To perform a self-check, mark U, S, R, or N, to show how often you use this feature in your teaching then begin adapting your lessons using Sara Brinson’s, “Planning Reference.”
Usually, Sometimes, Rarely, or Never
1. Define, display, and review content objectives clearly with students.
2. Define, display, and review language objectives clearly with students.
3. Choose content concepts appropriate for age and educational background level of students.
4. Identify supplementary materials to use (graphs, models, visuals).
5. Adapt content (texts, assignments, etc.) to all levels of student proficiency.
6. Plan meaningful activities that integrate lesson concepts (surveys, letter writing, simulations, constructing models) with language practice opportunities for reading, writing, listening, and/or speaking.
7. Explicitly link concepts to students’ backgrounds and experiences.
8. Explicitly link past learning and new concepts.
9. Emphasize key vocabulary (e.g.: introduce, write, repeat, and highlight) for students.
10. Use speech appropriate for students. proficiency level (e.g.: slower rate, enunciation, and simple sentence structure for beginners).
11. Explain academic tasks clearly.
12. Use a variety of techniques to make content concepts clear (e.g.: modeling, visuals, hands-on activities, demonstrations, gestures, body language, repetition, corrective recast, confirmation checks, comprehension checks, clarification requests, and the negotiation of meaning).
13. Provide ample opportunities for students to use learning strategies (e.g.: problem-solving, predicting, organizing, summarizing, categorizing, evaluating, self-monitoring, questioning, visualizing, diagramming).
14. Use scaffolding techniques consistently (providing the right amount of support move students from one level of understanding to a higher level) throughout the lesson.
15. Use a variety of question types including those that promote higher-order thinking skills throughout the lesson (e.g.: literal, analytical, and interpretive questions).
16. Provide frequent opportunities for interactions and discussion between teacher/student and among students, and encourage elaborated responses, repair, comprehension checks, confirmation checks, clarification requests, the negotiation of meaning, and corrective recasts.
17. Use group configuration that support language and content objectives of the lessons.
18. Provide sufficient wait time for student responses consistently.
19. Give ample opportunities for students to clarify key concepts in L1 as needed with an aide, peer, or L1 text.
20. Provide hands-on materials and/or manipulatives for students to practice using new content knowledge.
21. Provide activities for students to apply content and language knowledge in the classroom.
22. Provide activities that integrate all language skills (e.g.: reading, writing, listening, and speaking).
23. Support content objectives clearly.
24. Support language objectives clearly.
25. Engage students approximately 90-100% of the period (most students taking part and on task throughout lesson).
26. Pace the lesson appropriately to the students’ ability level.
Review & Assessment
27. Give a comprehensive review of key vocabulary.
28. Give a comprehensive review of key content concepts.
29. Provide feedback to students’ regularly on their output (e.g.: language, content, work).
30. Conduct assessments of student comprehensive and learning throughout lesson on all lesson objectives (e.g.: spot checking, group response, etc.)