The SIOP® ModelSelf-Assessment

Using the features below, mark the box that most closely represents your current teaching practices:D=Daily, O=Often/Occasionally, N=Never

PREPARATION / D / O / N
  1. I define, display, and review my content objectives with students each day.

  1. I define, display, and review my language objectives with students each day.

  1. My content conceptsare appropriate for the age and educational background of my students

  1. I use supplementary materials to a high degree, making the lesson clear and meaningful (graphs, models, visuals)

  1. I adapt mycontent (e.g., text, assignment) to all levels of student proficiency

  1. I plan meaningful activities that integrate lesson concepts (e.g., surveys, letter writing simulations, constructing models) with language practice opportunities for reading, writing, listening, and speaking

BUILDING BACKGROUND
  1. I explicitly linkthe concepts I teach to students’ background experiences

  1. I explicitly link new concepts to past learning.

  1. Key vocabulary is emphasized in my classroom (introduced, written, repeated, and highlighted for students to see)

COMPREHENSIBLE INPUT
  1. The speechin my classroom is appropriate for students’ proficiency levels (e.g., slower rate, enunciation and simple sentence structure for beginners)

  1. I provide clear explanations of academic tasks

  1. I use a variety of techniques to make content concepts clear (modeling, visuals, hands-on activities, demonstrations, gestures, body language)

STRATEGIES
  1. I provide ample opportunities for students to use learningstrategies

  1. Scaffoldingtechniquesare consistently used throughout my lessons, assisting and supporting student understanding

  1. I use a variety of questions and tasks throughout my lessons that promote higher-order thinking skills

INTERACTION
  1. I plan frequent opportunities for interactionanddiscussionamong students and between teacher and students

  1. My grouping configurations support language and content objectives of my lesson (P.I.E.S.)

  1. I consistently provide sufficient wait time for student responses

  1. I provide opportunities for students to clarify key concepts in their first language (L1) as needed

PRACTICE AND APPLICATION
  1. I provide hands-on materials and/or manipulatives for students to practice using new content knowledge

  1. I provide activities for students to apply content and language knowledge

  1. I plan activities that integrate all language skills: reading, writing, listening, and speaking

LESSON DELIVERY
  1. My content objectivesare clearly supported by lesson delivery

  1. My language objectives are clearly supported by lesson delivery

  1. My students areactively engaged approximately 90-100% of the period

  1. The pacing of my lessons is appropriate to students’ readiness levels

REVIEW AND ASSESSMENT
  1. I clearlyreview key vocabulary

  1. I clearlyreview key content concepts

  1. I provide frequentfeedback to students on their output

  1. I conduct assessment of student comprehension and learning of objectivesthroughout the lesson

Steps and Factors to Consider when Planning Lessons

5 =Outstanding 4 =Very Good 3 =Marginal 2 =Needs Improvement 1 =Not Being Addressed

  1. Conduct Assessment of Student Learning on an Individual Basis; Plan Instruction Accordingly

a)Assess native-language knowledge and home experience
b)Assess English language knowledge for instruction including annual assessment data
c)Collect data on successful school experiences
  1. Consider Theories Across Disciplines

a)Clarify objectives for teaching and for the learner (1)
b)Present a variety of delivery modes including modeling, demonstration, and visual representation (1)
c)Provide practice of higher-order skills: problem solving, hypothesizing, organizing, synthesizing, categorizing, evaluating, etc. (4)
d)Verify that content/skills are appropriate to grade level (7)
e)Provide ample student practice including frequent questions, verbal encouragement, and feedback (6, 8)
f)Check previous day’s work and re-teach if necessary (8)
g)Provide weekly and monthly reviews (8)
  1. Use Sheltered Instruction

a)Clearly define content and language objectives (1)
b)Use supplementary materials when appropriate to improve the lessons (1)
c)Provide concrete examples of content (1)
d)Adapt content to students’ level (1)
e)Link learning to students’ experiences (2)
f)Select and teach key vocabulary (2)
g)Adjust speech appropriate to students’ level (3)
h)Provide sufficient wait time. (5)
  1. Consider Affective Issues

a)Focus on content and activities that are meaningful to students (1)
b)Focus on relevant background knowledge (2)
c)Use alternative grouping (5)
d)Provide native-language support (5)
e)Provide reading and writing activities that provide success (6)
f)Provide ample practice and careful corrections (6, 8)
g)Actively involve learners (7)
  1. Use Learning Structures

a)Define a learning strategy and delineate types of learning strategies (4)
b)Provide guidelines for selecting learning strategies (4)
c)Describe lesson formats when teaching learning strategies (4)
d)Identify presentation methods used to teach learning strategies. (4)
e)Embed specific strategies in reading, writing, and content areas. (4)
  1. Use Differentiated Instruction: Adaptations and Modifications

a)Modify text. (1)
b)Modify assignments (1)
c)Assign note taking, study sheets, homework, and progress monitoring (1)
d)Use study resource guides (1)
e)Demonstrate sensitivity to cultural and linguistic diversity (2)
f)Provide relevant background knowledge (2)
g)Encourage collaboration (5)
  1. Use Interactive Approaches

a)Select a thematic focus (2)
b)Activate and use background knowledge (2)
c)Use explicit teaching (3)
d)Ask many questions for which there are no single right answers (4)
e)Encourage student dialogue about topics (5)
f)Encourage equal participation and open forum discussion (5)
g)Promote complex language and expression (6)
h)Encourage student elaborations (6)
i)Provide a challenging but nonthreatening atmosphere (7)