event in a story.
• Order jumbled sentences. Copy them in an order to form a story, recipe, or simple paragraph.
• Take a dictation of simple sentences.
• Describe pictures with simple sentences. Order them to form a story. Add transition signals.
• Supply transition signals for a simple time order paragraph.
• Combine simple sentences into compound sentences using coordinating conjunctions.
• Fill in a graphic organizer.
• Generate ideas on paper using free writing.
• Write a story based on personal experience.
• Write a list of questions to interview someone.
• Take notes during an interview.
• Write an outline for reporting an interview.
• Report interview findings of someone else’s personal experiences.
• Write an outline for a biographical piece using complete sentences for each item.
• Write a biographical piece in several paragraphs.
• Combine simple sentences into complex sentences using subordinating conjunctions.
• Write sentences with adverb clauses.
• Punctuate sentences with direct quotations. / Write sentences with direct quotations.
• Write sentences with reported speech.
• Write sentences to indicate cause and effect. / Punctuate cause and effect sentences.
• Write sentences to compare and contrast.
• Write sentences with noun clauses.
• Write sentences with adjective clauses. / Punctuate adjective clauses.
• Write a topic sentence for a paragraph. / Write a concluding sentence for a paragraph.
• Organize sentences of a jumbled topic-centered paragraph. / Supply transition signals for a topic-centered
paragraph.
• Identify and correct grammatical errors in someone else’s writing.
• Write a summary of a written piece.
36
• Write appropriate paraphrases.

• Write an essay to report on an experiment or process using formulaic organization.
• Revise texts for sentence fragments, comma splices, run-on sentences, pronoun agreement, subject-verb
agreement, parallelism, key word and pronoun consistency, verb tense shifting, precision with wording,
capitalization, spelling, and punctuation.
• Write an essay to develop an abstract idea using cause and effect / comparison-contrast.
• Write an essay to synthesize findings from several sources.
Examples of Graded Language Skills: Reading Tasks (Quoted from Hellman, 2008.)
• Recognize one’s own name by sight.

• Recognize rhymes. / Produce rhymes.
• Identify story characters from pictures. / Name characters.
• Describe pictures in a story.
• Predict events and outcome in a story.
• Tell a story from the pictures.
• Identify the key words in a story.
• Answer questions about a story.
• Recognize the main ideas and important details of a story.
• Segment words into syllables orally. / Clap out syllables and rhtym in words and sentences.
• Develop a small sight word vocabulary.
• Segment speech sounds in single words. / Put words together from speech sounds. / Count speech sounds
in single words.
• Identify initial and final speech sounds in words.
• Match letters of the English alphabet to speech sounds in English words.
• Sound out written words using simple phonics rules.
• Decode words with speed, fluency, and accuracy.
• Recognize the meaning of words that are being decoded.
• Grow sight word vocabulary.
• Segment longer words into syllables and word parts for decoding.
• Recognize basic morphological structure when decoding compound and complex words.
• Build words from parts.
• Build phrases from parts.
• Recognize phrases within sentences. / Segment sentences into phrases. / Practice reading phrases as units.
• Follow along when someone else reads.
• Identify errors other readers make during reading.
• Reread texts multiple times to develop fluency and expression.
• Perform written dialog with puppets.
37
• Perform text in readers’ theater. / Read with good expression.

