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2. Correct mistakes students make as they talk or they will "fossilize."

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2. Correct mistakes students make as they talk or they will "fossilize."

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4.  Sustained, focused interactions are possible starting in fourth or fifth grade, but lower elementary students are not mature enough to carry them out because they get too impatient with the task and with each other.

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4.  Sustained, focused interactions are possible starting in fourth or fifth grade, but lower elementary students are not mature enough to carry them out because they get too impatient with the task and with each other.

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6.  Be selective in addressing errors and intentional in providing feedback.

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6.  Be selective in addressing errors and intentional in providing feedback.

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3.  Rather than correcting students' ungrammatical oral language, it is better to provide them with recasts, which model correct English in response to students' mistakes.

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3.  Rather than correcting students' ungrammatical oral language, it is better to provide them with recasts, which model correct English in response to students' mistakes.

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5.  Integrate reading and writing into oral development activities.

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5.  Integrate reading and writing into oral development activities.

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2.  Construct tasks that appropriately scaffold student participation and growth.

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2.  Construct tasks that appropriately scaffold student participation and growth.

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3. Make sure the task is designed to meet its purposes and the materials used are appropriate to support students working at the edge of their competence successfully.

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3. Make sure the task is designed to meet its purposes and the materials used are appropriate to support students working at the edge of their competence successfully.

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5.  All students in a class need to master the same levels of oral development as a result of participating in lessons.

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5.  All students in a class need to master the same levels of oral development as a result of participating in lessons.

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4. Make sure that activities or tasks follow and precede others logically to build coherent lessons.

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4. Make sure that activities or tasks follow and precede others logically to build coherent lessons.

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1.  Design lessons that involve ELLs' participation in subject-specific and substantive oral practice to accomplish clearly defined lesson goals.

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1.  Design lessons that involve ELLs' participation in subject-specific and substantive oral practice to accomplish clearly defined lesson goals.

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1.  Sentence frames that provide students with a way of expressing their ideas about specific situations are helpful to them.

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1.  Sentence frames that provide students with a way of expressing their ideas about specific situations are helpful to them.

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Sentence starters are basic fill-in-the-blank sentences.

Formulaic expressions are phrases that help start or link ideas and can be used in many situations.

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What struck the group the most about this passage? Select one thought or one quote and then add groups Final Word. 

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What struck the group the most about this passage? Select one thought or one quote and then add groups Final Word. 

# data[].attributes.headline
What struck the group the most about this passage? Select one thought or one quote and then add groups Final Word. 

# data[].attributes.subject
What struck the group the most about this passage? Select one thought or one quote and then add groups Final Word. 

# data[].attributes.headline
What struck the group the most about this passage? Select one thought or one quote and then add groups Final Word. 

# data[].attributes.subject
What struck the group the most about this passage? Select one thought or one quote and then add groups Final Word. 

# data[].attributes.headline
What struck the group the most about this passage? Select one thought or one quote and then add groups Final Word. 

# data[].attributes.subject
What struck the group the most about this passage? Select one thought or one quote and then add groups Final Word. 

# data[].attributes.headline
What struck the group the most about this passage? Select one thought or one quote and then add groups Final Word. 

# data[].attributes.subject
What struck the group the most about this passage? Select one thought or one quote and then add groups Final Word. 

# data[].attributes.headline
What struck the group the most about this passage? Select one thought or one quote and then add groups Final Word. 

# data[].attributes.subject
What struck the group the most about this passage? Select one thought or one quote and then add groups Final Word. 

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Final Word:
Consider formative feedback to students as invitations to understand how they are progressing in language development and to provide a resource for how they can advance.

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What struck the group the most about this passage? Select one thought or one quote and then add groups Final Word. 

# data[].attributes.subject
What struck the group the most about this passage? Select one thought or one quote and then add groups Final Word. 

# data[].attributes.headline
What struck the group the most about this passage? Select one thought or one quote and then add groups Final Word. 

# data[].attributes.subject
What struck the group the most about this passage? Select one thought or one quote and then add groups Final Word. 

# data[].attributes.headline
What struck the group the most about this passage? Select one thought or one quote and then add groups Final Word. 

# data[].attributes.subject
What struck the group the most about this passage? Select one thought or one quote and then add groups Final Word. 

# data[].attributes.headline
What struck the group the most about this passage? Select one thought or one quote and then add groups Final Word. 

# data[].attributes.subject
What struck the group the most about this passage? Select one thought or one quote and then add groups Final Word. 

# data[].attributes.headline
What struck the group the most about this passage? Select one thought or one quote and then add groups Final Word. 

# data[].attributes.subject
What struck the group the most about this passage? Select one thought or one quote and then add groups Final Word. 

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"Unless teachers themselves are clear about the goals of the a lesson, they will not be able to plan the tasks and activities that support students' language and conceptual development"             Final Word:   Teachers that unpack the standards can identify what students should know and be able to do, then they can aligned their lesson to the standard, task, resources and create student friendly learning objectives. 

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"Unless teachers themselves are clear about the goals of the a lesson, they will not be able to plan the tasks and activities that support students' language and conceptual development"             Final Word:   Teachers that unpack the standards can identify what students should know and be able to do, then they can aligned their lesson to the standard, task, resources and create student friendly learning objectives. 

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Final Word:
Learning should be aligned with the task.

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Final Word: As teachers we need to develop strong routines for students to follow. We can accomplish that by making sure our lessons contain logical steps and progress through the learning in a meaningful sequence.

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Final Word: As teachers we need to develop strong routines for students to follow. We can accomplish that by making sure our lessons contain logical steps and progress through the learning in a meaningful sequence.

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Construct tasks that appropriately scaffold student partici-pation and growth:

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Construct tasks that appropriately scaffold student partici-pation and growth:

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You have to make content accessible to students in what ever level they are at. You have to scaffold text. Modification comes into play.  You need to make the work more rigorous. It is important to see where the students are in the speaking, listening, reading and writing in order to provide the appropriate supports. Accessible to all students regardless of what level they are in. be purposeful when scaffolding.

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Language learning is not linear. We need to give our MLLs multiple entry points to engage in learning.

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Language learning is not linear. We need to give our MLLs multiple entry points to engage in learning.