# data[].attributes.body
Refers to  the difference between what a learner can do without help and what he/she can do with help.

# data[].attributes.body
Being able to do something you already know how to do on your own, is not learning, it is repeating what you already know.

# data[].attributes.body
The importance in guided reading and writing is the scaffolded support students are provided. They are increasing their abilities with teacher support, through explicit teaching instruction, targeted at their specific needs, until they reach the point in which they can do it independently.

# data[].attributes.body
When conducting and analyzing running records, books are classified as: independent, instructional, or too hard. Independent books are those that students can read independently, while instructional books are those that are just beyond the students ability to read independently. Students need to work beyond what they can do independently, with support, in order to learn new skills or knowledge that they are unable to do on their own.

# data[].attributes.body
If material is too hard, or beyond their grasp, very little learning occurs. Only the current struggle exists. When looking back on such an experience, the frustration or confusion is often recalled, rather than learning a specific skill, and being able to apply it again.

# data[].attributes.body
This is true for all students, but particularly ELL's, and even more specifically, those that are ELD. In order for students to be able to make sense of something, they have to be able to link it to some type of prior knowledge. Input has to be comprehensible, and the only way that is possible is if it connects to some sort of prior knowledge. If they have no prior knowledge of school, then we, as teachers, need to be able to link it to something that they know and recognize from their life before they came to Canada.

# data[].attributes.body
Knowledge that students bring to school with them, will allow them to make sense of new learning. Students with more limited life experiences can be at risk since they have less schema, or contextual understanding, in place in which they can build upon.

# data[].attributes.body
While teaching JK/SK, I learned the importance of linking students prior knowledge to their current learning, to get their mind headed in the right direction. In many cases, hands-on experiences needed to be provided, in order to give them the necessary information or experience (e.g., manipulatives for math, magnetic letters, cutting sentences apart, etc.)

# data[].attributes.body
This principle is one that I have found to be the most personally relevant, not just for teaching children in the elementary panel, but in regards to teaching any subject, and perhaps most especially when teaching ELL's. This really speaks the most to the school experiences that ELD students face. When modifying the curriculum for these students, we need to be able to link it to something that they are able to relate it to.

# data[].attributes.body
Students need to be able to engage in authentic conversations, not simply pre-scripted, rote speaking, or reading of phrases. This is best done in a supported or scaffolded environment, where assistance is available.

# data[].attributes.body
"We acquire, in other words, only when we understand language that contains structure that
is "a little beyond" where we are now. How is this possible? How can we understand language
that contains structures that we have not yet acquired? The answer to this apparent paradox is
that we use more than our linguistic competence to help us understand. We also use context, our
knowledge of the world, our extra-linguistic information to help us understand language directed
at us."

# data[].attributes.attachment_link.title
Communicative Approach by Stephen Crashen.pdf

# data[].attributes.body
When I was teaching grade 6 science to STEP 1 Korean students, I learned that some words did not translate, or if they did, they didn't have an understanding of the concept. For example: gravity, lift, force (flight). Since they were so strong at math, I was able to use mathematical equations, tables, and graphs to demonstrate these concepts for them. As X increases as speed, Y decreases as the weight of gravity, and the airplane achieves lift, much as a line graph would increase. They understood it. Another time a female student collapsed during track and field. When mom came to get her she told us she wasn't eating much to lose weight. I made a ratio table with simplified caloric input and output. She understood the importance of eating a certain amount at that point.

# data[].attributes.body
I think that sometimes people are afraid to give students too much to handle, that it will be "too hard." While we want to stay within the zone of proximal development, sometimes items can be learned "out of order" if they are correctly linked to prior knowledge, or scaffolded properly.
For example, when teaching reading, typically people focus on letter names, sounds, and then words, in that order. Although that may logically make sense, many children learn to read without knowing all of the letters and sounds of the alphabet. They are using contextual clues, visual clues, as well as what they know about literacy. This is particularly true when students are older.

# data[].attributes.body
The more time ELL's hear English being spoken the quicker they learn it. Students do not "soak up" the language. The English they hear, needs to be understood, in order for them to learn it (comprehensible input).

# data[].attributes.headline
To make input more comprehensible, include...

# data[].attributes.subject
To make input more comprehensible, include...

# data[].attributes.body
* graphic organizers
* visual aids, pictures, maps (a picture is worth 1000 words)
* simplified language
* focus on key concepts and big ideas
* allow students to ask questions (inquiry)

# data[].attributes.body
Even though a child is not yet speaking, they could well be working through what makes sense to them. Continued repetition and a safe environment would benefit them.

# data[].attributes.body
Not necessarily. Adults and teens are often more motivated, and have greater experience with their first language, and life experiences, allowing them to make sense of a greater variety of concepts.