• Read text as oral presentation or speech. / Read to explain.
• Utilize pre-reading strategies.
o Identify a purpose for reading.
o Survey text organization. / Read title, headings, and subheading. / Preview text visuals.
o Skim main idea and key details.
o Activate one’s background knowledge and prior learning.
o Scan for key facts and key terms.
o Predict text content.
o Generate questions that the reader wants to have answered by the text.
• Utilize comprehension monitoring strategies.
o Think aloud about the text. / Verbalize confusing points.
o Note difficult vocabulary. / Guess meaning of words from context.
o Name topic. / Locate main ideas. / Identify key concepts.
o Paraphrase important points. / Connect to prior knowledge.
o Summarize sections.
o Question the author.
• Draw conclusions. / Make inferences from texts. / Link text information to ideas.
• Abstract text content by skimming.
• Analyze texts.
• Interpret figurative language.
• Synthesize information from a variety of text sources.
• Evaluate texts on a variety of criteria.
38
Workshop 10
Objectives
1. Participants will (PW) evaluate teaching scenarios using the SIOP rubric.
2. PW sort words according to priority for teaching.
3. PW will identify key words and three vocabulary teaching strategies for their SIOP lesson plan.
Key Terms
Word frequency lists; high-frequency vocabulary; closed-class words; AWL (Academic Word List).
Teaching Scenarios
Evaluate the following teaching scenarios, using the Lesson Preparation segment of the SIOP form.
th
a. As Mrs. Winter began the 4 grade math lesson, she pointed to her objectives board. The students first
read the content objective in chorus: “Students will be able to use parentheses to make number
sentences true.” Then, they read the language objective together: “Students will be able to orally read
number sentences in English.” Mrs. Winter directed the students to tell each other in their own words
what they will learn in today’s lesson. She also asked them to predict what the key word for the lesson
will be. After she had students guess, she introduced the key vocabulary: parentheses. She asked
students to discuss with a partner where they saw parentheses before, then showed several examples of
the key term to the class and had them playfully respond in chorus with the key term “parentheses”.
They said it softly, loudly, jokingly, secretly. Next, she introduced an email from a former student, who
wrote to her. (This was a make-believe activity Mrs. Winter created.) She pulled up the email on the
board and asked students to read the message with their three-member team to find out why her former
student wrote. The message discussed a problem that Mrs. Winter’s (imaginary) former student was
having at her place of work, a local art gallery. The student had a colleague who started work on an
inventory of artwork by different artists in the gallery rooms, but the number sentences that he wrote
when he took the inventory made no sense to her. The number sentences were supposed to represent
the number of different artworks by different artists in each room of the gallery, but something was
missing because the number sentences were all wrong. She asked if Mrs. Winter’s students could help
her solve the problem she was having. To assist with the solution, she enclosed illustrations of the rooms
with the artwork hanging on the wall indicating the name of the artist who created each piece. Mrs.
Winter had a picture of a different gallery room and several incorrect number sentences for each team of
students. She instructed her teams to begin by reading the number sentences and then discussing the
relationship of each sentence to the picture. Mrs. Winter wrote on the board: “What can we do to make
the number sentence true?” She elicited that the number sentences can be made true by adding
parentheses around expressions that belonged together, such as works created by the same artist. Mrs.
Winter went over the steps for solving the problem with each team at their table. Teams wrote their
solutions on a wipe-erase board and practiced reading their number sentences orally before they
presented their solution and explanation to the whole class. While each team was presenting, Mrs.
Winter projected the corresponding gallery illustration on the board. Students listened to each team’s
presentation, conferenced with their own team about the presentation they heard and reached a decision
about whether or not they agreed with the solution. Each team had to read orally the other team’s
number sentences and explain why they agreed or disagreed with the other team’s solution. In the last
activity, students wrote a reply to Mrs. Winter’s former student that explained how they solved the
problem with the number sentences to create the inventory for the gallery. At the end of the lesson, Mrs.
Winter reviewed with the students the content and language objectives and asked students for a show of
thumbs to signal whether they accomplished the objectives of the lesson.
39
High- Some Not

(qtd. p. 238, Echevarria, Vogt, & Short, 2008) ly evi- what evi-
dent evident
dent
4 3 2 1 0
Lesson Preparation
Content objectives clearly defined, displayed, and reviewed with students
Language objectives clearly defined, displayed, and reviewed with
students
Content concepts appropriate for age and educational background level of
students
Supplementary materials used to a high degree, making the lesson clear
and meaningful (for example, computer programs, graphs, models, visuals)
Adaptation of content (for example, text, assignment) to all levels of
student proficiency
Meaningful activities that integrate lesson concepts (for example,
surveys, letter writing, simulations, constructing models) with language
practice opportunities for reading, writing, listening, and/or speaking
40
b. Mr. Park started the class by going over the previous day’s homework. He told students they were going
to have a busy day with making number sentences true by using parentheses. He said that he was
especially interested in that students orally read the number sentences in English. He stated that today’s
key vocabulary was the word parentheses and pointed to the key term on the word wall. He said the
word parentheses was plural and wanted everyone to remember to use “the parentheses are” rather
than “the parentheses is”. He asked if anyone knew the singular form for parentheses, and one student
knew that it was parenthesis. He asked the student to spell that orally, which he did correctly. Next, Mr.
Park instructed students to open their workbook to page 60 and begin working on the problems with their
team. He reminded them to take turns reading the number sentences orally. He asked them to state
each step of solving the problem. He went around helping teams with the workbook problems and gave
mini explanations on an as-needed basis. He kept reminding students to follow the outlined steps for
solving the problems. He prompted them many times to read their number sentences orally first. After
they practiced and completed three pages of problems, he introduced the homework, which was a take-
home page from the workbook. He modeled how to solve the first problem on the worksheet and
checked that students understood how to complete the task by watching them solve the second problem
on their own. At the end, he asked students if they knew how to make a number sentence true by using
parentheses and most students showed a thumbs up to signal that they did.
High- Some Not

