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Teacher Preparation1. Teachers write clearly defined content objectives on the board for students. These objectives are reviewed at the beginning of a lesson and students should state at the end of the lesson whether the objectives have been met.2. Teachers should write clearly defined language objectives on the board for students at the beginning of a lesson. Students state at the end of the lesson whether the objectives have been met3. Concepts taught should be appropriate for the age and educational background of students, Teachers must consider the students' L1 literacy, second language proficiency, and the reading level of the materials.4. Supplementary materials are used to promote comprehension. These include charts, graphs, pictures, illustrations, realia, math manipulatives, multimedia, and demonstrations by teacher and other students5.Content must be adapted to ELL’s needs through use of graphic organizers, outlines, labeling of pictures, study guides, adapted text, and highlighted text.6. Meaningful activities integrate lesson concepts with language practice opportunities in listening. speaking, reading, and writing.

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Teacher Preparation1. Teachers write clearly defined content objectives on the board for students. These objectives are reviewed at the beginning of a lesson and students should state at the end of the lesson whether the objectives have been met.2. Teachers should write clearly defined language objectives on the board for students at the beginning of a lesson. Students state at the end of the lesson whether the objectives have been met3. Concepts taught should be appropriate for the age and educational background of students, Teachers must consider the students' L1 literacy, second language proficiency, and the reading level of the materials.4. Supplementary materials are used to promote comprehension. These include charts, graphs, pictures, illustrations, realia, math manipulatives, multimedia, and demonstrations by teacher and other students5.Content must be adapted to ELL’s needs through use of graphic organizers, outlines, labeling of pictures, study guides, adapted text, and highlighted text.6. Meaningful activities integrate lesson concepts with language practice opportunities in listening. speaking, reading, and writing.

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1. Determine students' prior knowledge
2. Making explicit connections between previous learning with the learning of new concepts
2. Emphasizing and developing key academic vocabulary

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Vocabulary and definitions are matched

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1.  Understand the Essence
2. Input just a bit more difficult than they understand
3. Students understand most but not all words teacher uses.

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Students in small groups
Each student adds a step in sequential order

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1.  Detailed Lesson Plan
2.  Ensure Rigor in Lesson
3.  Ensuring Relevance in Lesson

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classroom organization and delivery of instruction

Examples:

K-W-L

Stand and Share

Team Jigsaw

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-objectives on the board
-students engaged 90-100 % of the time with no down time

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1.  students engaged 90-100%
2.  content and language objectives are clearly supported by lesson
3. pacing of lesson is appropriate

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Comprehensive review of Key Vocab

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3 Key Vocab components:
1. content words - your content
2. function words-English words to communicate
3. morphology-word structure, prefixes/suffixes/roots

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I do. (modeling a skill)
We do. (guiding a practice)
You do. (independent practice with monitoring)
This can be applied to any subject area. Art - portrait projects/ Technology - Excel/ etc.