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One intervention I commit to supporting my teachers on is helping teacher to implement sentence stems in all subject areas. This provides students a starting point and encourages them to speak.

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One intervention I commit to supporting my teachers on is helping teacher to implement sentence stems in all subject areas. This provides students a starting point and encourages them to speak.

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One intervention I commit to supporting my teachers is daily oral language and also probing questions.

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One intervention I commit to supporting my teachers on is utilizing anchor charts, sentence stems, and gathering background knowledge before reading.

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One intervention I can commit to using is DOL. Many of our upper elementary students are so used to texting and using daily shorthand to communicate, they forget how to write academically. For example, “u” instead of “you.” Also, often times punctuation is left out when it comes to texting. The short mini lessons if DOL provide quick, consistent formal working practice.

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One intervention I commit to supporting my teachers is providing visuals to pre teach academic vocabulary.

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Working with teachers by using some new targeted language activities that they can then implement into their own classroom. It will give teachers some new tools to work in the 4 domains.

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One intervention I commit to using with my EBs is probing questions. It forces students to respond to content while using sentence stems. They are able to think deeply and make connections.

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One intervention I commit to using with my EBs is probing questions. It forces students to respond to content while using sentence stems. They are able to think deeply and make connections.

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One intervention I commit to supporting my teachers on is in reading and writing. I chose these two domains because it’s across all content areas and I can help scaffold and provide the teacher with linguistic support .

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One intervention I commit to supporting my teachers on is using structured conversations because this will develop and strengthen speaking skills.

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One intervention I commit to supporting my teachers on is conversation cards, so the teachers can become part of the process to help students practice their speaking skills.

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One intervention I commit to supporting my teachers on is utilizing the Six Word Memoir strategy in the classroom. I chose that because it can be used to summarize in any content area and requires a high level of critical thinking skills to only use 6 words. It can simply be written on a desk with a dry erase marker, so it’s an easy one to implement .

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One intervention I commit to supporting my teachers on is using the ESL listening lab. I chose this because it gives my students different opportunities to practice their listening skills in multiple ways.

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One intervention I commit to supporting my teachers on is using the listening lab. I chose the listening lab because you can scaffold the learning for all your students needs from beginner to advanced high.

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One intervention I commit to supporting my teachers is vocabulary sketch notes.
I chose that because our EBs need lots of support with academic vocabulary as well as all students.

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One intervention I commit to supporting my teachers on is convo cards. I chose that because students (not just the EBs) need more opportunities to practice using complete sentences to express themselves with both academic responses as well as everyday conversations.

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One intervention I commit to supporting my teachers on is probing questions.
I chose this because this will help not only with writing/reading but with their speaking skills too.

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One intervention I commit to supporting my teachers on is building schema and student confidence

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One intervention I commit to supporting my teachers is utilizing smart goals. I chose that because they are targeted and systematic so both the student and the teacher can monitor progress.

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One intervention I commit to supporting my teachers on is targeted sentence stems and scaffolds they can use in class. I chose that because it will help our EBs with writing and speaking goals.

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Helping teachers understand the importance of knowing the PLDs so they can support students in progression towards goals.

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Conversation cards- the subject I decided to target was science 5th grade. I think it would be great to provide structured conversation opportunities. This will guide the students to be able to talk and word the comprehension at a “kid level”.

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One intervention I am going to support my teachers with is helping them be more intentional about progress monitoring students, and adjusting their strategies to meet students’ individual needs. I can also help them by working with the students they feel need targeted interventions based on the progress monitoring.

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One intervention I commit to supporting my teachers on is setting student specific language goals.

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One intervention I commit to supporting my teachers on is convo cards. I chose that because it’s way for teachers to help the students with speaking more in the classroom.

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One intervention I commit to supporting my teachers on is visual vocabulary. I chose that because our EBs struggle with understanding academic vocabulary (and don't use it for that same reason) and providing a more comprehensible synonym will help encourage use of academic vocabulary.

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Student will respond to a prompt with a minimum of three details 4 out 5 attempts.

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Student will record an assignment on Canvas 3 times a week for the next 6 weeks.

