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After viewing Video #1, respond to the questions below:

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After viewing Video #1, respond to the questions below:

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What evidence do you see of Principle 2 (Integrated instruction)? What could happen during targeted instruction to prepare and/or reinforce the language being developed?

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Two Hour Model: Grade 8 Science with Integrated ELD.mp4 | Powered by Box

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After viewing Video #2, respond to the questions below:

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After viewing Video #2, respond to the questions below:

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What evidence do you see of Principle 3 (Targeted and explicit language instruction)?  How is the targeted instruction connected to Principle 2 (Integrated instruction)?

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Pull-Out Model: Grade 3 Targeted ELD.mp4 | Powered by Box

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After reviewing both videos, how do they connect to your context?

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The teacher was well prepared (planned) he showed his goal for the day, he went over it with the students. The teacher was intentional with his activities knowing he has ELL students. His intend was for students to read and he completed his goal by scaffolding the read. He reinforced the language by allowing students to work together and going over complex vocabulary.

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The teacher had a well planned and prepared lesson for students that required more language support. He mentioned it was vocabulary heavy so he found a way to chunk and provide note taking for the article. He was able to scaffold and model reading the text to allow students to focus on the content instead of trying to read it themselves. This also modeled fluency. He gave time for the students to work together to understand the vocabulary by using an activity that had them group words together. During the reading, there were sections for note taking and to explain what the vocabulary words mean.

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The teacher was using a pull-out method that targeted student language needs by focusing on vocabulary and correct sentence structure. The students seem to be reading Peter Pan and the teacher pulled out a section to use for the small group. The way this fits principle 3 is the teacher went over vocabulary words and pronouns. She had them discuss the meaning and how they might know the meaning of the word by using context clues. She had them draw what the sentence part could mean instead of having them write an explanation. The way it fits principle 2 is is again, the teacher had a heavy focus on the language and vocabulary of the sentence. She had the students turn and talk and have discussions about what the sentence means and describe what is happening.

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Both videos had great examples of the students using vocabulary and activities that help enrich their understanding of it. At my school site, we had a heavy focus on vocabulary after reflecting on our diagnostic scores. Seeing other ways to teach vocabulary is a huge benefit, especially when thinking of our ELL students. Allowing them to discuss with their peers and using their imagination to visualize what is happening in a sentence can benefit their understanding of language. Both videos required the students to talk to each other and explain what they believe the words mean and then coming back as a whole to deepen their understanding of the vocabulary words.

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The teacher was clear with his instructions and had a plan for language support for all students.  He allowed for student discovery while helping students to guide one another and guiding students to support language development without making them feel inferior.

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The teacher was clear with his instructions and had a plan for language support for all students.  He allowed for student discovery while helping students to guide one another and guiding students to support language development without making them feel inferior.

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The teacher provided multiple language supports that the students in which the students have had prior experience.  This seemed to make the students feel confident as they learned new language content.  She even added her confusion on the targeted skill, letting her students see that even adults are sometimes confused.

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The teacher provided multiple language supports that the students in which the students have had prior experience.  This seemed to make the students feel confident as they learned new language content.  She even added her confusion on the targeted skill, letting her students see that even adults are sometimes confused.

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Both videos were excellent examples of English language acquisition without making the students feel intimidated, nervous, or unsure of their own skills.  Both videos are exemplar of ways in which ISD teachers are able to implement the principles of LDA.  These teachers are excellent models of how many of our teachers provide LDA, and are great examples of how some of our teachers need to provide more LDA through their current instructional practices.

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Both videos were excellent examples of English language acquisition without making the students feel intimidated, nervous, or unsure of their own skills.  Both videos are exemplar of ways in which ISD teachers are able to implement the principles of LDA.  These teachers are excellent models of how many of our teachers provide LDA, and are great examples of how some of our teachers need to provide more LDA through their current instructional practices.

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The teacher provided different reading levels even thought they had the same topic, and he allowed the students to have personal responsibility to pick what was going to help them better understand. Partner discussion enriched the talk time and he gave time to the students with questions about words they did not understand. I would ask that student to add that world to his personal word journal, or add the word to a word wall.

