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Chandra Washington
Student:  Alderi, A   Arabic  WIDA  2.4  B - Tier B

Whole group and partner activity:  At student proficiency level, rereading in unison with partner would add to her understanding of the text.  Utilizing anchor charts with words or pictures would be used to assist her with identifying the character traits.  In addition, she will need to understand that a character’s dialogue, feelings, actions, and thoughts help us infer the character traits.

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Jennifer Allinson teaching ASL 1 to Bryan T. grade 10 ELP WIDA 4.1 Tier C Limited English, Level 3 speaker. Speaks Spanish at home

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Jennifer Allinson teaching ASL 1 to Bryan T. grade 10 ELP WIDA 4.1 Tier C Limited English, Level 3 speaker. Speaks Spanish at home

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WIDA Can Do Descriptors: Level 4 Speaking:  Presenting factual information on content-related topics to the class

Go to Strategy: Speaking Level 4 Students can begin to give oral reports at this level, if their reports are scaffolded with note cards and opportunities to practice the presentation.

World Language Standard WL.K12.NM.4.2: Present personal information about self and others.

My students create a family project every year. They create a collage of photos of people that are important to them and they write short descriptive sentences in English first, then in ASL syntax. They practice presenting with the 3 other students seated in their team. Bryan would allowed to use notecards and refer to the photos for clarity so he can present the information about his family.

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Student ELP level: (LY) LEP.
Domain of language is Aural/Oral--Spanish
WIDA-3.6...
Task: The student participates in teacher guided/media guided read-aloud and evaluates how citizens meeting their obligations can impact the common good.

Go-To strategies:  Compare/contrast relationships from auditory information using a Venn Diagram.  I could also teach note taking on a Graphic Organizer. I could use a Roving Chart in small group work.  I could use Interactive Journals. I could use *Think-Write-Pair Share.  I could provide Cloze sentences with a Word Bank.

I would expect this student to be relatively proficient in the English language, but because his writing is at a 2.8, he may need some assistance with putting the words on paper.

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Students: Grazielle T.- Lang. Portuguese -ELP/WIDA 3.8- Tier Level C

Whole Group Activity- Narrative Points of View... At her current level, student will be able to sight examples of 1st person (I...) and 3rd person (character telling the story). She would be able to explain why they are 1st or 3rd person. Through discourse and writing.

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Choose one of the example students below, or one of your own.  Then post which supports you would provide and what language expectations you would have for the student at her ELP level under the learning context of your choice to the right--> Please title the post with ELP level of the student, language domain, and your name.

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Choose one of the example students below, or one of your own.  Then post which supports you would provide and what language expectations you would have for the student at her ELP level under the learning context of your choice to the right--> Please title the post with ELP level of the student, language domain, and your name.

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----------------------------------Athok
ACCESS Scores

Listening 4.0

Speaking 3.5

Reading 2.8

Writing 4.2

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Sisi
ACCESS Scores

Listening 3.0

Speaking 2.3

Reading 2.8

Writing 1.2

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Go to this link for the full GO TO Strategies

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The GO TO Strategies is an outcome of the Project EXCELL professional development delivered to the NKCS teachers and was written by the team of Dr. Linda New Levine, Ms. Laura Lukens, and Dr. Betty Ansin Smallwood.

The 78 strategies selected were modeled and discussed with the teachers during the practitioner-oriented courses. The GO TO Strategies was designed to be used as a resource by K-12 general education and content-area teachers with English language learners (ELLs) in their classrooms, ELL teachers, special education teachers, principals and other supervisors overseeing the instruction of diverse groups of students in North Kansas City Schools and for professional development of these educators.

Strategies were chosen as the focus of this project because of their usefulness in helping teachers to scaffold content and language input to children in the process of learning English as a new language. The strategies also scaffold rigorous instruction for ELLs as Missouri, and most other states, transition to the Common Core State Standards. The term instructional strategy refers to a generalized learning or teaching technique that is applicable across content areas. Effective teachers have knowledge of a wide array of instructional strategies, and they choose the most effective ones for specific teaching and learning environments. Most strategies are content neutral and can be used flexibly in a variety of teaching environments.

