DELTA PROTOCOL CATEGORIES AND INDICATORS (Revised 10-27)
I. Using linguistically and culturally responsive teaching strategies
A. Using the L1 as a resource for teaching and learning
1.
Teacher makes L1 materials available for students to use during instruction (e.g., bilingual or L1 dictionaries, books, posters, pictures).
2.
Teacher uses language other than English during instruction (e.g., cognates, translation and definition of vocabulary, development of Math
concepts or oral language and literacy).
3.
Teacher encourages students to use languages other than English to respond to questions or instruction, or to interact with peers during
learning tasks.
Teacher pairs or groups students who share a common L1.
Teacher uses a bilingual assistant, parent, or other volunteer to work with ELLs using their L1 in content, language, or literacy learning.
4.
5.
B. Using students’ cultural backgrounds as a resource for teaching and learning
1.
Teacher uses materials (e.g., books, pictures, videos) that reflect different ethnicities, racial groups, or students’ home lives or experiences.
2.
Teacher uses culturally diverse community members or parents who assist with instruction, demonstrate expertise, or serve as models of
success.
Teacher uses paraprofessionals who play a purposeful role as cultural or linguistic brokers.
3.
4.
5.
6.
Teacher taps into/links to students’ background knowledge or prior experiences (e.g., by inviting ELLs to share experiences and encouraging
all students to value and learn from diverse experiences). (Note: this indicator does not reference prior school learning.)
Teacher demonstrates caring behaviour/empathy toward ELLs (e.g., through active listening, evidence of concern for their emotional wellbeing, connection to their lives outside school).
Teacher provides positive affective feedback and communicates high expectations to ELLs.
II. Contextualizing instruction to increase comprehensibility
A. Using pre-reading/pre-viewing strategies to build cultural, academic, and linguistic background
1.
Teacher makes explicit links to students’ prior learning.
2.
Teacher pre-teaches vocabulary using different modalities (visuals, demonstrations, etc.).
3.
Teacher uses graphic organizers and the organizational structure of text to help students understand and learn concepts through reading.
4.
Teacher explicitly teaches the grammar and/or discourse features needed to talk or write about concepts represented in graphic organizers.
B. Using strategies to make input more comprehensible
1.
Teacher uses clear speech (e.g., reduced rate, clear enunciation, repetition, or paraphrase) as appropriate for ELLs’ age and English
proficiency levels.
2.
Teacher simplifies (vocabulary or sentence structure) or elaborates/paraphrases the language of content instruction (e.g., Math word problems)
3.
Teacher uses a variety of non-linguistic techniques (e.g., gestures, facial expressions, demonstrations, hands-on activities) or supplementary
materials (e.g., graphs, models, visuals, films, multimedia) to clarify instruction and illustrate/reinforce content learning (i.e. Math concepts).
4.
Teacher checks with ELLs individually (e.g., by going over to them, calling on them to verify comprehension).
C. Asking appropriate questions
1.
Teacher checks for individual ELLs’ comprehension by asking questions modified in form or response mode according to their English
proficiency levels.
2.
Teacher asks ELLs linguistically appropriate, content-related questions that encourage higher order thinking.
3.
Teacher addresses questions to ELLs at comparable frequency rates with other students.
4.
Teacher pauses after questions to allow adequate time for ELLs to respond.
D. Giving clear directions and instructions
1.
Teacher provides visual support for verbal directions/instructions (e.g., modelling, writing agenda or homework assignments on board).
2.
Teacher repeats and paraphrases directions/instructions as needed.
3.
Teacher explicitly marks transitions from one activity to the next, or from one concept to the next.
4.
Teacher uses routines to facilitate comprehension of activities.
5.
Teacher checks student comprehension of assignments (e.g., asking students to paraphrase). (Note: indicator focus on process—not content.)
E. Using appropriate materials
1.
Teacher selects relevant texts at different reading levels for ELLs with varying English proficiency.
2.
Teacher selects comprehensible materials that challenge and engage ELLs.
III. Providing specific and scaffolded opportunities for language and literacy development in Math and Reading instruction
A. Integrating language and content instruction
1.
Teacher states language learning objectives verbally or writes and displays them visually for students (e.g., on the board, chart paper).
2.
Teacher states content learning objectives verbally or written and displayed for students (e.g., on the board, chart paper).
3.