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Principal 3 talks about creating opportunities for students to use language on their understanding across the 4 language domains which are reading, writing, speaking and listening, and also principal 3 talks about having students immerse in a language rich environment that fosters critical thinking and problem solving. Hence, The teacher had a routine that the kids followed very well. They connected the info, partner talked, asked questions and she allowed the students to hear the sentence again and again until it made sense to every one, she fulfill the principal by having a variety of strategies all focus on English understanding touching all domains. She even let the students see that even adults can be confused when reading something.

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In both videos, teachers helped ELs and English speakers learn about a subject. From new vocabulary to connecting to their own experience, to acquire new information and all in English. Both classes showed that while we teach one, we are teaching many, and differentiation and scaffolding  happens in both ELs and English speakers.

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In this video, the teacher provided targeted student language. This would fit principle 3 because the teacher went over vocabulary and pronouns. Teacher was able to have various strategies where the focus was English. In the video you can tell the students felt comfortable based on the provided support. Once the students turn to their partners and begin asking each other questions was very enriching and students felt comfortable and not discouraged at all thus fitting principle 2.

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In both videos, we can see great examples of the students using vocabulary.  Vocabulary is something we really try to be intentional with at IMS and being able to watch this videos provides me with a great insight on various ways on how to deliver my instruction.  This could be very helpful for small groups and I love how she added partner talk. Students were engaged and they knew the expectations.

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The teacher encouraged student discourse through an engaging team activity. All students were also aware of the structure that the class follows. Students were able to break down complex vocabulary with their peers and with the help of their teacher.

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The teacher presented a small group activity with her students that required them to use their critical thinking skills to arrange correctly a text. Students were asked to reflect about certain parts of the text and discuss among themselves what belongs where and why. This activity connecty to prinicple 3 by allowing students to reflect on their understanding of the four language domains and by using their critical thinking skills to solve the activity. It connects to the second domain when the students are discussing among themselves the answers.

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Both videos portray an accurate depiction of how students engage in activities when principals 2 and 3 are being used correctly! Students were very comfortable in the classroom and ready to learn. As educators, this is the type of classroom environment we strive for.

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During an 8th grade science lesson on electricity. The teacher prepared his lesson to be accessible to the multiple language levels in his class. He worked closely with an ELL teacher to make sure he was providing the accurate supports for his students. Students were still expected to access the same grade level content as outlined in the LDA. However, students were provided with the choice on how to access the materials, either by choosing an article and a note catcher separately or the combined two with sentence stems built in. The teacher prepared his students for learning by introducing vocabulary in a fun an interactive way, including partner work. He also modeled how to read the text. Additionally he encouraged the use of known strategies that they have practiced in class.

Something that could happen in targeted instruction that could prepare or reinforced language being developed is a co-constructed vocabulary chart or wall. The students can take ownership of the required vocabulary by writing definitions, drawing pictures and creating that chart or wall for them to use throughout the lesson.

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In the beginning of the small group, the teacher had the students review some the strategies that they use to support their language and comprehension in class. There was an anchor chart on the wall and the students were able to recount some of the strategies they like to use. The teacher provided think-pair-share time. The teacher allowed for time to sketch out their thoughts and asked meaningful questions. The teacher also provided sentence frames to assist in writing activities. The targeted instruction is connected to principle 2 because of the language rich environment she provided.

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Both videos did an amazing job of showcasing different ways to explore and learn about language. Both teachers provided instruction with grade level content, but they provided scaffolds and supports in many ways. Both forms of instruction though allowed for all the students to work and build on their vocabulary and language regardless of EL status. The scaffolds were provided for all students (whether through a choice in how a text was presented, or through anchor charts and text rich environments). The students all felt comfortable working together towards a common goal and no one was left to feel inferior. Students were encouraged in the one video to share out loud, while in the other they were sharing quietly with a partner, both encouraged discourse.
These both inspire ideas in my head on things I can do in my classroom and things that can be done in ISD. In particular, I liked the way the science teacher provided different versions of the same text. I like that he provided the content to the students but encouraged them to access it in a way that worked best for them.

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The teacher demonstrated effective planning  when he provided support to students with language and vocabulary development. He scaffolded the reading by doing a pre-reading activity focused on the key vocabulary. The time provided to the students to complete the task increased the likelihood that the students would be able to comprehend the complex text they were given. In order for students to develop language and vocabulary knowledge, it is very important the words are used during the class in different sentences. The more a word is repeated, the more likely it is to be remembered and understood.

