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involves communicating with them in ways they currently understand while sequencing and scaffolding instruction to foster the learning of grade-level English and academic content.

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Maximum modeling of intonation and correct pronunciation. T focuses on S responses. T provides sentence stems to facilitate participation.

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Providing scaffolding and guided practice for students.

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Providing scaffolding and guided practice for students.

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It should be based on the instructional level of the EB.  Using the ELPS the teacher needs to know where a student is (BIA H) in each domain and tailor lessons to support language in L S R W.  Visuals, body language, sentence frames, wait time, insisting on complete sentences etc. Need to be used consistently.

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You use the ELPS to connect with content TEKS so that students are able to access and comprehend the academic content 

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You use the ELPS to connect with content TEKS so that students are able to access and comprehend the academic content 

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Linguistically accommodated Instruction involves identifying the language instructional levels of students through an olpt or TELPAS, planning lessons that meet the student's needs on that level through the use of the PLDs, ELPS, and language objectives, sheltering instruction (SWIRL), use of whole and small group activities, and following through with informal and formal assessments.

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Linguistically accommodated Instruction involves identifying the language instructional levels of students through an olpt or TELPAS, planning lessons that meet the student's needs on that level through the use of the PLDs, ELPS, and language objectives, sheltering instruction (SWIRL), use of whole and small group activities, and following through with informal and formal assessments.

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It looks like implementing the PLDs according to student levels of English competency.

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It involves scaffolding, guidance, exposure , repetition and practice to build both social language proficiency and academic achievement. 

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It involves scaffolding, guidance, exposure , repetition and practice to build both social language proficiency and academic achievement. 

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As you provide language development activities, students become more comfortable with the language. This in turn brings about classroom success due to them gradually mastering the language. 

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As you provide language development activities, students become more comfortable with the language. This in turn brings about classroom success due to them gradually mastering the language. 

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Looking at where students are and looking at the PLDs, I chose what ELPS need in order  to grow, or move to the next level.  

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Looking at where students are and looking at the PLDs, I chose what ELPS need in order  to grow, or move to the next level.  

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As we plan our instruction using student expectations ELPS, we have to make sure that the delivery of content is comprehensible and the activities should support the development of academic language in the content area

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Providing linguistic supports and accommodations based on PLDs and ELPS during instruction. Using SIOP model and strategies 

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Providing linguistic supports and accommodations based on PLDs and ELPS during instruction. Using SIOP model and strategies 

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Language proficiency activities provide EBs more exposure and opportunities to practice the English language and build their social proficiency that will help them move toward academic achievement

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I use their levels and what PLDs can help them grow their needs 

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I use their levels and what PLDs can help them grow their needs 