Components & Description of the SIOP Model

1. Lesson Preparation
2. Building Background
3. Comprehensible Input
4. Strategies
5. Interaction
6. Practice and Application
7. Lesson Delivery
8. Review and Assessment

Questioning Prompts for Different Levels of Language Acquisition

1. Beginnign Pre-Production: Ask students to point to something or touch the answer, or signal by clapping or physically moving items in a lesson
2. Beginning Early Production: Ask questions that require a yes/no, either/or, or one- or tow-word answer.
3. Beginning Early Speech Emergence: Students can respond in simple sentences.  Ask questions such as, “Which animal was your favorite in the story? Why?”
4. Early Intermediate: Students can generate and respond in simple sentences. Ask questions such as, “Te;; me about your story” or “What did you do to solve that problem?”
5. Intermediate: Students can generate and respond in simple connected narratives.  They can answer questions such as, “What happened in the story?” and “How will the story end?”
6. Early Advanced: Students can respond in sequential narrative, justify, summarize, evaluate, and synthesize information, compare items and answer “why” questions.  
7. Advance: Students with near native speech fluency can be asked to explain cycles and processes in detail.

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Videos
PearsonSIOPMODEL 
​Component 1: Lesson Preparation
​Component 2: Building Background
​Component 3: Comprehensible Input
Component 4: Strategies
​Component 5: Interaction
Component 6: Practice and Application
Component 8: Review and Assessment

​SIOP Model for Teaching English Learners - Lesson Delivery

WIDA Resources
2017-2018 District and School Test Coordinator Manual
2017-2018 Test Administrator Manual
ACCESS for ELLs 2.0 Accomodations Selections
2017-2018 Accessibilty and Accomodations Supplement
ELL Can Do Booklet 9-12
ELL Student Can Do's Chart
ACCESS for ELLs 2.0: What's New for 2017-2018?
Understanding the ACCESS for ELLs™ Test 

• Listening, Reading, Writing, and Speaking 
• Sample Items 2008
• Grades 1-12
• ​WIDA Consortium​

​The Features of Academic language in the WIDA Standards
​​WIDA Performance Definitions - Listening and reading Grades K-12
Fostering Civil Discourse

• A Guide for Classroom Conversations
• Facing History and Ourselves​

​WIDA Performance Definitions- Speaking and Writing Grades K-12
​Secondary ELL Placement Chart
Preguntas y Respuestas

• Ayuda económica y estudiantes indocumentados​

Dream Ambassador Program Application

• University of Utah

10 Things Utah UndocuAlly Educators Should Know

WIDA: Model Score Calculator
​Cottonwood High School English learner Level Chart-Receiving Services
6-12 Standards Web
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Utah: State Specific Guidance for ACCESS for ELLs 2.0
Utah will administer ACCESS for ELLs 2.0 in 2016. Beginning with the 2015–2016 school year, all Utah districts will be administering the computerbased ACCESS for ELLs 2.0. The ACCESS for ELLs 2.0 will be an online test for grades 1–12 except for the writing domain in grades 1-3, which will be paper-based. The Kindergarten ACCESS for ELLs and the Alternate ACCESS for ELLs will continue to be paper-based administrations. Paper accommodations for the grades 1–12 ACCESS for ELLs 2.0 will be available as required by a student's IEP or 504 plan. In addition to standardizing the test-taking experience for all students, ACCESS for ELLs 2.0 will benefit from the wide range of possibilities afforded by technology, from item presentation and capturing responses, to accessibility and scoring efficiency. Some advantages of administering ACCESS for ELLs 2.0 online include:  Increased student engagement through a more dynamic testing experience  Built-in accommodations and accessibility features appropriate for a range of student needs  Simultaneous administration of multiple grades  Increased ease for Test Administrators, who will no longer need to individually administer and score the Speaking test or identify tiers for each student Training on ACCESS for ELLs 2.0 is available for the three roles of those participating in delivery—Test Administrators, Test Coordinators, and Technology Coordinators.  All training materials will be available through web-based modules and online resources on the WIDA website. WIDA has developed checklists and webinar trainings to provide specific information to support test preparation and administration for the online ACCESS for ELLs 2.0 in 2015–16. These checklists and trainings are for the following roles: o Technology Coordinator – responsible for all technical and system set up for online testing o Test Coordinator responsible for the overall coordination or test administration activities or Test Administrator – responsible for administering ACCESS for ELLs 2.0
​These resources are posted to the ACCESS for ELLs 2.0 Preparation Resources page.

Monica's Notes:
The reason I created an electronic portfolio is because as a Counselor, I will not be teaching students daily.  I need to know how to read WIDA scores, SAGE scores, and laws and regulations for English Learners for appropriate placement.  Therefore, I felt an electronic portfolio would be of more use to me.  Additionally, I included videos so I can continue to observe and model behavior from teachers who teach according to the SIOP Model effectively.