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The science teacher provided ELL scaffolding strategies for his students in order for them to be able to read and understand a rich in vocabulary, informational text.

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The science teacher provided ELL scaffolding strategies for his students in order for them to be able to read and understand a rich in vocabulary, informational text.

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The teacher is in a small group with her ELs going over a passage from Peter Pan which she is reading with the whole group (integrated). She is using explicit language instruction  targeting a text with metaphores to help students understand figurative language, which can be difficult to comprehend as a second language learner. 

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The teacher is in a small group with her ELs going over a passage from Peter Pan which she is reading with the whole group (integrated). She is using explicit language instruction  targeting a text with metaphores to help students understand figurative language, which can be difficult to comprehend as a second language learner. 

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Both SEI models, which are used in the district, are very helpful to teach content to ELs. These teachers seemed to have considerate and intentional instruction. In my classroom I try to use as many resources as  I can for my students. Such like most hip pocket tools from Be Glad shown in the videos. 

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Both SEI models, which are used in the district, are very helpful to teach content to ELs. These teachers seemed to have considerate and intentional instruction. In my classroom I try to use as many resources as  I can for my students. Such like most hip pocket tools from Be Glad shown in the videos. 

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The teacher is working on a small group setting co-constructing a chart with her students. She asked questions to promote her student's critical thinking. One of the key details to refer to principal 2 would be the fact that students were immersed in discussions to engage and improve their language skills. 

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The teacher is working on a small group setting co-constructing a chart with her students. She asked questions to promote her student's critical thinking. One of the key details to refer to principal 2 would be the fact that students were immersed in discussions to engage and improve their language skills. 

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The models presented in the videos demonstrate strategic planning taking into consideration principle 2 and 3 to promote students' language skills. New vocabulary acquisition for ELL requires scaffolds and English language immersion to make connections to their own prior experiences. It is important to engage our students to increase their language usage and achieve a deeper understanding of what they are reading.

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All students had the same access to grade level content with appropriate scaffolds to support ELLs and struggling readers. Teacher showed evidence of a very structured and well planned lesson. Teacher introduced new concepts by eliciting students' prior knowledge.
He also provided a wonderful opportunity to encourage collaborative work by having students discuss the best way to organize key words before the actual reading activity. Instead of sharing raw definitions of words students were struggling with, teacher walked students to demonstrate reading strategies learned previously, such as asking questions and making connections. I like how the teacher allowed students to select the format they were more comfortable working with.
Guadalupe

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Teacher used a variety of language supports to help students build vocabulary and reinforce comprehension, such as sentence starters and context clues. The teacher provided think time for students to organize their ideas before working collaboratively. This activity promoted independent learning and interaction among students. All students were eager to participate and showed confidence when sharing their ideas.
Teacher promoted engaging and significant discussions related to the topic in a rich environment full of opportunities to develop language (principle 2.)
Guadalupe

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Both videos show how teachers differentiate content to make it accessible for every student and fit their language needs. They also demonstrate the effectiveness of structured discussions to enhance academic discourse and student agency.
Students show more confidence and motivation when given the right scaffolds to make language comprehensible, instead of feeling afraid of sharing what they know, because every student has a lot to contribute to the classroom.
Guadalupe

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The teacher really thought out his lesson for his students. He paired them with different students in the classroom that had different skill levels. He let the students know what the goal was and he was very direct. He used a lot of scaffolding for the students which helped the ELL students.

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The teacher used sentence strips to help support the students. She really focused on the language aspect and gave them time to be able to interact and discuss what they are learning on the topic. She used a lot of the vocabulary so it fit principal 3 by using different context clues from the reading. It also fit principal 2 because it focused on the language and vocabulary of the story. She also let the students turn and talk with each other to describe what is happening in the story.

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Both of these videos did a great job of showing what educators are supposed to do when it comes to teaching students who struggle with English.  It was welcoming, not intimidating to the students, they were not called out, and they were able to talk to their classmates about what they are learning. This is good for small group so implementing this in my own small group will be great. I like how they really let them talk to other students in the classroom.

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The teacher was giving targeted instruction based off the learning objective talking about the word "you". She had them point to all of the words "you" and had them imagine themselves in the story to make it real-world application. The targeted instruction is connected to Principle 2 because she is also incorporating basic English reading and using context clues to define words which is a main skill they will use in whole group activities.