(qtd. p. 238, Echevarria, Vogt, & Short, 2008) ly evi- what evi-
dent evident
dent
4 3 2 1 0
Lesson Preparation
students
students
student proficiency
41
Workshop 11
Objectives
1. Participants will (PW) add meaningful activities suitable for specific ELLs to their SIOP lesson plan.
2. PW obtain supplementary materials for their SIOP lesson plan.
3. PW evaluate teaching scenarios for building background.
Workshop 12
Objectives
1. Participants will (PW) explore techniques for helping students comprehend content information and
teacher talk.
2. PW script and notate a segment for comprehensible input on their SIOP lesson plan.
Key Terms
Comprehensible input; ZPD (zone of proximal development); recast; reformulate; elaborate; embedded definition.
Comprehensible Input
One of the necessary conditions of second language acquisition is the availability of comprehensible input.
Comprehensible input was defined by Stephen Krashen as language just slightly above the language a learner is
capable of producing. He used the symbol i to represent the learner’s current language (the term I-language was
coined by Noam Chomsky). Krashen defined comprehensible input as i + 1, that is, just slightly above the
learner’s current language. In this view, the best way to provide comprehensible input for a learner is to monitor
the learner’s output and respond to it by repeating it and adding just a little more to it. For example, if the learner
says “It kills germs.” The teacher could respond, “Right. It kills germs. It’s antiseptic.” The technical name for this
type of input is elaboration because we add more detail to what the learner is saying. Another form of
comprehensible input is a recast. A recast restates the learner’s output in targetlike form. For example, the
learner might say “Where it say that in the text?” The teacher could respond by repeating the question in the
expected form using a reassuring tone of voice, “Where does it say that in the text?”. What makes this a recast
and not an explicit correction is that the teachers accepts the meaning but also offers the targetlike form as a
helpful bonus. Learners who notice the contrast between their own output and the targetlike form can make
productive use of this type of input. While recasts per se are not necessary for acquisition, they can be highly
beneficial to learners. Learners who have access to recasts tend to progress with language development faster
than learners who do not receive this kind of comprehensible input and salient contrast between non-targetlike
and targetlike language forms.
Input can also be made comprehensible through non-verbal means, such as joint attention, pointing, gesturing,
acting out, or illustrating. Joint attention means that the teacher and the learner direct their gaze at the same
object or event, which gives meaning to their talk. Whatever teacher and learner are jointly looking at can provide
a topic of conversation, which is inherently easier to comprehend.
Another quick way to make input comprehensible is to translate to the native language. There are profound
benefits to a teacher being proficient in the student’s native language. A quick translation can save time and
frustration spent in charades. When the teacher has no proficiency in the student’s native language,
paraprofessionals and peers can come to the teacher’s aid. For content learning, native language texts can also
be useful. The most desirable option is to place students with teachers who have proficiency in the child’s native
language or who have the interest to develop some.
The minimum necessities to provide a student with comprehensible input are to look at the student to monitor
comprehension, to slow down, to allow plenty of wait time for processing, to repeat and emphasize key terms, to
not overwhelm the student with excessive teacher talk, and to find other than verbal means for conveying
meaning.
42
Adjusting Speech For the Students’ Level of Proficiency

The SIOP model calls for teachers to modify their speech to match students’ English language proficiency levels.
The general expectation for students on different levels of proficiency are outlined in WIDA’s CAN DO
descriptors. The summary below for grades 1-5 is based on the WIDA descriptors with some details added.
Level 1 Entering - Grades 1-5

Word level understanding of high frequency vocabulary, common objects in the environment, basic verbs, a few
simple adjectives, names of shapes, numbers
Ability to recognize a few memorized phrases
Ability to follow simple one-step directions when accompanied by gestures and pointing
Ability to understand recurring classroom routines
Level 2 Beginning - Grades 1-5

Phrase level understanding of high frequency vocabulary
Understanding of present and past tense regular verbs, prepositional phrases
Ability to identify objects from oral description
Ability to follow two-step directions
Ability to sequence simple events after visually supported presentation
Ability to understand language associated with classroom routines
Ability to respond to or-choice questions
Level 3 Developing - Grades 1-5

Sentence level understanding of high frequency vocabulary and some content vocabulary
Understanding of most verb tenses, prepositional phrases, noun and adjective phrases, expressions of quantity
Understanding of many irregular past tense forms
Ability to respond to wh- questions that follow the canonical question word order
Ability to follow multi-step oral directions
Ability to identify objects from nuanced descriptions
Ability to follow social conversation
Ability to sequence events and processes from read-aloud
Level 4 Expanding - Grades 1-5

Ability to follow multi-sentence level discourse
Understanding of mid-frequency vocabulary, some content vocabulary and technical terms
Understanding of verb tenses, modals, reported speech, gerund and infinitive phrases, irregular verbs, adverb
clauses of place and time
Ability to respond to most wh- questions
Ability to respond to requests that are made explicit
Ability to identify processes and events based on extended oral description
Ability to follow visually supported read-aloud
Level 5 Bridging - Grades 1-5

