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How have you used or plan to use the FOI in guiding appropriate instruction for your Excel students?

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Based on the needs of your students, how have you used the various parts of the DPGs to effectively meet the language needs of your class?

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What septs have you put into place to prepare and support students as they engage in quality academic discourse around a text?

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How are you integrating Language Coaching into your day-to-day instruction as you encourage students to be participants in their own learning?

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Go slow to go fast

Teach students how their first language is  an asset in understanding academic vocabulary.

Teach structure of language intentionally and compare similarities between Spanish and English language structures.

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DPGs were edited to include digital integrations so they met the needs of virtual or remote teaching and learning.

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V shared that her AVID Excel group; meets once a month to go through the DPGs with teachers and she is able to model lesson plans to foster exceptional instruction.
CD

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Using verbal and physical cues  to encourage the use of academic language (ex. sentence frames and academic language scripts.) 

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Using verbal and physical cues  to encourage the use of academic language (ex. sentence frames and academic language scripts.) 

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Trying to use language coaching with students everyday and even with my ELD classes.

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Scholar groups help students to practice oral language skills and critical reading.

Meet student needs by focusing on text and add foundational instruction within selected content.

Teach and practice the Critical Reading Process and inquiry activitie.

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Teaching the structure of the english language and how it is both similar and different to spanish 

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Teaching the structure of the english language and how it is both similar and different to spanish 

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I use the DPG's combined with WAG's and use this for my curriculum with more of a vocabulary, sentence frame, speaking focus.

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I use the DPG's combined with WAG's and use this for my curriculum with more of a vocabulary, sentence frame, speaking focus.

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Provide language frames with the academic language students need to interact with the text

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Providing a rigorous learning environment in a virtual classroom.

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Using the AVID physical cues works great on Zoom, teacher is muted & a group of students take their turn unmuting and it's their responsibility to "move the class along"

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Rework the DPGs and add platforms (PearDeck, Nearpod, etc) so that students are accountable for "sharing" their thoughts. Revise info, (find your place in pacing,) Take time to plan

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Great resources and activities, you can pick and choose the activities based on your professional judgment.

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Use the reading strategies checklist on the SGRF to gather data in the form of trends. What reading strats are they using and which ones are they NOT using?

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Have students respond to text aloud! Create a Flipgrid opportunity where students can record a verbal response -such as the GIST- to text.. . .or portions of the SGRForm -which can even be shared (screen captured) as they talk.

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Facilitating the creation of classroom environment and support routines and academic language use.

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Using and adapting materials to ensure students feel connected to the materials to somehow make it more relevant for the students.
Adaptation of the DPG to respond to specific school and students' needs.

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DPG are a go to for our teachers.

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FoI are the basis for planning, and is evolving.

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Adding material that students can relate to to make it more culturally relevant...The history of Spanish for example

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Struggle in remote - use Jamboard of post-its of the problems/struggles they are having and they can contribute and help each other

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PD with sentence stems and translated for our dual classes