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-Have attended CA schools for 6+ years
-Need support in academic English
-Display learned passivity & invisibility
-At high risk of dropping out of high school

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https://www.cde.ca.gov/ta/tg/ep/elpacgpld.asp

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General Performance Level Descriptors for guidance in the development of domain and grade/grade span-specific descriptors.

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1) "No Opt Out" when students participate in the classroom
- Implement Strategies to effectively encourage students to participate in classroom discussions so they understand that " I don't know" is not an acceptable answer.
2) Avoid "rounding up" answers that students give. Acknowledge their answers but do not credit them for something they didn't say.

High Expectations for All Learners:
-It's important that teachers understand the student's culture and community.
-Differentiate social language and academic language.
-Creating daily opportunities to interact with peers about the lesson’s content.
-Using language frames to support development of writing and oral language.
-Teaching a set of academic vocabulary words intensively over several days.
- Using cognates across languages when possible (e.g., production and producción). -Providing multiple exposures to and experiences with key academic vocabulary

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Using language objectives can promote language development, and assist in the understanding of the overall content area understanding.

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What are Language Objectives?
In all content areas, we have Learning Objectives, although adding a Language Objectives can assist LTELS' comprehension of the content area

Language objectives are lesson objectives that are specifically designed to promote students' language development through all four language domains: reading, writing, speaking and listening.

Step 1:
When creating language objectives you should begin by clarifying and identifying the following:

Content objective – identify the content objective that you plan to supplement with language objectives.

Knowledge of Student Levels – build an understanding of students’ language proficiency levels so that you know how to adjust the language objectives. Identify levels via Ellevation.

Domain – identify the domain (Listening, Speaking, Reading, Writing) that you plan to focus on.

Step 2:
Craft a language objective composed of the following three components:

1. Language function – the purpose, which includes a verb or action that describes what a student should do (e.g., identify, interpret, evaluate, describe)

2. Support – identifies the supports and scaffolds (sensory, graphic, interactive) that the students will need (e.g., vocabulary sheets, visuals, etc.)

3. Link to Content – the link to the content topic

Step 3: