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I technically do not have a second language, however, I do consider this to be my 2nd year learning the "language" within Special Education. I would like to learn Spanish and ASL.

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I only have experience with English. I have never attempted to learn another language.

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I only have experience with English. I have never attempted to learn another language.

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Dennise- I learned Spanish first. However, I was not designated as an ELL.  

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Dennise- I learned Spanish first. However, I was not designated as an ELL.  

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Liza- English was my second language. I started learning English around 10 yrs. I was always tracked into ELD. I currently teach ELL classes in Corona Norco. Some skills that I use is being explicit with my vocabulary, always using examples that relate to student's prior knowledge and building the connections, and pairing the content with visuals

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Liza- English was my second language. I started learning English around 10 yrs. I was always tracked into ELD. I currently teach ELL classes in Corona Norco. Some skills that I use is being explicit with my vocabulary, always using examples that relate to student's prior knowledge and building the connections, and pairing the content with visuals

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My parents spoke german when I was younger and they still do.  We spoke German in our home until I began elem school, then integrated to English.  I took German and Spanish in high school, went to germany twice, journaled, etc.

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My parents spoke german when I was younger and they still do.  We spoke German in our home until I began elem school, then integrated to English.  I took German and Spanish in high school, went to germany twice, journaled, etc.

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Group 1-Newcomers/Immigrant                    Well Educated Newcomer/Immigrant

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Group 1-Newcomers/Immigrant                    Well Educated Newcomer/Immigrant

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Under-schooled: In the US for several years or less with little to no English language or no literacy in native language. 3 grade levels below in math and low to none credits with poor grades (D's & F's)

Considerations:
In school longer, developmentally appropriate materials and intense English intervention with direct instruction along with additional content area support.

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Students who have been enrolled in US schools for more than 6 years and have remained in the same language proficiency level for more than 2 years. These students have a mismatch between their language ability and their academic success.

Some considerations:
- building on the fundamental skills and developing the study skills that were never introduced
-AVID, WICOR strategies
- present the content through a multi-modal lense.

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I studied French for 4 years in HS and 3 years in college. I grew up around the Spanish and Vietnamese languages in elementary and HS. I love how the Latin root languages are similar. I love to travel and learn new phrases in different languages. I teach the designated ELD class at my school.

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Principle 4:Alignment and Articulation Within and Across Systems

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Principle 4:Alignment and Articulation Within and Across Systems

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aligned set of practices across ALL grade levels. Prepare students for college and career

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Principle #1 Assets-Oriented and Needs Responsive

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Principle #1 Assets-Oriented and Needs Responsive

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Build respectful classroom communities and support
students in developing a strong and prideful sense of identity and belonging through mentoring relationships.

-group collaboration and discussion
-sharing individual experiences

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Important- Developmentally appropriate material that is at their level and scaffolded from the standard based curriculum.

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Principle three: System conditions that support effectiveness:

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Principle three: System conditions that support effectiveness:

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1. Leaders: establish goals and commitments by providing access, growth towards English proficiency, and academic engagement and achievement
2. adequate resources
3. culturally and realistically valid and reliable assessment
4.