FORM 3
Teacher Self Assessment Checklist for ELL/ESOL Instruction
School:
Teacher:
Date:
Student Name:
Language(s) of Instruction:
Classroom Environment
Student #
Grade Level(s)
(Yes/No/How Often) (+ = - )
Attempted
Successful
Self-Reflection, Observation,
Recommendations and Notes
Attempted
Successful
Self-Reflection, Observation,
Recommendations and Notes
Attempted
Successful
Self-Reflection, Observation,
Recommendations and Notes
Attempted
Successful
Self-Reflection, Observation,
Recommendations and Notes
 Print rich/language functional environment

Print rich/language
functional
 Setting
where students
can take environment
risks
 High expectations for success
 Cooperative setting
 Social skills and positive behaviors processed
Curriculum






Language
objectives integrated
Integrationand
of content
curriculum
Student tasks clearly defined
Expectation that all students are engaged
Cognitively challenging instruction
All students are able to participate and gain access to
the curriculum
Reading and Writing

Student Generated
 Comprehension
skillsText
o
o
Shared Writing
Collaborative Text Writing
 Direct Teaching of Skills in Context
o
o
Mini-shared reading
Word Sorts
 Focus on academic language
 Gradual Release of Responsibility
o
o
o
o
Draft Texts
Genre Templates
Cooperative Strip Paragraph
Dialectical Journal
Language Learning Strategies

Lessons
presented
comprehensively
 Clear
language
objectives
 Use of Visuals, Pictures, Realia
o
o
o
o
o
o
File Cards
Pictorial Input Chart
Illustrated Word Bank
Graphic Organizers
Process Grid
Pantomime & Gestures
 Use of Clear Language and Good Modeling utilizing
visuals, pictures, and realia
o
o
o
Sentence Stems & Frames
Language Pattern Charts
Sentence Patterning Charts
 Cooperative Strategies
o
o
10/2
Team Tasks
 Focus on High Level Vocabulary
o
o
o
o
o
Cognitive Content Dictionary
Big Books
Word Families
Multiple Meanings
Frayer Model
ISS-F052
Instructional Services
Revised 1/10/13
Page 1 of 2
Salem-Keizer Public Schools
FORM 3
Teacher Self Assessment Checklist for ELL/ESOL Instruction
o
Synonyms, Antonyms
 Webbing, mind mapping, sketching
 Preview, review
 Opportunities for non verbal expression of
understanding
 Cooperative grouping for oral language practice and
interaction with fluent peers
o
o
o
o
o
o
o
o
o
Echo/Repeat
Choral Response
My Turn, Your Turrn
Talking Stick
Board Games
Structured Role Play
Give One, Get One
Clock Appointments
Lines of Communication
Brain Compatible Strategies
Attempted
Successful
Self-Reflection, Observation,
Recommendations and Notes
Attempted
Successful
Self-Reflection, Observation, and Notes
 Graphic Organizers
 Metacognitive activities (problem solving, reflecting,
questioning thinking)
 Use of chanting, putting content into patterns
 Big books (teacher and student made)
 Involving multiple intelligence’s
 Chunking information and allow for processing time
 Opportunity for learner to teach
 Sketching pictures and highlighting key words
 Accessing background knowledge
Personal/Cultural Respect Strategies




Validation of personal life experiences
Cross cultural themes embedded in content
Parental support
Evidence of respect for languages (books, posters,
designs)
 Active engagement in learning activities
 Use of culturally relevant print materials
 Interaction with teacher and peers
Plans for implementing additional strategies:
For explanations of how to use each of these strategies, please refer to the file located at:
U:\24JCurriculumResources\English Language Acquisition K-12\SPED_ELL Process 2012 and click on Strengthening
Core Instruction for ELLs.
ISS-F052
Instructional Services
Revised 1/10/13
Page 2 of 2
Salem-Keizer Public Schools