# data[].attributes.body
•Revisit a K-W-L chart

•Aha moment

•Quick write, quick draw

•Journal Writing

•Outcome sentences:

➢I learned…

➢I began to wonder…

➢I practiced…

➢I thought…

➢I understood…I didn’t understand…

➢I still have questions about

•Alphabet Summary Review

# data[].attributes.body
Comprehensive review of

Key Vocabulary
Multiple exposures

•Paraphrasing

•Multiple modalities
Comprehensive review of

Key Content
•Review during and at end of lesson

•Check predictions

•Outcome sentences
Regular Feedback provided to Students on their Output(language, content, work)

•    Paraphrasing answers

•    Oral, written through gestures and body language
Assessment of Student Comprehension & learning of Objectives throughout the lesson (spot checking, group response)

Ongoing  Informal  Authentic  Rubrics

# data[].attributes.body
Activity with index cards***

# data[].attributes.body
1. Content objectives clearly supported by lesson delivery.

2. Language objectives clearly supported by lesson delivery.

3. Students engaged approximately 90%    to 100% of the time.

4. Pacing of the lesson appropriate to  the students’ ability level.

# data[].attributes.body
Hands-on materials and/or manipulatives provided for students to practice using new content knowledge.

Activities provided that allow students to apply content and language objectives.

Activities provided that integrate all language skills:

(listening, speaking, reading, and writing).

# data[].attributes.body
1.Grouping configurations
2.Frequent opportunities for interaction
3.Wait time for student response
4.Clarify key concepts in L1
Interaction Techniques in the Classroom
•Turn to your partner

•Foreheads in the middle

•Volunteer your partner

•Explain a process to your partner

•Choral reading, reader’s theatre, & drama play

# data[].attributes.headline
A Variety of Techniques Used to Make Content Concepts Clear

# data[].attributes.subject
A Variety of Techniques Used to Make Content Concepts Clear

# data[].attributes.body
•Modeling

•Visuals

•Hands-on activities

•Demonstrations

•Gestures

•Body language

# data[].attributes.body
Speech appropriate for student's proficiency level
Clear explanation of academic tasks
A variety of techniques used to make content concepts clear: slower rate, enunciation, simple sentence structures for beginners

# data[].attributes.body
✓www.wordsift.com

✓https://quizlet.com/

✓http://spanishcognates.org

✓http://www.scienceandliteracy.org/sites/scienceandliteracy.org/files/strategyguides/1268813_SG_Walk%20in%20the%20woods.pdf

✓www.textproject.com

✓http://www.wordles.com/

✓www.freerice.com

✓ http://www.wordreference.com/ In several languages

✓Longmans Dictionary: Definitions written in student friendly language

# data[].attributes.body
Tier 1:     Words that ELLs need for everyday speech Simple Cognates family/familia Examples: eye, eat, travel, butterfly, paint brush
Tier 2: Essential to understanding all content area texts. Appear frequently across domains; polysemous words

Words needed for academic conversations and explanations Example: connection, demonstration, constitute
Tier 3: Low frequency words needed to understand the concept Specific to the content

Examples: spectrometer, bayonet, equilateral
•Process/function words: Words related to  functional language (e.g., how to request information), classroom processes and tasks (e.g., lining up) and language processes (e.g., scanning), as well as transition words (e.g., at last, therefore).

–Examples: graph, summarize, thus

•Words or word parts that teach English structure: Prefixes, suffixes, and root words that can help students learn new vocabulary.

–Example: the root word cycle (bicycle, recycle, etc.)

•Polysemous words: Words that have more than one meaning, depending on the context.

–Example: table, root, square, bank

# data[].attributes.body
❖Authentic purpose, relevance, student choice, and ownership are the keys to making learning meaningful

❖Oral language development is impacted

❖Situated not abstract (opportunities) - surveys, letter writing, making models, plays, games

# data[].attributes.headline
Effective Teaching of Academic Language Sensory Supports: RealiaHands-on materials/manipulativesPictures & photographsVisuals, diagrams, & drawingsTotal Physical ResponseRole Playing; re-enactmentsVideos & podcastsBroadcastsModels & figuresGraphic Organizers:ChartsGraphic organizersTables or graphsTimelinesNumber linesSentence framesWord wall/word bankInteractive SupportsPartnersSmall groupsCooperative group protocolsTechnology (websites or programs)In the home language (L1)With mentors

# data[].attributes.subject
Effective Teaching of Academic Language Sensory Supports: RealiaHands-on materials/manipulativesPictures & photographsVisuals, diagrams, & drawingsTotal Physical ResponseRole Playing; re-enactmentsVideos & podcastsBroadcastsModels & figuresGraphic Organizers:ChartsGraphic organizersTables or graphsTimelinesNumber linesSentence framesWord wall/word bankInteractive SupportsPartnersSmall groupsCooperative group protocolsTechnology (websites or programs)In the home language (L1)With mentors

# data[].attributes.body
§A means for making grade-level academic content (e.g., science, social studies, math) more accessible for English language learners while at the same time promoting their English language development

§The practice of highlighting key language features and incorporating strategies that make the content comprehensible to students

§An approach that can extend the time students have for getting language support services while giving them a jump start on the content subjects they need for graduation

# data[].attributes.body
§Preparation

§Building Background

§Comprehensible Input

§Strategies

§Interaction

§Practice and Application

§Lesson Delivery

§Review and Assessment

# data[].attributes.body
§Content objectives  clearly defined, displayed, and reviewed with students

§Language objectives clearly defined, displayed, and reviewed with students

§Content concepts appropriate for age and educational background level of students

§Supplementary materials used to a high degree, making the lesson clear and meaningful (e.g., computer programs, graphs, models, visuals)

§Adaptation of content (e.g., text, assignment) to all levels of student proficiency

§Meaningful activities that integrate lesson concepts (e.g., surveys, letter writing, simulations, constructing models) with language practice opportunities for reading, writing, listening, and/or speaking

# data[].attributes.body
§Concepts explicitly linked to students’ background experiences (personal, family, cultural, peer)

§Links explicitly made between past learning and new concepts

§Key vocabulary emphasized (e.g., introduced, written, repeated, and highlighted for students to see)

http://www.ritell.org/Language-and-Country-Projects

# data[].attributes.headline
Comprehensible input: Academic Language & Discussions

# data[].attributes.subject
Comprehensible input: Academic Language & Discussions

# data[].attributes.attachment_link.description
Funny Mathematics Calculation by old Ma & Pa Kettle.

# data[].attributes.body
•Turn to a partner. Person A is the one with the longer hair and the other is Person B.

•Person A will speak first and person B will write what person A says trying to capture the entire sentence

•Then switch
- scientist
-economist
-poet/writer
-mathematician
LEARNING STRATEGIES:
Problem solving, predicting, organizing, summarizing, categorizing, evaluating, self-monitoring, questioning, visualizing, diagramming
SCAFFOLDING TECHNIQUES:
think-alouds (in L1 & L2), graphic organizers
HOT QUESTIONS