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Student will be able to communicate using at least one academic vocabulary word when speaking 4 out of 5 times per week.

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Student will use one new word in a spoken response in her ELAR class daily to increase usage of academic English. Teacher will accept one word or phrase from highly familiar or memorized vocabulary. Frequently, modeling intonation and correct pronunciation.

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The student will use grade appropriate academic vocabulary when answering short-answer questions after reading argumentative text for 3 out of 4 times for the next two weeks.

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The student will use at least two academic vocabulary words when speaking in science class 2-3 times a week for 4 weeks.

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Student will write using one transition word correctly 4 out 5 times per week when adding details to her story summaries for three weeks.

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Each grading period my student will speak to her teachers using complete sentences and academic language at least one time per week, per class. 

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Each grading period my student will speak to her teachers using complete sentences and academic language at least one time per week, per class. 

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The student will use academic vocabulary and varied sentence structures when responding in writing in Science on weekly warm ups or exit tickets 4 of 5 times per week.

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The student will use academic vocabulary and varied sentence structures when responding in writing in Science on weekly warm ups or exit tickets 4 of 5 times per week.

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Student will use one new word from his reading in English, in the correct form on a speaking exit ticket, 2x a week for 4wks.

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I will read one fiction and one nonfiction leveled reader per week and write one exit ticket five times a week, answering the one question of the day.

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Linguistic Goal for Reading

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Student will create a written response before speaking and use the writing to participate in class discussion 2x a week in each class.

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Student will increase speaking score by TELPAS by speaking out loud and answering questions aloud in class at least one time per day.

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The student will use one academic term in science in the form of an exit journal 3 out of 5 times a week for 4 weeks.

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Student will choose their best writing assignment and record their response on Flipgrid once a week for three weeks, focusing on fluency and clarity of voice.

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The student will speak using ELAR vocabulary words by answering a STAAR reading Q 3x/week for 3 weeks

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The student will read a short on-level text and answer a comprehension and an analysis question with 4/5 accuracy every week for a month and a half.

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One intervention that I commit to using in my classroom is visualization. I chose this because it gives the class some time to slow down and digest what we’re reading. I as the teacher will share what I visualize while reading and what words helped me get to my visualization. After that I will ask students what they visualized, where we can then compare and contrast.

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One intervention I commit to supporting my teachers on is supporting them in creating a concrete process to plan for intervention. I chose that because responding to student needs requires intentional planning with collaboration.

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One intervention I commit to supporting my teachers on is the concrete presses of identifying goals for students. I chose that because I believe it is the fastest way to move students, when we are intentional about the work in an one to one basis.

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One intervention I commit to supporting my teachers on is goal setting. I chose this because it will help monitor the progress of our students.

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One intervention I commit to supporting my teachers on is creating shared documents where they can collaborate and keep record of.

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I will provide sentence stem examples.

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Student will describe in written form content vocabulary successfully 4 out of 5 days of the week.

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Student will describe in written form content vocabulary successfully 4 out of 5 days of the week.

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Matt D. will be able to speak to answer and collaborate using complete sentences 4 out of 5 times during class for 4 consecutive weeks.

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My student struggles with listening and reading so the S.M.A.R.T goal specific for him would be :
Student will read one additional 8th grade level context clue passage a week and correctly identify themes, answer comprehension questions and definition of new vocabulary words with 80% accuracy.

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Student will use one content-based vocabulary word taught, in the correct form during classroom discussions, 4 out of 5 times of the week for one month.

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My strategies will be to allow students to read independently and provide additional time to read slowly and reread for clarification.

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The LAIG guidelines got me thinking about the occasional differences in gestures per culture. We need to be aware of this reality.

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Using the LIA guide suggested teacher behaviors is very helpful

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Realizing that I have been using a number of linguistic accommodations on daily basis without even knowing That they are linguistic accommodations!

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In all listening levels, we may provide students with gestures and verbal cues to assist students.

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Extra processing time is very important in the classroom. Word banks and sentence stems are important for assessments

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One AHA moment I had was learning where all the students are level wise can help how to teach all the students and help set up linguistic accommodations.

