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Exit tickets can be a one question quiz that asses what the student took away from the lesson. They can also be scaffolded for different proficiency levels; for example, a lower student can draw, while an advanced student can write a few sentences.

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Rewordify is a great tool for students who may not be reading at grade level but need to read something for a lesson or independent work. This tool simplifies the passage to be more accessible to the students' abilities.

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This helps students to write out their ideas without the need for sentences or perfect grammar. They also allow students to break down a text into parts to make it more manageable for them.

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By having a begining of a sentence, the student can provide structure to the students writing. It can also help them with using their academic vocabulary in the right way without presure.

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This app has been very helpful for kids and adults trying to learn new languages. This app will read you the questions, helping with the production of words as well as have you say the words and correct your pronunciation. This app is great for oral development.

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These are great for overall class engagement and have each student working on their speaking. These are also great to help build students' confidence in speaking in front of the class.

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When possible, it is great to have the students learn English alongside their native language. This can help build their knowledge without making the classroom environment feel too challenging. It also gives students who might be lower in proficiency a chance to express themselves.

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Something like a portfolio or a video can give students a creative outlet to share their ideas in a more summative way. By doing this, it takes the pressure of a test away but still allows for a final progress check to be done.

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This is great if you think you have a student who may qualify for the GT program but is low in English proficiency. This can help to identify those students so they can be in the right classroom without being discriminated for not being able to speak English for the test.

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Something like addition can be tricky for students when they don't understand the vocabulary; however, visual aids can show students these abstract concepts in a way they can better understand.

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When you give something labels, it breaks down the concept into a visual aid for students. It also gives students a physical location for a word they may have just learned. By doing this, they can understand the vocabulary better.

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This is a website that has many books available for students to read. It is nice because it has all the languages of the same book available, so you could have a student read it in English and then in their native language to further understand the book.

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This website has many resources and information for GT students, parents, and teachers. It shares advocacy and professional development advice.

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A self-assessment can help a student decide what they know and don't know. These are great as they can serve as a motivation for the student, but they can also show the teacher what a student does not feel confident in, so they can reteach it.

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This act requires that any school receiving the funds from this act provide EB/EL students with the proper language accommodations. This only applies to students whose families do not speak English at home.

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This means that a public school can not discriminate against a student for race, gender, or nationality. For EB/ELs, this means having fair and equal treatment. It also means that schools need to address their language barriers and find an accommodation.

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This means that the teacher will acknowledge every student's background and find ways to connect the lesson to them. It also means finding diverse examples when teaching topics to represent all students.

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This can help students with a better understanding of the vocabulary by using movement. For example, if the teacher is going from past to present, she can have her students sit for the past and stand for the present so they understand what time frame she's using.

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This historical Method had students simply dropped into the language of English and expected to succeed. It was thought that immersing them in the language would teach it to them.

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This uses a more integrated way of teaching language without it being separate from the subject matter. This is built on the idea that as they engage in another subject, they will learn how to use those language skills rather than being taught how to use them separately.

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This is when a student gets pulled out of their general classroom to work with a support teacher on a specific subject or for general help. It can be useful if an EB/EL is struggling in the regular classroom for specific subjects or just needs one-on-one time to better learn English.

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This can be great when discussing differences between the kids' cultures. They can take time and think about a question like "What holidays does your family celebrate?" Then compare with a partner to see the similarities and differences. Then they can share with the class. This works on collaboration and a culturally responsive classroom.

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This is one of the most important strategies for teaching EB/EL students, as if they can't access the lesson, they can't learn. Making things simpler or more challenging based on the child's level is key to ensuring they are progressing in their learning journey.

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This can be very helpful for students when learning new vocabulary, especially academic language. It can take a previous experience and connect that memory with a new word, which helps make the word more meaningful and memorable.

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This can ensure that students are meeting the objectives that are on the rubric. This can look like step one: Partner A reads the assignment. Step 2: Partner A listens to Partner B read the rubric. Step 3: Read the questions again. Step 4: Write the answers. As the students go through, they will check the boxes to ensure they hit each objective.

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These can be great to have students listen and speak about a book or assignment. Then have students read the questions and write out what was said in the class discussion. These are all 4 objectives being hit while also helping students who may have missed the key points of the book to learn again in the disscusion and give them time to think before writing.

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This is a great tool to help students find a purpose for the math skills they are learning. One example is money, as they are used to their parents paying for things. So it can make a meaningful connection and encourage them to want to learn.

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This allows students to understand what academic vocabulary they may encounter before the lesson starts. This is helpful in science as there are many tools and equipment that they may be unfamiliar with. By doing this, the students can spend more time on the activity rather than figuring out the academic vocabulary.

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This is great for students who may have a lower proficiency, as it gives them a way to share their thoughts. It also makes a test more accessible to them because they may need help with understanding some of the content on the test.

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Something like Flipgrid is great to get students speaking in a low-pressure environment. In addition, students can collaborate by responding to one another with videos of themselves speaking.