Teacher addresses language objectives in addition to vocabulary (e.g., grammar, discourse structures) in content area (i.e. Math) instruction.
B. Expanding language use through increased interaction
1.
Teacher varies group structures (e.g., jigsaw, information gap) appropriate to language or content learning objectives.
2.
Teacher provides linguistic scaffolding needed for ELLs at different English proficiency levels to participate meaningfully in cooperative learning
structures.
3.
Teacher encourages dialogue with peers during whole group instruction (e.g., students explain Math processes, solutions to each other; clarify
or justify their own responses and question their peers’ approaches to solving problems).
4.
Teacher provides appropriate feedback on student language, focusing on form as well as on meaning (e.g., extending students’ answers).
C. Providing explicit opportunities to understand and use English forms and functions
1.
Teacher provides opportunities for integrated language skill development so that ELLs “hear, see, say, and write.”
2.
Teacher illustrates the characteristics of social/informal versus academic/formal registers of English and helps students develop academic skills
in spoken and written English.
3.
Teacher explicitly teaches language structures in the context of the lesson/text through direct instruction, modelling, and practice.
4.
Teacher identifies and teaches contrastive (L1/English) sounds, words, grammar, or discourse structures that are problematic for the ELLs.
5.
Teacher encourages metalinguistic awareness (e.g., by making cross-linguistic comparisons or highlighting language functions and their
linguistic forms).
D. Teaching vocabulary
1.
Teacher selects and teaches high priority vocabulary for ELLs.
2.
Teacher uses effective strategies to teach vocabulary to ELLs (e.g., introduce, write, repeat, highlight, refer to L1, use different modalities) in
the context of meaningful text and oral discourse.
3.
Teacher develops student awareness of how word meanings and forms are related and patterned.
4.
Teacher teaches key vocabulary prior to and (as needed) during instruction, and reviews vocabulary following instruction.
5.
Teacher models, explicitly teaches, and encourages students to use vocabulary learning strategies (e.g., using context, cognates, word stems).
E. Scaffolding reading comprehension
1.
Teacher engages students in meaningful interactions around texts (e.g., inviting personal connections to the text).
2.
Teacher models, teaches, and encourages students to use reading comprehension strategies (e.g., predicting, inferring, or summarizing).
3.
Teacher addresses core reading skills with ELLs but may use different versions (adapted, abridged, glossed, or bilingual) of texts.
4.
Teacher provides appropriate instruction in phonemic awareness, building on PA developed in the L1 when possible.
5.
Teacher provides appropriate instruction in letter/sound correspondence, paying particular attention to specific contrasts in letters, sounds, and
spelling patterns in English that may cause difficulty for ELLs from different language backgrounds.
F. Scaffolding writing instruction
1.
Teacher uses graphic organizers or sentence or paragraph frames to scaffold writing tasks.
2.
Teacher differentiates writing tasks for ELLs on topics that are identical (or modified as appropriate) to those for other students.
3.
Teacher uses writing tasks that use language for (authentic) communicative purposes.
IV. Providing multiple opportunities for appropriate informal and formal assessment
A. Scaffolding assessments for different English proficiency levels
1.
Teacher uses (and allows ELLs to use) alternative tasks (e.g., pictures, drawings, or gestures) to demonstrate comprehension of concepts and
mastery of skills appropriate to students’ English proficiency levels.
2.
Students with higher English proficiency assist ELL peers by translating or interpreting their responses.
3.
Teacher uses assessment accommodations during paper and pencil tests (e.g., extra time, use of bilingual dictionaries).
B. Using authentic assessment tasks
1.
Teacher uses assessment tasks that connect to students’ real-life knowledge and skills or classroom-based performance.
2.
Teacher provides students with clear evaluation criteria or examples to illustrate expectations.
Small Group Work Description
Questions to be addressed about the group structure
1. What type(s) of grouping were used (pair, three, four students, whole class)?
2. How much time was spent in different group configurations?
3. On what basis were groups composed (number of ELLs, gender, L1, English proficiency, literacy level, and personality)?
4. Group structure is varied according to goals: language learning, content learning, social interaction
Questions to be addressed about the activity itself
1. What were students expected to do? (academic task)
2. What language skills did students need to complete this task?
3. How did the ELL(s) participate verbally or through reading/writing?
4. How did the ELL(s) participate non-verbally?
5. What structure was in place to encourage or require individual participation?
6. What supports were in place to assist ELLs’ successful participation?