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Linguistic accommodations are needed at. Ariosto levels to ensure success of our ELL’s.

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My a-ha! was how very small changes in my teaching can reach different levels in the domains of language learning.

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Advanced Speaking-  Explain the cause/effect relationship of lab A using your unit vocabulary and table peer.
Advanced Listening-  listen to story and use a graphic to define key words
Intermediate Reading- Allow native language support and visuals using adapted texts
Intermediate Writing- Preteach writing process vocabulary and sentence stems and pre teach read text

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AH in reading & listening (no linguistic accommodations or minimal support based on unique student need).
Adv in speaking (provide abstract & content based vocabulary cards w/ visuals)
Intermediate in writing (scaffold assignments, sentence stems, allow concrete drawings)

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Listening: request for clarification
Speaking: word bank of content and abstract vocabulary
Reading: preteach vocabulary
Writing: simple sentence stems, scaffold writing

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Student 3 reading: use of native language, visual, pre teach vocabulary writing: write on familiar topic, sentence stems, native language support, scaffold writing.

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Advanced Listening: allow processing time, visuals, verbal cues, and gestures

Advanced Speaking: provide vocabulary including abstract and content based terms.

Intermediate Reading: pre-teach vocabulary

Intermediate Writing: allow writing on familiar concrete concepts

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As a small group, we will brainstorm potential causes of WW2 and justify why those might lead to war. Then, each group will present their findings to the class.

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Content: We will test a variety of objects to determine if they sink or float. 

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Content: We will test a variety of objects to determine if they sink or float. 

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Language: with a partner, I will read what physical properties would cause an object to sink or float, then complete a graphic organizer sorting which objects sink or float.

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Focusing on the language objectives help all students, and therefore, can improve students’ growth on STAAR as well as TELPAS. Content objectives are the what, and language objectives are the how.

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Using the language objectives elevates the learning of content for all learners.

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Students will read the beginning of the passage and stop to turn and talk about it. Then students will show comprehension through inferential skills, using text evidence by filling out a graphic organizer about the rest of the story.

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Students will describe the importance of setting by reading a text with a partner and completing a graphic organizer detailing the importance of time, place, and environment.

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Using visuals to write a sentence(s) for each event with a partner.

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With a partner we will use a graphic organizer to identify character relationships. We will use a sentence frame to write about the character relationships.

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Repetition @different levels. Understanding the differences between listening, speaking, writing, and reading

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Continue to push advanced learners as to not let them fall back

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How easy it can be to focus on the lower level students, or beginners, and miss the students who worked so hard to level up and now they’re no longer progressing towards AH and program completion.

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In order to move students forward I must know their current level and use accommodations specific for them.

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Aha - peer support for advanced, minimal support for advanced high

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I enjoyed doing the stray activity. My aha moment was also understanding the fine line that beginner and intermediate PD’s.

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Linguistic accommodations are not the same as other classroom accommodations. It’s important to know where your students are at, so you know what accommodations are appropriate.

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Make sure that I'm aware of where my students are beginning

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The One stray was a good strategy and gave different perspectives.

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Be sure to consistently monitor advanced and advanced high learners to make sure they keep progressing. Don’t allow them to fall.

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It is helpful to know your students to apply the strategies

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Listening-visuals cues and slower speech
Speaking-sentence stems allow extra time
Reading-provided visual support and linguistic support including adapted text for unfamiliar topics
Writing-revised graded level appropriate Writing tasks

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For my student I will ensure visuals and/or verbal cues, pre-teach vocabulary and wait time.

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For my student I will ensure visuals and/or verbal cues, pre-teach vocabulary and wait time.

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Listening: Allow extra time when academic material is unfamiliar and complex.

Speaking: Provide vocabulary including abstract and content based terms.

Reading: Allow abstract grade level reading comprehension and analysis with peer support.

Writing: Provide complex sentence stems to scaffold writing assignments.

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Provide student with the following accomidations:
Listening: preteach vocab.
Speaking: sentence stems
Reading: organize reading in chunks
Writing: teacher modeling and student interaction