Ability to follow extended discourse that is clearly enunciated and presented at a slower rate
Understanding of adverb and adjective clauses when they follow the main clause
Ability to respond to indirect requests and a wide range of functional questions
Ability to infer messages that are implicit
Ability to understand talk about past or future events without visual supports
Ability to understand some generalizations that are not supported by contextual clues
Ability to grasp non-literal meanings
Ability to visualize a scene, event, character from read-aloud
43
To summarize, modifying speech to adjust to students’ language proficiency entails the following:
1. Listen to student output.
2. Repeat student output.
3. Recast student output and elaborate on meaning.
4. Speak in clear phrases for Level 1-2 students. Speak in complete sentences for Level 3-5 students to
model target language.
5. Slow down and allow processing time for understanding speech.
6. Allow preparation time for students to produce utterances.
7. Write key words and phrases on the board.
8. Use canonical word order for questions and negatives. (For example, instead of “Who do you guys think
it is?” say “Who is it?”. Instead of asking “He saw the red bird, right?” say “Did he see the red bird?”)
9. Avoid using embedded sentences (complex) sentences.
10. Avoid starting sentences with dependent clauses. (Rather than saying “Before you return this book to the
library, I would like you to hear you read it”, it would be preferable to start with the main clause, “I would
like to hear you read this book, then you can return it to the library.”)
11. Be aware of non-literal meanings; be judicial with colloquialisms and idioms.
12. When using indirect requests or irony, follow with a literal interpretation. (“That’s just great. I mean I don’t
like it.” “Don’t be so quick to jump. Pick it up, please.” “I wonder what we said yesterday. What did we
say yesterday?”)
Techniques to Make Content Concepts Clear

For an ELL, oral language should not be the only or even the primary mode for developing content concepts.
Visual modes of delivery can include brief video segments, models, maps, illustrations, illustrated trade books,
posters, charts, graphic organizers, real life objects, pointing, gesturing, acting out. Experiential activities are
especially useful, such as role plays, simulations, puppet play, pantomime, total physical response (TPR).
Key words related to content concepts require special treatment: for example, preteaching, previewing in text,
highlighting in text, recording on a post-it, recording on the board, displaying on a word wall, elaborating in a
word web, logging in a personal dictionary/word book with an L1 translation, simple English definition, illustration,
sample sentence, collocations. It is desirable that students form a habit of daily word study.
Video Vignettes of Teachers Working With Comprehensible Input

NJPEP Virtual Academy. (2006). English language learners in the mainstream. Elementary school. [Video].
Available from http://www.state.nj.us/education/njpep/pd/ell_mainstream/part_three/index.html
Sandra Nahmias, ELL teacher at Harrison Elementary School in Roselle, NJ, demonstrates how she makes
rd
content concepts and teacher talk comprehensible for her students. She teaches 3 graders about the
subgroups of invertebrates. Can you predict the techniques she will use to make this content comprehensible?
Record your predictions and exchange them with a partner.
School Improvement Network. (2008). Every teacher – a teacher of English language learners. Classroom
example. Volume 16, Issue 1. Elementary edition. [Video]. Available from
http://video.google.com/videoplay?docid=7764700553636869957&ei=Nq7MSov7CZTiqgK9-
tS7BQ&q=english+language+learners
Kathryn Johnson, mainstream Kindergarten teacher at Glen Acres School, Lafayette, IN, demonstrates how she
teaches a science lesson about insects using Eric Carle’s story of The Very Hungry Caterpillar. Before we view
this teaching episode, let’s discuss how we would proceed with this lesson.
44
Workshop 13
Objectives
1. Participants will (PW) add opportunities for interaction to the lesson plan.
2. PW add academic language talk moves to the lesson plan.
3. PW will evaluate teaching scenarios for interaction.
Key Terms
Expert grouping; mixed-ability grouping; interlocutor; IRF pattern (initiation-response-feedback); talk move;
revoice; elicit.
Interaction
Interaction presents another highly beneficial condition for second language acquisition. During interaction,
learners have the opportunity to produce language, try out language forms, negotiate meaning, get feedback on
their output from their interlocutors. Frequent interaction throughout the school day with competent speakers of
the target language is desirable because this process drives language acquisition. Moreover, many ELLs do not
have regular opportunities outside school to interact with native speakers, especially about academic content.
Interaction in the classroom can occur between teacher and individual student, teacher and the whole class,
between two students or within a group of students. The most common form of interaction in the typical
classroom is between the teacher and the whole class with the teacher initiating a question, calling on an
individual student, and responding to the student’s answer. This form of interaction – also called the initiation-
response-feedback pattern - is not very productive because students who are not called on tend to disengage
quickly. More productive forms of interaction are those when students have opportunities to elaborate their
answers, when more students have opportunities to respond, and when they are held accountable for active
listening to each other’s responses.
We will watch three classroom video segments in which teachers initiate interaction in their class. While watching
these episodes, please note the strategy the teacher uses for interaction and observe how productive the
interaction is as compared to the common initiation-response-feedback pattern. List other strategies that you are
aware of that provide opportunities for productive interaction between teacher and students or between peers.
Teacher Talk Moves For Quality Classroom Interaction

