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Can we interchange the models during the week with the students ? Is that recommended or suggested ? Or use one model all time ?

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When offering graphic organizers or other support materials for the ELLs do you offer that to the other students as well- what if they ask for it?

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Scaffolding strategies from WIDA. Is this backwards design of some kind? In the co-planing is it good to have this approach? Thanks!

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Adding to one similar question posted in here:
Do you have a language development pacing guide when working with ELLs levels 1 and 2?
I have some conflicting ideas considering the fact, that, students level 1 need to learn so many concepts before I can even guide them with the language covered in HS.

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Would you be able to share any resources to assist content area teachers develop language objectives and language functions to use with their content curriculum? (Math Science History ELA) Thank you. 🙂

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Do you have any ideas for supporting ELL students that have never before been in a school environment but because of their age they must be placed in a higher performing class?

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In an integrated classroom, how do you keep the lessons from boring those students who are not ELL's and are advancing ?

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How can I have an effective English language development instruction? How does it look like? How can I messure it?

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How does coteaching work with the workshop model? How can you achieve the same level of reading and writing instruction in language (including phonics) in a cotaught class?

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What is a good way to transition any clarifications during a co-taught lesson ?

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What's a good way to transition from one co-teacher to the other during the lesson?

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What's a good way to transition from one co-teacher to the other during the lesson?

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Do you have to be highly qualified in subjects that I co-teach with

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How do we coordinate our efforts to help the entire class succeed?

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Weekly Planning Template 2

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Teaching Literacy in English to K-5 English Learners

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Explore the five recommended practices for teaching literacy in English to English language learners: (1) Screen and monitor progress, (2) Provide reading interventions, (3) Teach vocabulary, (4) Develop academic English, and (5) Schedule peer learning.

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Deliver Tool

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Differentiated Instruction

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Observation of ELLs

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Ways to configure classes for co-taught instruction

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Daily Planning Template

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Co-Planning

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Asking the Right Questions

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Guidelines for Assessment of ELLs

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Co-Teaching In Elementary School NYC

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Co Teaching for English Language Learners in NYC

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Weekly Planning Template

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Collaboration Menu

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Essential Actions Handbook

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Portfolio Assessment

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Benefits of Co-Teaching

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Unit Planning Template

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Collaboration to Support English Learners