Lesson planning - Define content and

language objectives

THE STAGES OF
LANGUAGE
ACQUISTION

THE SIOP MODEL

Building Background - Link past

learning and new concepts being taught
SIOP
Model
- is
a research-based
and
identify
key
vocabulary

and validated instructional model

Comprehensible
- Provide
that has proven Input
effective
in a
CLEAR explanation of all academic
addressing the academic needs of
tasks and use a variety of techniques to
English
learners.
teach the same concept
Strategies
Choose appropriateOF
THE -COMPONENTS
strategies and scaffold

THE SIOP MODEL

Interaction - provide students with

opportunities for interaction with
teacher and other students.

Pre-Production - the student

has minimal comprehension, and
does not verbalize

Early Production - the

student has limited comprehension,
produces one or two word
responses, participates using key
words and familiar phrases

Speech Emergence - the

student has good comprehension,
can produce simple sentences, and
makes grammar and pronunciation
errors.

Intermediate Fluency - the

student has excellent comprehension
and makes few grammatical errors

Advanced Fluency - The

student has a near- native level of
speech.

Practice and Application present

new content and language
knowledge and give students
opportunity to apply new
knowledge.
Lesson Delivery engage
students and clearly support
content and language
objectives
Review and Assessment
review key vocabulary and
concepts.

A Survival Guide
for Teachers of
ELL Students
By: Ciara
Dunlea

Dos and Donts

-

1. Know your students

Tips for Teaching English Language Learners

Increase your understanding of who your students are, their backgrounds and educational
experiences. If your students have been in US schools for several years and/or were
educated in their country of origin, are literate or not in their native language, may
provide you with a better understanding of their educational needs and ways to support
them.
2. Be aware of their social and emotional needs

Do model for students

what they are
expected to do
Don't just tell students
what to do and expect
them to do it.
Do speak slowly and
clearly, and provide
students with enough
time to formulate their
responses,
Do use visuals,
sketches, gestures,
intonation, and other
non-verbal cues to
make both language
and content more
accessible to students
Don't stand in front of
the class and lecture,
or rely on a textbook
as your only "visual
aid."
Give visual and oral
directions
Check for
Understanding
Encourage

3. Keep the students anxiety level love

A students affective filter should be lowered as much as possible. When an affective
filter is lowered, student learning is higher.
4. Student need to SWRL every day in every class
Assuring that students are using all domains of language acquisition to support their
English language development is essential.
5. Know the level of English language proficiency at which your students are functioning
academically
This vital in order to be able to scaffold appropriately. Not all strategies are appropriate
for all levels of language learners. Knowing which scaffolds are most appropriate takes
time but will support language learning more effectively.