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The teacher included vocab, paragraphs for them to analyze and having them use context clues to understand the passage. He was incorporating language into reading. The teacher read the passage so the students were able to focus on the words and take notes. If targeted instruction was used, the students would be able to break down the vocabulary words to find the meanings which then helps them read and understand the text during integrated instruction a lot better.

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After reviewing both videos it helped connect my idea of what each instruction model was. The targeted instruction is targeting something specific while integrated instruction can use the skill that was targeted in a wider range of content. It is essentially putting the targeted instruction into action in a bigger picture.

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The teacher was well prepared and organized. He knew the activity was complexed and could be challenging for his students. Therefore, he was very intentional about getting help from the ELL teacher when planning the activity to reach his desired outcome. The teacher took out key vocabulary words that was embedded in the text so that the students could work together  to come up with the meanings. He also used referred back to real life examples to help the students understand the vocabulary. The teacher also provided differentiated instructions by using scaffolds and allowing the students to use a note catcher designed to follow the text.
To reinforce language development, I would suggest using the words in different content areas and/or provide examples of how the words could be used and have similar meanings. The teacher could also use illustrations to help the students gain meanings.

-K. McLaurin

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During the small group session the teacher reviewed an anchor chart that supported guided questions. The teacher discussed the learning target and asked the students to explain "you" according to the author. The teacher was able to have the students to use real-life examples to make their connections.(Pr.#2)The teacher used different techniques to support and reinforce language. She provided the students with sentences strips and had the students to put them in the correct order to make sense. The teacher provided the students with a language rich environment. The students were involved in discussion based learning task. She made the group interactive and provided sentence starters to support language development. She asked the students to provide their own definitions of words using context clues and she also provided the students with the opportunity to speak, listen, write/draw and discuss the answers. The students seemed to be comfortable and in a safe learning environment.

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when the teacher provides a complex scientific article, but this one is chunked, has a note catcher and include the CAT-P scaffolds to support the students engagement and learning.

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During the small group instruction you can see how the teacher is chunking a paragraph into sentences according to the standard, and because of that the students are able to analyze and co-construct how these elements are and what do they mean.

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During the small group instruction you can see how the teacher is chunking a paragraph into sentences according to the standard, and because of that the students are able to analyze and co-construct how these elements are and what do they mean.

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The Scaffolds and the Explicit Language Instruction are crucial elements to support our EL students to gain confidence and being successful in English.

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Both videos were great examples of how the use of scaffolds help support ELs and as well as English speaking students. The videos showed ways to integrate language in a variety of content areas. It also showed how to provide a language rich environment that is interactive, discussion based and that support and deepens students ability to engage in grade -level learning.

-K.McLaurin

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Watching this video and seeing this teach effectively and creatively teach students is amazing in its self. Seeing that EL are being challenged with complex texts in science is impressive and that they are also being supported while in that setting. The supports they mentioned included sentence starters in the worksheet and additional space for margin notes. Within targeted instruction it might be useful to go over domain specific vocabulary. This will prepare them for the challenging science specific vocabulary them may encounter. I believe it would also be useful to teach and reinforce skills that prepare them for longer and complex texts. An example being margin notes, summarizing paragraphs, or underlining words they don't know and coming back to them.
- Takeo Fujioka

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I have seen this video before and it is amazing from the breaking down the sentence, to students being engaged, and going through the steps of appropriately analyzing text. You see this teacher taking on a small group of students to present targeted instruction to them by breaking down words and their meanings within the contexts of the sentence. She provides them with a reference to look back at for questions to ask about the text. Aligned with Principle 3, she provided students with opportunities for students to use speaking, listening, reading, and then writing later on. Throughout that lesson they used student discourse to expand their thinking and have students analyzing grade level rigorous content. I loved giving them an opportunity to sketch out their thoughts, that really shows differentiation within her instruction. She also makes them use their prior knowledge to decode the sentence, having them state what they know about those individual words.
- Takeo Fujioka

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I like how the teacher has visuals on the wall that students can use as a reference whenever it's needed. The teacher also uses brain-storming to go over some strategies they could use to support their understanding or comprehension level. having students use their prior knowledge  made students feel more confident and ready for the next or upcoming activity. It was very humble of her to accept that she was also confused because that helps students not to feel bad or discouraged about not understanding something right away.
I think that this connects to principle 2 as the teacher immersed students in a rich language environment where she had students engaged in group discussions that improved students' language development at all times.

