• Teacher Resources for SLIFE

    Planning and Instructional Considerations for Supporting SLIFE

    Have I activated prior knowledge and tapped into students’ funds of knowledge?

    • What culturally relevant resources could I incorporate?
    • What do I know about my students’ country, culture, education system?
    • What kind of music, art, or other cultural activities might interest my students?

    Have I provided an environment that enables students to access print?

    • What kinds of visuals that make textbooks comprehensible do I have posted around the room?
    • Do I have a variety of age-appropriate, high interest, low readability texts available that relate to the content?

    Have I given students opportunities to be actively engaged in their learning in physical or concrete ways?

    • How can I incorporate the use of manipulative, drama, or technology?
    • Have I allowed students to be the “experts” and teach their peers?

    Have I thought about the way I communicate the content?

    • Do I limit the amount of new words? Have I thought about ways to simplify my explanations?
    • During instruction, do I clarify by rephrasing or using visuals?
    • Do I remember to use shorter sentences and pause to emphasize important information?

    Have I considered stopping points in my instruction to check for comprehension?

    • Are there visuals or word banks that they can reference when sharing their ideas?
    • Do I allow students to repeat/explain what was understood?
    • How can they summarize a particular idea?

    Have I prepared assessments that will measure student learning at different language proficiency levels?

    • Do I allow students to demonstrate their understanding in a variety of ways?
    • Do I provide opportunities other than paper/pencil tasks for students to show what they know?
    • Did I differentiate my assessment for the language development needs of my students?
    •  Does the language of my assessment match the language of instruction?


    Have I allowed students to work in collaborative groups?

    • What is the seating arrangement in my classroom (e.g., rows vs. tables of 4)?
    • What social skills can be taught in this context?

    Have I used strategies that integrate language and content throughout my lessons?

    • How can I teach the concept in a concrete way and scaffold to the abstract?
    • What language will students need to communicate the content?
    • Are there sentence frames that students could use for speaking or writing?

    Have I kept my expectations realistic?

    • Do I teach to the zone of proximal development? Have I identified what my students can do independently?
    • Do I model, give hints, and prompts initially?
    • Do I gradually release supports as I see students gaining independence?

    Have I taken use of native language into account?

    • If I speak the native language, how can I tap into L1 (native language of the student) to build language and content? Can I preview concepts in L1? Do I use L1 to clarify?
    • If I don’t speak the native language, how do I use visuals, graphic organizers, and peer support to make language more comprehensible? Are there native language materials and/or bilingual dictionaries available for student use?


    Checklist created by Lucía Morales in 2015 based on Ten Ideas for Teaching Students with Interrupted Formal Education in the Classroom from www.colorincolorado.org/article/27483/



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