# data[].attributes.headline
Select two strategies that you will use to support students in accessing the core content (Integrated ELD).

# data[].attributes.subject
Select two strategies that you will use to support students in accessing the core content (Integrated ELD).

# data[].attributes.body
1.  Review the ELD Descriptors on pages 20-24 (pages on document)​

# data[].attributes.headline
What insights did you gain about the characteristics of English Learners?

# data[].attributes.subject
What insights did you gain about the characteristics of English Learners?

# data[].attributes.headline
How does reviewing the Descriptors benefit you in planning for instruction?

# data[].attributes.subject
How does reviewing the Descriptors benefit you in planning for instruction?

# data[].attributes.headline
What are some examples of EL supports in the snapshots?

# data[].attributes.subject
What are some examples of EL supports in the snapshots?

# data[].attributes.headline
How do the supports provide access to the core content?

# data[].attributes.subject
How do the supports provide access to the core content?

# data[].attributes.headline
What will you commit to doing to improve integrated ELD?

# data[].attributes.subject
What will you commit to doing to improve integrated ELD?

# data[].attributes.attachment_link.description
Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

# data[].attributes.headline
The amount of support decreases as they progress through the levels

# data[].attributes.subject
The amount of support decreases as they progress through the levels

# data[].attributes.headline
I noticed that as English proficiency increases less support is needed. 

# data[].attributes.subject
I noticed that as English proficiency increases less support is needed. 

# data[].attributes.headline
Students may be at different points within their identified level. 

# data[].attributes.subject
Students may be at different points within their identified level. 

# data[].attributes.body
I found it interesting how from emerging to bridging there is a lot of the same skills but they progress into being more independent

# data[].attributes.body
As the progress through the levels their communication skills are growing and expanding.

# data[].attributes.headline
Helps you to know how to differentiate strategies such as linguistic patterns and also questioning. 

# data[].attributes.subject
Helps you to know how to differentiate strategies such as linguistic patterns and also questioning. 

# data[].attributes.headline
I can drill down my lessons and tailor them to the specific needs of my EL students.

# data[].attributes.subject
I can drill down my lessons and tailor them to the specific needs of my EL students.

# data[].attributes.body
Students at the same level may still need different supports. Each level builds upon the previous one.

# data[].attributes.headline
English learners begin with receiving information and use basic communication the meet their needs . Later they begin to communicate about academic topics. 

# data[].attributes.subject
English learners begin with receiving information and use basic communication the meet their needs . Later they begin to communicate about academic topics. 

# data[].attributes.body
Helps me to get a clearer idea of what things I can focus on depending on the students level.

# data[].attributes.body
Reviewing the descriptors when planning for instruction will allow me to see if what I planned is appropriate for EL students based on the different levels.

# data[].attributes.headline
They can be stronger in their collaborative skills, but need more support in interpretive skills. Language proficiency is  more nuanced than only considering their EL level.

# data[].attributes.subject
They can be stronger in their collaborative skills, but need more support in interpretive skills. Language proficiency is  more nuanced than only considering their EL level.

# data[].attributes.headline
Students are at varying levels of communication and cognition from basic interpersonal communication skills to higher cognitive use of language in different settings and varying topics. 

# data[].attributes.subject
Students are at varying levels of communication and cognition from basic interpersonal communication skills to higher cognitive use of language in different settings and varying topics. 

# data[].attributes.body
Students can fall within different levels in modes of communication.

# data[].attributes.body
The teacher used multi-sensory learning to introduce the topic and activate students' prior knowledge. To support oral language, the teacher used talk moves, such as think, pair, share and adding on. She also recorded students' responses so they can refer back to and utilize the academic language.

# data[].attributes.body
The teacher used the descriptive words as a visual along with other visuals, gave the class wait time and frontloaded the vocabulary.

# data[].attributes.body
The teacher provided each student with one word that was previously taught and allowed the students to get up and communicate with the other students to develop their language and communication skills.

# data[].attributes.headline
supports included: review of vocab, pair share, use of realia (real world object), chart with student responses, thinking time 

# data[].attributes.subject
supports included: review of vocab, pair share, use of realia (real world object), chart with student responses, thinking time 

# data[].attributes.headline
the supports provided multiple opportunities to revisit/engage with the content and build on the knowledge

# data[].attributes.subject
the supports provided multiple opportunities to revisit/engage with the content and build on the knowledge

# data[].attributes.headline
The teacher used word cards to build comprehension, a play to increase engagement and carousel type activity where they had the opportunity to engage in the expressive, interpretive, and collaborative domains of instruction.

# data[].attributes.subject
The teacher used word cards to build comprehension, a play to increase engagement and carousel type activity where they had the opportunity to engage in the expressive, interpretive, and collaborative domains of instruction.

# data[].attributes.headline
The supports give the students various opportunities to deepen their understanding of vocabulary words and how it related to the core content subject.

# data[].attributes.subject
The supports give the students various opportunities to deepen their understanding of vocabulary words and how it related to the core content subject.

# data[].attributes.body
-Wait time
-turn and talk

# data[].attributes.headline
activate prior knowledge and use of visuals depicting key important events to retell a story.

# data[].attributes.subject
activate prior knowledge and use of visuals depicting key important events to retell a story.

# data[].attributes.body
Work on incorporating different learning modalities to help students access the grade level content.

# data[].attributes.headline
I will make sure that I continue to add supports that will help my ELD students along with all of my learners in my classroom

# data[].attributes.subject
I will make sure that I continue to add supports that will help my ELD students along with all of my learners in my classroom

# data[].attributes.body
collaborative retelling of stories
expanding sentences

# data[].attributes.headline
Activate Prior Knowledge; try picture retell

# data[].attributes.subject
Activate Prior Knowledge; try picture retell

# data[].attributes.body
I will give students multiple opportunities to interact with content and in different ways. I will also add a sentence frame to all of my thinking maps so that students have  guide.

# data[].attributes.body
I commit to using new strategies to help my students who are emerging through bridging.

# data[].attributes.body
I commit to using picture retelling and activate prior knowledge!