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When we are reading a new text, I ask students to use this annotation guide to add symbols and annotations to their text that help them comprehend the text and show their understanding.

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Giving them a word bank with academic language/vocabulary and have them pronounce words as a class when we come across a new word. Given in Spanish and English since the periodic table is in English.

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USE THIS WEBSITE FOR DEFINITIONS: https://www.oxfordlearnersdictionaries.com/us/

It simplifies definitions of words for every level of student. Great UDL practice. S/o to Paige for showing me this.

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Oxford Learner's Dictionaries | Find definitions, translations, and grammar explanations at Oxford Learner's Dictionaries

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The largest and most trusted free online dictionary for learners of British and American English with definitions, pictures, example sentences, synonyms, antonyms, word origins, audio pronunciation, and more. Look up the meanings of words, abbreviations, phrases, and idioms in our free English Dictionary.

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Chunking of long texts, along with specific questions to test their understanding, together with hand on activities and problem based worksheets.

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As we are reading through a text, I will ask students to state the next word when I stop reading. It keeps them focused on the text and allows me to provide opportunities to practice academic vocab.

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Presenting words in English but give definitions and meaning in Spanish

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Translating slides to include English and Spanish to help communicate content.

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Provide a note-catcher with sentence starters for the whole lesson with translations.
-De Arcos

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Seating students strategically (i.e students who are bilingual and are reliable to students who struggle with English/understanding when I instruct class

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Using the same sentence starters for every opportunity of Turn and Talk makes academic language more familiar and predictable. I use these:

Giving your opinion
In my opinion…
Something I think is important is…
The way I was thinking of this was…

Building off a peer
I agree/disagree with you because…
That makes me think of…
Could you give an example of what you mean?

Asking a question
What do you all think about ______?
One question I have for the group is…
Could you put that another way?

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When we are preparing to discuss something in class, I provide students with discussion sentence starters, related to stating their opinion and connecting their ideas to each other, so that they can practice academic discussion strategies.

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Visual learners respond well to using color when separating chunks of texts. Guiding the eye to focus on a particular idea that they need to understand the reading or answer any text-dependent questions.

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Give students opportunity to collaborate and discuss with their peers and i will walk around class and ask students if they understand the text.

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Assigning terms and variables a color for calculation, always using the same graphic organizer for solving equations, so they don't have to learn a new format for every formula

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Giving students sentence starters or sentence frames helps them get started and not feel as intimidated.

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Every week we will combine hands on activities (labs), engaged learning with peardecks, as well as  individual worksheets to test their understanding. 

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Skimming through the text for unknown words

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Skimming through the text for unknown words

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before reading a text, having students identify unknown words and going over pronunciation and meaning

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Restate oral directions or key points in Spanish

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Providing both English and Spanish translations of texts, directions, video transcripts, etc. Graphic organizers, chunked texts, key vocab defined.

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Class notes are always translated into Spanish. Students who are Level 1 or 2 are typically seated next to a student who speaks the same language to help with translations. Graphic organizers and visual representations of mathematical concepts are used during exploration of new concepts. Word problems and tasks are always launched to dissect context.

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When going over a story I often use circling to help cement high frequency phrases. If the story is about a woman that murders her children and the target phrase is "did not want" I ask "who did not want her children?" "Did her father not want her children?" etc.  - Temores

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Showing visuals like pictures and videos (with Spanish subtitles).

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Using visuals to illustrate instruction and expectations is helpful for all students.

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* add embedded hyperlinks to definitions for academic vocabulary words in Pear Deck texts

* break down vocabulary words to root words and incorporate Latin and/or Spanish equivalents

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Making Spanish copies/versions of assignments for scholars.

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I sit students next to each other for peer-to-peer support in their L1 during difficult texts.

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Have students find cognates in new texts after they have been chunked. Also find vocabulary that has been front-loaded and ask students to identify the vocabulary.
-De Arcos

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Highlighting cognates when introducing new content vocabulary.

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provide students with both english and spanish copies of their work so they are able to make connections between the words and key vocabulary

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Fluency Strategy for Lvl 1 and 2 Learners

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Fluency Strategy for Lvl 1 and 2 Learners

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When we are reading a text selection and we encounter a new word, I like to pause, say the word out loud clearly, and ask all scholars to repeat it. Depending on the word difficulty, they might say it twice. This gives even Level 1 scholars a chance to speak out loud during class and meet a language objective like, "Scholars will pronounce content-specific vocab words with increasing fluency."