The following table (qtd. Hellman, 2011) outlines teacher talk moves that initiate quality classroom interaction
and prompt students to practice academic language.
45
Instructional purpose of talk move
Technique Manifestation/variations Provisional move
To encourage students to formulate a meaningful response
Give wait time “Let’s all think for 5 seconds about this.” Thinking time may be
cued by pregnant pause, gesture, sign, or callback.
Call on students only after everyone has shown the agreed-upon

sign that they are ready to answer.
“This is your question. I’ll come back for your answer in one
minute.”
Give students wait time also to think about answers to questions

that other students ask.
Prompt to “Say more on this.”

elaborate
“Add another idea to this.”
“Give us another way to think about this.”
“Add an example so we can better understand.”
Prompt to explain “Tell us why.”

or justify answer
“Explain your thinking.”
“Give a reason for your answer.”
To scaffold formulating a meaningful response
Think-pair-share “Turn and face your shoulder partner and discuss this.” “Summarize what you
and your partner
“Discuss this in pairs. Partner A does this. Partner B does that.” discussed.”
“Compare your answer with your partner.”
Think-write-pair- “Do some free writing for 30 seconds. Then compare your
share thinking with the thinking of your partner.”
To encourage students to evaluate the contribution of their peers
Revoice “What did Mary just say?” “Do you agree or

disagree with that?”
“Why”
46
“Repeat what your partner said to you.” “How could you build on
that idea?”
“You said … Is that what you meant?” “Is your way the same or
different?” “How?”
“So Mary just said … Let’s all think about this for five seconds.” “Tell your partner what
you think about that
idea.”
To prompt students to provide reasoning and deep explanation
Ask open ended “What did you notice about ____?”

questions
“Why is this your answer?”
“How did you come to this conclusion?”
“What if ____?”
To prompt students to self-correct
Repeat error Repeat the error with question intonation, followed by a pregnant pause and some gesture of
good will and encouragement. “Yesterday you buyed?”
Elicit repair Repeat what the student said up to the error. Stop before the error you would like the
student to repair. “Yesterday you ___”
To contrast student response with targetlike academic language response
Recast Repeat what the student said in targetlike form using an affirming tone of voice and
intonation to highlight the contrast between the student’s form and the one you are offering.
Student: “We melt the ice.”
Teacher: “Right. We melted the ice.”
To provide opportunity to practice a response multiple times
Pair practice “Whisper it to your shoulder partner first.”
“Practice saying this with your shoulder partner until you sound like a newscaster.”
“Say this in three different ways to your shoulder partner. Pick the best way.”
Repetition game “Say it loudly.” “Say it softly.” “Say it slowly.” “Say it fast.” “Say it sleepily.”
Responsorial Make various statements that require students to repeat the same response.
chant
“Your response is ‘That’s an example of cost-benefit analysis’”.
47
To help students focus on the process of problem solving
Model “I say it. You say it.”
To help students understand the thought process
Teacher think- “When I have a problem like this, first I always look for ___. Next, I ___.”
aloud
To understand students’ thinking process or to troubleshoot error in thinking
Student think- “Say out loud for me everything you are thinking while you are solving this problem.”
aloud
“Tell me exactly how you were thinking when you did this.”
To prompt the use of academic language
Offer key “Use the term exponential in your answer.”

vocabulary
“Use the appropriate word from the board/from our word wall.”
Offer sentence “Use this sentence starter: ‘If I had more time, I would ____’.”
stem
“ Say: ‘I disagree because ____’.”
Offer language “Use contrasting. Add an explanation. ‘They are different on this feature, because ____’.”
function
“Say if you agree or disagree. Give one reason.”
Prompt students “Indicate the order of these steps with signal words: first, second, third, next, last.”
to indicate the
connection “I heard you state two contrasting ideas: you liked it and you had a concern. Let’s indicate
between their that contrast with a signal word, such as however.”
ideas
“One thing you said was a cause and the other an effect. Let’s indicate which one was the
cause and which one was the effect. Use the signal word therefore to indicate the effect.”
“You stated a main idea and you supported it with two examples. Let’s make that clear by
adding “one example is” and “another example is”.
Remind “What did we say when we compared these shapes yesterday? Look at our poster here.”
Refer to text “This is how the author expressed this idea. Let’s say it like she did.”
Offer model “You could say _____”
Reformulate Restate the student’s statement in a way you would say it in well-formed academic
language.
48
Elaborate Repeat what the student said and add to the student’s statement details, examples,
supports, modeled language, or technical vocabulary.
Prompt students “Use this question stem: ‘What is the difference between _____ and ________?’”
to question one
another “Ask Joe about the common features of ___ and ___.”
“Ask Joe about the sequence of these milestone events we listed here.”
To help students better understand academic language the teacher models
Focus on key Emphasize and frequently repeat key phrases.

vocabulary
Write key phrases on the board.
Preview/pre-teach key phrases.
Refer to key vocabulary on the word wall.
Distribute a word bank that pertains to the topic.
Avoid jargon that is not necessary for content learning.
Elaborate Use repetitions and redundancies.

meaning
Embed simple definitions after important concepts. For example, "The cell membranes of the
mouth - the layers of cells in the mouth - are easy to damage - are easy to hurt."
Unpack idioms and colloquialisms. “She is a fly on the wall. In other words, she is observing
us.” “Let’s get this over with. I mean, let’s finish it.”
Support meaning Use gestures.

in non-verbal
ways Show pictures, maps, objects, videos, presentation slides.
Use graphic organizers and concept maps.
Provide an outline.
Slow down and Speak in grammatically well-formed sentences. Limit fragments, incomplete sentences,
pay attention to ungrammaticality, hesitation phenomena, false starts, fillers (you guys, like, and-so-on-and-
grammar so-forth).
Deconstruct complex sentences. “The sensitive cell membranes of the mouth can be easily
damaged. I mean: The mouth has layers of cells. These layers are sensitive. They are easy
to hurt. They are easy to damage.”
Avoid starting sentences with a dependent clause. Instead of “Before we go any further, I
would like to discuss some rules”, start with the main clause: “I would like to discuss some
rules before we continue.”
Avoid unnecessary embedded phrases and indirect word order. Use canonical sentence
forms mainly. Rather than “What would you infer the main theme is?”, say “What is the main
49
theme?”. Rather than “What did you say our measurement was”, say “What was our
measurement?”.
Wait and avoid Allow ample wait time to process language before moving on to the next idea/topic/concept.
processing Less is more for language learners.
overload
Seek clarification Provide frequent opportunities for students to seek clarification. “Tell me what you
requests understand so far.” (Not: “Do you understand?”) “Ask me a question.” (Not: “Do you have
any questions?”)
Take your The best way to know what students can understand is to have them tell you what they know
guidance from in their own words. Repeat and recast the same language. Build instruction from student
student output output. (Comprehensible input = learner language enhanced [i + 1])
Frequently stop Stop every few minutes and have students practice talking about the content, saying the key
and prompt words to each other, paraphrasing, summarizing. (“Think-pair-share.”)
practice
50
Workshop 14
Objectives
1. Participants will (PW) add review and assessment to the lesson plan.
2. PW provide peer review for each others’ lessons.
3. PW write a report to document the thinking process of creating a SIOP lesson.
SIOP Components: Lesson Preparation, Comprehensible Input, Interaction (qtd. pp. 238-
239, Echevarria, Vogt, & Short, 2008)
High- Some Not

ly evi- what evi-
dent evident
dent
4 3 2 1 0
Lesson Preparation
students
students
student proficiency
Comprehensible Input
Speech appropriate for students’ proficiency level (for example, slower rate
of enunciation, and simple sentence structure for beginners)
Clear explanation of academic tasks
A variety of techniques used to make content concepts clear (for
example, modeling, visuals, hands-on activities, demonstrations, gestures,
body language)
Interaction
Frequent opportunities for interaction and discussion between
teacher/student and among students, which encourage elaborated
responses about lesson concepts
Grouping configurations support language and content objectives of the
lesson
Sufficient wait time for student responses consistently provided
Ample opportunities for students to clarify key concepts in L1 as needed
with aide, peer, or L1 text
51
Workshop 15
Objectives
1. Participants will (PW) present lesson plans highlighting the added SIOP features.
2. PW swap lesson plans with each other.
3. PW review key concepts of the workshops for the post-test.
Lesson Plan Swap

Bring 10 copies of your lesson plan to the workshop.
Directions: (1) Move around the room and find two partners who created lessons for the same grade level as you
did. (2) Take turns introducing your lesson plan using the prompts below. (3) Give each other feedback. (4) Swap
lessons. Repeat steps 1-4 until you have collected 6-10 lesson plans.
1. My content objective was …
2. My language objective was … I identified the language objective by …
3. Key words were … When I selected them, I considered …
4. I activated students’ background knowledge by …
5. My meaningful activities included …
6. For supplementary materials I used …
7. I made instructional input comprehensible by …
8. I planned for interaction by …
9. Practice opportunities included …
10. For review and assessment, I added …
11. When I reflected on the lesson, I noted that …
52
53
Rubric for the SIOP Lesson Plan and Report