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It is evident in the video that the classroom teacher, as well as the ELL teacher, have planned together to combine language and literacy development. There were differentiated note catchers embedded in the article. While one note catcher was more blank, the other provided sentence stems and reiterated the academic vocabulary for the EL students. Also, prior to reading the article, there was an activity devoted to academic vocabulary. The students, both EL and non-EL, worked together in groups to identify and attach meaning to these words prior to reading. The student discourse was very impressive and helped the students to better understand the content when reading the article. If there was targeted instruction prior, the students and teacher could perhaps go more in depth with the vocabulary and create hand gestures to go along with some of the words, or even use the words in different sentences. Also, students could practice saying some of those sentence stems that were embedded within the article.

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In the targeted small group, the teacher uses explicit instruction to help her students understand the learning target. In the first line of text, she and the students discussed the meaning of words they did not know. The students discussed the word “peer” and came up with a definition. The teacher then attached a visual to that word on the line of text. The students drew a picture to match what was happening in the sentence. In addition, there was a lot of student discourse after the teacher asked the students a question and they discussed in a turn and talk. At the end, she connected back to the learning target and the student used a sentence frame to describe what they would feel by reading the text. The targeted instruction is connected to Integrated Instruction because the students will take that explicit instruction to help them understand the content within the integrated lesson.

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In both videos, I noticed there was a strong emphasis on vocabulary and discourse. Both teachers provided language scaffolds to better understand the content. These SEI models were the same used in ISD. I would definitely use these strategies with my own students in all the content areas. Thinking maps and 7 hip-pocket tools are also great tools you can use!

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After reviewing both videos,  I can say that both teachers seem to be well prepared and show great teaching practices and techniques. Regardless of the grade level difference, both teachers had excellent class management as well as incredible engagement. There are many positive things to say about both videos, and several things to learn from those teachers' examples and activities.  I took some notes and definitely consider a few things from both videos to put into practice in my classroom next year.

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The teacher had a well-prepared lesson that gave everyone access to the same grade-level content. He also considered the difference in English proficiency levels among his students to make the lesson accessible and easier to be understood by everyone regardless of their English comprehension level. I consider that it was very clever of him to present the learning goals for the day and to mention that the content had a lot of new vocabulary that made the reading part more challenging. This helped students to be aware of what was expected from them and made it easier for them to later decide on how to approach the content more accordingly as they were offered an opportunity to reach the same goals with two different versions of the lesson content on paper.

Something that could happen during targeted instruction to prepare or reinforce the language being developed is creating a vocabulary activity prior to the science lesson for students not to feel overwhelmed by having to learn about science at the same time as having to memorize new or complicated vocabulary.

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I took a lot away from these videos, I loved how they were patient and worked efficiently towards their goals. I liked the strategies where they provided ELs with margin notes and additional support through collaborating with other teachers. I hope that in my future practice, I am able to teach my students about skills in summarizing what they read with margin notes as reference.

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1. The teacher was well prepared with scaffolding activities and instruction by using the same grade-level content, helping students who has different needs to understand and achieve their goal. I like how he let students to choose their material which is really important because students are owning their learning by thinking which material can help them the best.
2. The teacher could reinforce vocabulary by practicing it in sentences, looking for synonyms/antonyms in order for students to have a meaningful practice.
Itandehui

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The teacher first set the goal and explained the purpuse of the session/class, she also created so many opportunities for the students to participate, and have multiples discussions using the targeted vocabulary; they also had stem sentences they could use in order to facilitate their discussions. I think the targeted instruction is connected to principle two because is using a portion of a reading they already read in whole group to immerse student in the targeted language. Itandehui

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Both videos are clear and great examples how principle two and three look like. I like how students were engaged and the confidence they showed, and this is very important because we have to create not only a language rich enviroment but also an enviroment where students feel confident and comfortable sharing ideas and even making mistakes, which is part of their process of language acquisition.  I connect all this with my daily teaching where I have to go deep into my lessons and work in the different ways I can deliver instruction and information to my students. -Itandehui

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I like the way the teacher started by presenting the objective and broke it down to simple English.  The students read on grade level science text and he focused on the complex language.  The students were able to work cooperatively and complete the assignment. 

