HighlY Evident

4 3

Somewhat

Evident

Not Evident
0

i4.

Scaffolding techniques consistently used assisting supporting student understanding (e' g'' think-a1 ouds)

and

tro
tr

21

o o

15. A variety of questions or tasks that promote thinking skills (e.g., literal, analytical, and interpretive questions) Commenls:

higher-order tr
4

tr

tl
0

Interaction
16. Frequent opportunities

forinteraction and discussion

F F
t E

tr

I n
B

a
tr

between teacher/student and among students, which encourage elaborated responses about lesson concepts and content 17. Grouping configurations support language
1g. Suffieient wait time for student responses consistently

n
tr

o o

objectives ofthe

lesson

tr

provided i9. Ample opportunities for students to clarify key in Ll as needed with aide, peer' or Ll text
Comments:

concepts

tr

D n o DH
3 EI
2

Practice/Application

I
tr

()NA

20. Hands-on materials and/or manipulatives provided for students to practice using new content knowledge 21. Activities provided for students to apply content and

E B
E

tr

DD

tr

I
a

a
tr

oo
n

NA

language knowledge in the classroom 22.Aeuvittes integrate all language skills

{-

(i'e',{9@

ry{ry;

Lesson Delivery 23. Content objectives clearly supported by lesson delivery 24. Lrngua{objectives clearly supported by lesson delivery period 25. Students engaged approximately 90% to 100% of the 26. Pacing of the lesson appropriate to students'abiliry level
Comments:

X E
E

n
D D D

a
B
D

I n

o
tr

I
a
B
1

H
4

tr

n n
0

Review/Assessment 27. Comprehensjve review of key YojllltaIy 28. Cornprehensive review ol'key content concepts 29. Regular feedback provided to students on their output
(e.g., language, content, work) 30. Assessment of student comprehension and learning of all lesson objectives (e.g., spot checking, group response)

E
tr

tru
fl
u

frE

trtr

32

a
E]

a a

o n
tr

tiuoughout the iesson

Comments:

Short (2008), Making Content Comprehensible for English (Reproduction of this material is restricted to use with Echevarria, Vogt, and

Learners: The SIOP@ Model.)

appendix