Assignment description: Select a lesson plan idea or a full lesson plan you have written. Revise the lesson
plan to accommodate English language learners. You will be given the intake assessment information of two
focal students; your accommodations should be designed specifically for those learners. In your revised lesson
plan highlight all the changes that you made to the original lesson. Include supplementary materials you intend to
use to benefit the focal students. Write a report to document the thinking process of creating the SIOP lesson. In
your report, explain (1) what you know about your focal students, (2) how the content objective meets grade-level
expectations, (3) how you identified a language objective, (4) the considerations for the key vocabulary and
vocabulary strategies, (5) how you built background knowledge, (6) the selection meaningful activities, (7) the
choice of supplementary materials, (8) how you make your instructional input comprehensible, (9) the
opportunities for interaction you created, (10) the mini-script to promote the use of academic language, (10)
practice activities that you provided, (11) the review and assessment you plan to use.
Levels of achievement
Criteria Target Acceptable Unacceptable
Focal students Described both focal students Described the focal students The description of the
3 points in detail (L1, age of onset, accurately in some detail. 1-2 focal students was
length of acquisitions, current points inaccurate, inadequate, or
language proficiency in the limited to the students’
four skill areas, strengths, weaknesses. 0 point
needs, history of ESL support,
goals). 3 points
Content The content objective was The content objective was The content objective was
objective* clearly defined and stated in clearly defined although not clearly defined; it was
3 points terms that students could students may need additional stated in terms that
understand; the lesson plan explanation to understand it. students could not
clearly served the content 1-2 points understand. The objective
objective. The objective was was not grade-level
appropriate for the grade level appropriate or it was
and achievable for the unrealistic for the
students during the lesson. 3 students. 0 point
points
Language The language objective was The language objective was The language objective
objective* clearly defined; the objective clearly defined, although it was not clearly defined or
3 points helped students develop may not be fully observable; it was inappropriate for
language skills while learning it was appropriate for students’ language
content. The objective was students’ language proficiency. It may have
appropriate for students’ proficiency, although it may been articulated in a way
language proficiency and it have contributed to language which would bring into
was achievable during the development only minimally focus students’ deficiency
lesson. 3 points or in a very limited way. 1-2 with language. 0 point
points
Key vocabulary The 2-5 key vocabulary items 2-5 key vocabulary items The number of vocabulary
and vocabulary were selected with were selected and strategies items was excessive for
strategies* consideration to students’ promoted word learning. The the lesson. Strategies for
6 points proficiency level, word rationale for selecting word learning were not
frequency, general usefulness vocabulary items was not included or may have
in all academic areas, long- clearly explained. Some of been limited to
term content knowledge the words were probably not giving/looking up a
goals, or immediate the best choice for the definition. The selection of
usefulness for content students’ language key words had no clear
learning. Strategies clearly proficiency. 2-4 points rationale. 0-1 point
promoted word learning. 5-6
points
54
55
Building Links were made to students’ There was some opportunity The lesson did not include
background* background knowledge and to recall background a plan to activate
3 points prior learning. The lesson knowledge and prior students’ background
included a segment in which learning, although there were knowledge and prior
students could no provisions made to pre- learning; the provisions
identify/review/refresh what teach or re-teach in order to made for background
they already know about the fill gaps in knowledge. 1-2 building made the lesson
topic. Provisions were made points more confusing, not less
to pre-teach or re-teach to fill confusing. 0 point
gaps in knowledge. 3 points
Meaningful The activities were clearly The activities were clearly The activities were limited
activities* connected to the content connected to the content in their usefulness for
6 points objectives and allowed objectives and allowed at language practice;
meaningful opportunities for least some authentic students were required to
language practice. The language practice. 2-4 points listen to long teacher
language use required by presentations, long video
these activities was authentic. or audio selections. The
5-6 points language practice
consisted of passive
listening, unsupported
reading, worksheets, or
drills. 0-1 point
Supplementary The supplementary materials Some supplementary The supplementary
materials* clearly served to enhance materials were added for the materials did not add to
3 points content and language benefit of the focal students. content and language
learning. They made the 1-2 points learning substantially.
lesson more clear and They were simplistic, not
meaningful for students. 3 age appropriate,
points confusing, or
overwhelming. 0 point
Comprehensible Instructional input was Some instructional input was No evidence that
input* designed for students’ intentionally designed for the instructional input was
6 points language proficiency. focal students. Some non- modified for the focal
Notations were added for wait verbal supports and learners. Task
time, clarification requests, comprehension monitoring explanations were not
comprehension monitoring. were added. Task included or were unclear.
Non-verbal supports were explanations were included 0 point
added. Task explanations for some activities. 1-4 points
were included. 5-6 points
Interaction The plan provided frequent, The plan provided some Few or minimal
opportunities* meaningful opportunities for opportunities for interaction opportunities to interact,
3 points interaction with teacher, work with the teacher, group, and participate, or negotiate
group, partner, peer tutor. partner. In some tasks meaning. The teacher did
Students received native students could elaborate not plan for group or
language support. Students their thinking. 1-2 points partner work. 0 point
had opportunities to
participate; they were afforded
time to formulate meaningful
responses. They could
elaborate their thinking in
speech/writing, and negotiate
meaning. 3 points