The 78 strategies described have been chosen to reflect the five research-based principles of scaffolded instruction for English language learners outlined below.

Focus on academic language, literacy, and vocabulary;

Link background knowledge and culture to learning;

Increase comprehensible input and language output;

Promote classroom interaction; and

Stimulate higher order thinking and the use of learning strategies.

These five core principles are essential to academic success for English language learners, representing both research findings and best practices.
Sections of the GO TO Strategies
Strategic Teaching and Learning Guided by Five Principles of Instruction for English Language Learners
Provides definitions of and the research foundation for each of the five principles of sheltered instruction. The core of this section is five charts that list the strategies that are primarily or additionally useful, aligned with the principles. Teachers can easily use these charts to select strategies that will ensure that all five principles are implemented in their classes.

The GO TO Strategies Matrix
Consists of a chart listing exemplary strategies for each of the skills of listening, speaking, reading, and writing at five different language proficiency levels. The strategies identified for a specific proficiency level can be modified by teachers for students at other proficiency levels (either lower or higher). The chart is intended to be a quick reference guide for teachers in planning and implementing instructional modifications for English language learners in their content classes. On the back of the matrix, sample strategies are briefly defined to demonstrate how to scaffold instruction for these learners across the proficiency levels in each language domain.

Includes a table of contents listing each strategy according to seven key teaching or learning purposes:

Community Building Strategies

Interactive Strategies

Teaching Strategies

Student Learning Strategies

Vocabulary Teaching Strategies

Reading Strategies

Writing Strategies

Individual strategies are described in a two-column chart characterizing the teacher's actions and the student's actions for each strategy. These descriptions help to clarify the instructional context of the strategies. In addition, each strategy is labeled by language proficiency, teaching/learning purpose, and classroom grouping configuration.

Glossary of the GO TO Strategies
The glossary lists the strategies alphabetically. It describes each strategy, identifying its primary purpose and the ways that the strategy can be modified for different groups of students and providing examples in the form of charts and graphs to further clarify the strategies.
Learn more about Project EXCELL

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The GO TO Strategies: Scaffolding Options for Teachers of English Language Learners, K-12

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The GO TO Strategies is an outcome of the Project EXCELL professional development delivered to the NKCS teachers and was written by the team of Dr. Linda New Levine, Ms. Laura Lukens, and Dr. Betty Ansin Smallwood. The 78 strategies selected were modeled and discussed with the teachers during the practitioner-oriented courses.

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Can Do Descriptors Name Charts, Kindergarten

Can Do Descriptors Name Charts, Grade 1

Can Do Descriptors Name Charts, Grades 2-3

Can Do Descriptors Name Charts, Grades 4-5

Can Do Descriptors Name Charts, Grades 6-8

Can Do Descriptors Name Charts, Grade 9-12

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Keriel N.
WIDA: 3.1
Spanish
Context: After a whole group lesson focused on identifying the main idea and key details including a clozed reading of an instructional level informational article a small group participates in guided reading group in order to summarize the text orally/written. The article is segmented, each segment has an image that represents a key detail. Students are given the images to put in order first, then orally summarize. Student is provided with a word bank including key words from the article. They will then write a sentence for each image using a key word to complete the summary. Half of the sentences would be framed or maybe clozed. (ELA/ Grade 4, Speaking, Listening, Writing)  **I am not sure I did this part right**

Expectations: Keriel's level of listening proficiency is his strongest area, followed by oral language and speaking--so I feel he would have a general understanding of the article after the initial clozed reading with the class. Holding the small group would help him to more confidently participate in the discussion about using the images to summarize---his challenge would come in writing. I think he would do best with the clozed sentences and word bank.