1.+Preparation

The **Preparation** component of the SIOP Model has the following elements:
 * Clearly defined content objectives for students
 * Clearly defined language objectives for students
 * Content concepts appropriate for age and educational background
 * Supplementary materials used to a high degree, making the lesson clear and meaningful (e.g., graphs, models, visuals)
 * Adaptation of content (e.g., text, assignment) to all levels of student proficiency
 * Meaningful activities that integrate lesson concepts (e.g., surveys, letter writing, simulations, constructing models) with language practice opportunities for reading, writing, listening, and/or speaking

**Content Obligatory Language Objectives:**

Are needed for overall language acquisition and can be connected to the delivery of content objectives


Writing Language Objectives: Oregon



Word Box for Cloze Notes:
do, language, commit, determine, specific, content, Dual, obligatory, compatible, assessment, teach, assessed, practice, plan, process

**ELP/ ELL standards**
[|MN ELP standards] [|WIDA ELP standards] [|WIDA standards & ESL Curriculum Alignment ppt] [|California ESOL standards and vingettes]

**Language Stems**
[|Accountable Talk]

(see pages 11+ for sentence stems)

**//Teaching Students//** **//How to Discuss//**

**Language and Content Objectives** [|Building Language Objectives]

Additional Resources for Academic Language Interaction

Book Recommendation: Content Area Conversations for Diverse Language Learners Available to read online:

How to Teach Oral Language Skills

**ELP/ ELL standards**
[|MN ELP standards] [|WIDA ELP standards] [|WIDA standards & ESL Curriculum Alignment ppt] [|California ESOL standards and vingettes]

**Language Stems**
[|Accountable Talk] (see pages 11+ for sentence stems)

**Language and Content Objectives** [|Building Language Objectives]