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I am comfortable with Content Word Walls.  My challenge would be making the content culturally relevant.

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I am comfortable with Content Word Walls.  My challenge would be making the content culturally relevant.

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I am comfortable with incorporating opportunities for daily review and assessment and determining when to proceed. However, what I have found to be difficult concerning assessment is creating different or more appropriate assessments of similar rigor for my ML students who may not currently possess the language necessary to complete particular assessment.

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I feel comfortable with most of the aspects of comprehensible input. For example, using appropriate speech scaffolding, and questioning I utilize a lot in my class. The challenge is sometimes knowing just how basic I need to be at the starting point of the content to connect with the students.

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I feel comfortable in interacting with my students especially in seating them in small groups and with a student that would help them learn better.  

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I feel comfortable in interacting with my students especially in seating them in small groups and with a student that would help them learn better.  

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My challenge part is the language barrier at times and finding how to scaffold the assignment appropriately.

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Use Language appropriate for the learner, use gestures and body language
Explain directions in a step by step manner use open-ended questions for critical thinking, allow wait time for answers nd comprehension.
It is something we probably do but do not think about

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I am comfortable with verbalizing thoughts outload.
I have trouble getting students to summarize what they have learned or verbalizing their thoughts.

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I feel confident in my applying different strategies and ways for students to express the concepts and learning of important topics for the class. Scaffolding is also continuously applied.

I struggle the most with getting them to communicate and speak up. A lot of my EL students basically do not have any English vocabulary and also struggle with reading in their native language as well.

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I'm comfortable using content specific vocabulary and illustrating those words (ideans, concepts, etc.) through pantomime and annotated examples.

I don't really struggle with this. I assume all students are always "learning a new language" with math. If anything, we tend to follow a thread down paths that aren't directly related to the lesson, but I find the kids understand the vocabulary better from these little side-quests.

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I feel comfortable discussing background knowledge and using pictorials.  The challenge is having the students work together successfully. 

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I feel comfortable discussing background knowledge and using pictorials.  The challenge is having the students work together successfully. 

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I am ok with these methods under graphic organizer

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I am comfortable giving detailed steps for students. Each student gets a set of detailed and numbered steps to guide them through the processes we discuss.
The hardest part is translating the concepts to first languages, as most of these concepts are hard enough for English speakers to understand, much less having to go back and forth to an original language.

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I feel comfortable with the graphic organizers.
I feel the gallery walk may be challenging.

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I'm comfortable with Building Background by using Content Word Walls and Concept Definition Maps. 

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I'm comfortable with Building Background by using Content Word Walls and Concept Definition Maps. 

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My challenge is interacting is small groups. Making sure all groups are focused and remaining on the topic.

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I feel comfortable using different strategies including pictures, tactile learning, etc. in order for a student to grasp the concept needed in the classroom. As a moderate/severe teacher, I specialize in creating and accommodating all assignments and tasks to each students academic and cognitive level.

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I feel comfortable making sure there are multiple ways to learn a topic. Reading, Writing and Listening are the easy one to ensure are used. Hands -on is the more difficult to incorporate all the time.
I always tell the kids the way teachers know you learned something is when you can teach it to a classmate. But I forget to/ don't give them the opportunity as much as I would like to.

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I am comfortable with thinking aloud with my students; together we get to the correct answer and talking about what we already know. The hardest for me to implement is summarizing. I need to have the students summarize by an exit ticket or something at the end of each class.

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One area I feel hard to complete are different assessments due to the fact that I work with students with moderate-severe disabilities and must also accommodate to the students intellectual level. Understanding if it is related to the students cognitive functioning or language barrier is difficult with students with severe disabilities.

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I feel comfortable with providing multiple opportunities for students to practice, developing "chunks" of material to help develop new concepts, reviewing previous material and providing feedback. The most challenging part for me is encouraging students who are working in groups to stay on task and really be engaged in the topic.

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I am comfortable with avoiding jargon and idiomatic expressions with students. I want to deliver the instructions as clearly and concise as possible.

The challenging part of executing comprehensible input is clarifying the key concepts in the students' first language. It is difficult to know if concepts translate adequately and appropriately.

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I feel comfortable being able to interact with the students using my translator app. and providing students the opportunity to speak to others. We also work on vocabulary and pronouncing words. Most of the time I will try to seat them in a group with 1 spanish speaker
The hardest part is being able to get them to speak in collaborative groups when their is a language barrier

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I am comfortable with using graphic organizers, guided notes, and providing supplementary materials.

The challenging part is trying to help them adapt to the context without watering it down. It's hard to determine what the student actually knows and is able to comprehend.

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Comfortable with using graphic organizers, visuals, videos, resources.

The hardest part is making sure all students understand how to connect the content with the graphic organizer to truly understand its importance. Understand directions

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I am comfortable with thinking aloud as I use this often to model use of concepts/ideas with my students. The hardest part for me to implement is strategies for using higher order thinking skills, as all of my students have disabilities and they need a lot of scaffolding, examples, non-examples, etc.

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I am comfortable with selecting graphic organizers and finding and designing supplementary materials for students to use.

The hardest part is determining the ideal level of differentiation that each student is needs.

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I'm comfortable predicting by looking at charts, pictures, and bold terms.

I fall short on writing these down, I do them orally.

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Comfortable with using supplementary materials (visuals, graphic organizers, outlines, etc.)
Hardest to implement: making sure content is not too "watered down" and being clear and specific in objectives

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I feel most comfortable with grouping because I teach science. Labs are very collaborative and hands-on activities to reinforce vocabulary terms and ideas. The hardest part is having students elaborate on answers and ideas because science vocabulary tends to be very challenging and content-specific. Sentence stems can help with this.

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I feel most comfortable with grouping because I teach science. Labs are very collaborative and hands-on activities to reinforce vocabulary terms and ideas. The hardest part is having students elaborate on answers and ideas because science vocabulary tends to be very challenging and content-specific. Sentence stems can help with this.

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I am comfortable with thinking aloud through a problem.  Before we start a problem, we frequently talk about what we know.  The hardest for me to implement is the summary.  At the end of a lesson, I need to have students summarize what they have learned more often.

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I am comfortable with thinking aloud through a problem.  Before we start a problem, we frequently talk about what we know.  The hardest for me to implement is the summary.  At the end of a lesson, I need to have students summarize what they have learned more often.

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a.The teacher can also model and clarify by restating the student’s answer:

 “In other words. . . Is that accurate?”

B. Clarify vocabulary and language concepts in the students’ first language when possible.

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I need more direction for...Opportunities for students to apply learning in relevant and meaningful ways

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Strategies should enhance comprehension & retain info. 

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Strategies should enhance comprehension & retain info. 

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I feel comfortable using graphic organizers photos & illustrations to scaffold.

I feel the hardest to implement would be the group dynamic & learning walks.

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I'm comfortable with...the pacing of the lesson for ML students and monitoring for 90% - 100% participation.

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* Comfortable with Jigsaw strategy.
* Less comfortable with the Information Gap strategy and grouping English Language Learners with native English speakers. I usually pair the ELL students together.