56
57
Academic The lesson plan contained 3 The lesson plan contained 1- The lesson did not contain
language script scripted segments in which 2 scripted segments in which scripted segments of
3 points the teacher employed at least the teacher employed teacher talk moves to elicit
3 different types of talk moves several different types of talk the use of academic
to elicit/model the use of moves to elicit/model the use language. The scripted
academic language. 3 points of academic language. 1-2 segments had IRF
points pattern. 0 point
Practice Frequent opportunities for the Some opportunities for Few opportunities for
opportunities* practice and application of practice and application of practice and application of
3 points new content concepts and the content concepts, mainly in content concepts. Practice
language necessary to convey meaningful ways. 1-2 points and application were
knowledge about them. limited to worksheets,
Practice was repetition, unmotivated
meaningful/creative (hands- drills, homework
on, experiential, using assignments. 0 points
manipulatives, role plays,
game-like activities, pretend
play, music/movement play,
playful drills). 3 points
Review and Reviewed the content Some review of the content No review of the content
assessment* objective, language objective, objective, language objective, language
3 points and key vocabulary at the objective, and key objective, and key
end. Provided regular vocabulary at the end. Fairly vocabulary at the end.
feedback to students and regular feedback to students. Minimal feedback to
checked in with students Some spot checking of students. No spot
throughout the lesson. student work. Some checking of student work.
Collected formative formative assessment data No formative assessment
assessment data in organized gathered, although may not data gathered. 0 point
form (checklist, work samples, be organized. 1-2 point
exit slip). 3 points
Report on the The report was thorough with The report was generally well The report had serious
differentiation all aspects of the lesson plan written although it may have flaws with content,
process differentiation well detailed had some problems with organization, academic
5 points and clearly explained. The organization, academic language, grammar, or
report was well organized and language, grammar, or mechanics. Borrowed
used academic language. The mechanics. All borrowed material was not properly
writing was free of material was cited in APA acknowledged. 0-1 point
grammatical and mechanical format. 2-4 points
errors. All borrowed material
was cited in APA format. 5
points
Total
50 points
* Items are adapted from the SIOP.
58
59
Works Cited
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Teaching English Learners: in Elementary Schools

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Teaching English Learners: in Elementary Schools

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Teaching English Learners

Workshops on Teaching English Language Learners in Elementary Schools

Schedule of Topics and Objectives

Workshop 1: Introduction to the workshops. Pre-test. English learners in US elementary schools.

Workshop 5: Critical incidents. Elementary ELL profiles.

Workshop 7: CAN DO descriptors, model performance indicators, support strategies.

Workshop 8: Introduction to the SIOP model. Model SIOP lesson plans.

Workshop 9: Lesson preparation. Language objectives.

Workshop 10: Lesson differentiation. Key vocabulary.

Workshop 11: Building background knowledge. Meaningful activities. Supplementary materials.

Workshop 12: Comprehensible input. Practice.

Workshop 13: Interaction. Academic language talk moves.

Workshop 15: SIOP lesson plan swap.

Final Session: Post-test.

Diverse Students – Diverse Needs

Meeting the Needs

Pointers on How to Get Started with Meeting the Needs

WIDA’s Guiding Principles for Language Development

(Quoted from WIDA, 2010.)

The Legal Obligation of Educators under Federal Law

Making the Move: Ten To-Dos to Get Started Tomorrow

Critical Incident Role Plays

b. The scene is in a 2nd grade classroom. Roles: teacher, principal, three

Who are These Students?

Write down some things you will want to research.

Create a chart to summarize the information on the four students.

Jacquelina Gutierrez (yah-kweh-lee-nah) Eduardo Torres (e-du-ar-do)

Manjula Mehta (mahn-ju-la) Xang Thao (shahn = “third”)

Simple and expanded General and some When communicating in sentences, is

A variety of oral Specific and At all times generally comprehensible and

A variety of sentence Technical language Approaching comparability to that of English

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Single words, set phrases or Generally comprehensible

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English Language Proficiency Levels: Speaking Rubric

English Language Proficiency Levels: Writing Rubric

Estimating Language Proficiency From Samples

because you can make a monster.

snow man. It was fun. It was cold. Than we go insid to eat.

and rid a horsi.

Level 1 Level 2 Level 3 Level 4 Level 5

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WIDA’s CAN DO Descriptors

Model Performance Indicators

Sensory! Graphic! Interactive!

• Physical activity" • Graphic organizers" • With partner"

Reading Assignment: Chapter 1 (pp. 2-23)

Reading Assignment: Chapter 2 (pp. 24-42)

What Do Teachers Think of the SIOP?

WIDA ELP Levels

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•  Physical activity" •  Graphic organizers" •  With partner"