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Planning (Quater plan (Learning Objective (Types (School-year or grade…

- - - - School-year or grade-level objectives
        
        In this case, learning objectives may be synonymous with learning standards, which are concise, written descriptions of what students are expected to know and be able to do at a specific stage of their education
      - Course or program objectives
        
        Teachers may also determine learning objectives for courses or other academic programs, such as summer-school sessions or vacation-break programs
      - Unit or project objectives
        
        Teachers may determine learning objectives for instructional units, which typically comprise a series of lessons focused on a specific topic or common theme, such as an historical period
      - Lesson or class-period objectives
        
        Teachers may also articulate learning objectives for specific lessons that compose a unit, project, or course, or they may determine learning objectives for each day they instruct students
- - - - English Language Learners need to be prepared for learning by being able to communicate about the learning experience.
    - - Teachers can build background connections for English Language Learners by making purposeful connections to prior learning, by teaching the most important vocabulary, and by trying to connect the content to something the student may have already experienced.
    - - Teachers should make assignments clear by using vocabulary students can understand, and by providing a variety of instructional experiences including
        
        Total Physical Response
        
        Vocabulary Cards
        
        Vocabulary Picture Puzzles
        
        Confusing Words Bulletin Board
    - - English Language Learners can benefit from knowing specific strategies to use that increase comprehension
        
        Survey, Question, Read, Review Recite
        
        Questions in a Can
        
        Split Page Note Taking
    - - the length of student responses
      - the number of unsolicited responses
      - the frequency of student questions
      - the number of responses from less capable children
      - student-student interactions
    - - Effective lessons clearly state for English Language Learners both the content standard and the language standard. Effective lessons are paced to accommodate the learner and keep the learner engaged for at least 90% of the lesson.
    - - English Language Learners need hands-on materials, opportunities to practice and to apply concepts learned, and opportunities to integrate reading, writing, speaking, and listening skills.
    - - As part of each SIOP lesson, teachers make time for review and assessment throughout a lesson. In fact, a lesson may begin with a review of previous learning or a check of students’ knowledge of a topic.