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Allow students to choose topics that relate to their culture, values, beliefs

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Scaffold questions and have student explain ideas to you.

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Group students with other english speakers. Have students write their responses first then share out verbally with a partner. Have student use new content vocabulary aloud with teacher and peers.

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Allow students to connect ideas to their own personal experiences.

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Allow student to read a script and record it in their native language.

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Provide student with a graphic organizer that chunks topics into easier to digest sections.

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Encourage speaking opportunities via group work, and rotate group members weekly to allow for fresh perspectives and a variety of language word choice.

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Provide course descriptions in alternate languages to help student(s) understand what course they are signing up for.

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Provide different versions of formative or summative assignments such as multiple choice versus written answers.

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Speaking - provide a script or template; questioning vocabulary in their home language and target language

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Question word prompts in Home language and target language

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Having students read a loud in a group and then having them rephrase the paragraph

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Vocabulary:  Marzanoʻs technicque for academic vocab (card with word, visual, use, etc). 

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Vocabulary:  Marzanoʻs technicque for academic vocab (card with word, visual, use, etc). 

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Provide student with a handout that includes images of the instruction. This is especially helpful in hands on classes.

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Provide multi-modes for instructions such as signs with pictures.

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Small group jigsaw: Opportunity to speak and teach one another

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Social studies sight words,
vocab words,
visual prompts,
visual answers,
word bank,
sentence stems,
cloze notes,
google translate,
text to speech,
videos/film in their language,
ask for examples of concepts in their language/country.

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word bank for assignmnets and assessments

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word bank for assignmnets and assessments

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Reading:  Use a variety of annotation styles when practicing close reading - symbols, pictures, etc.

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Reading:  Use a variety of annotation styles when practicing close reading - symbols, pictures, etc.

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pre-load vocabulary.  Give the terms before the lesson so they can look them up in their native language and familiarize

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pre-load vocabulary.  Give the terms before the lesson so they can look them up in their native language and familiarize

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Be able to relate cause to effect in personal health.

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Word Bank in the classroom so student know what words are needed in the assignment

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(Writing) Have students write procedural steps for solving practice problems, in groups, or with other aids.

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Use easy to understand vocabulary words. Provide pictures and examples.

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writing goal--provide rubric and go over the criteria to help them revise. 

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writing goal--provide rubric and go over the criteria to help them revise. 

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Student will be able to use dictionary to translate unfamiliar words on recipe

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Use simple sentence structure, chunk and organize the flow of relevant information, and reduce distractors.

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-Color coordinating while taking notes

-printed anchor visuals/resources for basic skills (multiplication chart, + and - number line etc)

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Student will use equipment while listening to the name for equipment

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SPEAKING:
Write a script for oral presentations so they can read what they want to say

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ask clarifying questions, pair-share with an intentionally chosen student to encourage practice speaking 

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ask clarifying questions, pair-share with an intentionally chosen student to encourage practice speaking 

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Adapt reading materials to their level.

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For "give features" and "characterize", provide a word bank with possible features/characteristics to pull from. Possibly define the words in the word bank as well if necessary.

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Demonstrate movements while talking.

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Leverage writing ability to support reading ability. Start by asking student to pre-write answers to verbal responses and then read them out loud.

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(SPEAKING) (LISTENING) Use thinking classroom to give opportunty for ELL Students to speak more in class to peers and to the teacher.

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Word to Word dictionary both for formative and summative

This student will use a dictionary for ACT so a dictionary need to be used for all of the assignment. Naturally, they will need extended time.

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Word to Word dictionary both for formative and summative

This student will use a dictionary for ACT so a dictionary need to be used for all of the assignment. Naturally, they will need extended time.

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Word to Word dictionary both for formative and summative

This student will use a dictionary for ACT so a dictionary need to be used for all of the assignment. Naturally, they will need extended time.

# data[].attributes.body
Word to Word dictionary both for formative and summative

This student will use a dictionary for ACT so a dictionary need to be used for all of the assignment. Naturally, they will need extended time.

# data[].attributes.body
Word to Word dictionary both for formative and summative

This student will use a dictionary for ACT so a dictionary need to be used for all of the assignment. Naturally, they will need extended time.

# data[].attributes.body
Word to Word dictionary both for formative and summative

This student will use a dictionary for ACT so a dictionary need to be used for all of the assignment. Naturally, they will need extended time.

# data[].attributes.body
Word to Word dictionary both for formative and summative

This student will use a dictionary for ACT so a dictionary need to be used for all of the assignment. Naturally, they will need extended time.

# data[].attributes.body
Word to Word dictionary both for formative and summative

This student will use a dictionary for ACT so a dictionary need to be used for all of the assignment. Naturally, they will need extended time.

# data[].attributes.body
Word to Word dictionary both for formative and summative

This student will use a dictionary for ACT so a dictionary need to be used for all of the assignment. Naturally, they will need extended time.