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I like the way the teacher started by presenting the objective and broke it down to simple English.  The students read on grade level science text and he focused on the complex language.  The students were able to work cooperatively and complete the assignment. 

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The teacher has a well planned and organized lesson plan that needed more language support. He differentiated disciplinary language instruction using the English language proficiency standards.  He provided differentiated scaffolds to make grade level concepts comprehensible in receptive, productive and interactive language to support students to make informed and deliberate choices about language when speaking and writing.

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The teacher has a well planned and organized lesson plan that needed more language support. He differentiated disciplinary language instruction using the English language proficiency standards.  He provided differentiated scaffolds to make grade level concepts comprehensible in receptive, productive and interactive language to support students to make informed and deliberate choices about language when speaking and writing.

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The teacher created opportunities for students to use language and reflect on their understanding across the four language domains. She provided choices or open-ended opportunities to select strategies and tactics for language acquisition. She also encourages independent learning by teaching effective strategy for learning language.

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Good communication and coordination between the content teacher and the English language teacher in preparing the article for students to read is awesome. Students were given the opportunity to choose what they felt would help them understand the article. Allowing students to talk and communicate their thoughts with their peers is also incredible.

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Starting out by asking questions elicits students curiosity and prior knowledge of the topic. Communicating to the students how to grasp the learning target is very important in making sure students understand that everybody needs to work and understand the same thing. Reading together out loud is also a very good practice, as it motivates students to read and targets the skills of audio learners.

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The teacher successfully applied Integrated Instruction, combining English skills with content subjects. This was evident in the reading activity and vocabulary review. To bolster language development, targeted instruction could include pre-teaching vocabulary, explicit grammar teaching, and follow-up language activities.

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The teacher successfully applied Integrated Instruction, combining English skills with content subjects. This was evident in the reading activity and vocabulary review. To bolster language development, targeted instruction could include pre-teaching vocabulary, explicit grammar teaching, and follow-up language activities.

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The teacher successfully applied Integrated Instruction, combining English skills with content subjects. This was evident in the reading activity and vocabulary review. To bolster language development, targeted instruction could include pre-teaching vocabulary, explicit grammar teaching, and follow-up language activities.

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The teacher successfully applied Integrated Instruction, combining English skills with content subjects. This was evident in the reading activity and vocabulary review. To bolster language development, targeted instruction could include pre-teaching vocabulary, explicit grammar teaching, and follow-up language activities.

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I wrote back again because I was in anonymous.

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The teacher used Principle 3 (Targeted and explicit language instruction) by focusing on specific vocabulary and sentence structure within a chosen text. This instruction was directly connected to Principle 2 (Integrated instruction) through the use of group discussions and visual interpretations, allowing students to use language skills in broader, more meaningful contexts.

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The teacher used Principle 3 (Targeted and explicit language instruction) by focusing on specific vocabulary and sentence structure within a chosen text. This instruction was directly connected to Principle 2 (Integrated instruction) through the use of group discussions and visual interpretations, allowing students to use language skills in broader, more meaningful contexts.

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ChatGPTBoth videos align with our school's focus on improving vocabulary and language comprehension, particularly for our ELL students. The demonstrated techniques of peer discussion and visualization can be valuable additions to our existing teaching strategies.

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ChatGPTBoth videos align with our school's focus on improving vocabulary and language comprehension, particularly for our ELL students. The demonstrated techniques of peer discussion and visualization can be valuable additions to our existing teaching strategies.

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The teacher planned his class by integrating students' language support. I liked that he had partner discussion to give them the opportunity to express their ideas about what they have understood. He modeled the activities and that helped a lot students to know better what to do.

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The class was focused on small groups. During this time, the teacher helped students to use the vocabulary related to the text and help them think deeply on their answers by letting them to discuss with their partners. She also let the students think about questions they have and use context to understand better the reading.

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I liked the engagement both teachers had with their class. Both of them showed how well they planned their classes to focus on students' language development by letting their students to work in teams and ask questions they had.

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The teacher had a strategy for providing linguistic help to all of the pupils, and his directions were very clear. While assisting students in mentoring one another and guiding pupils to encourage language growth without making them feel inferior, he allowed for student exploration. He was utilizing models and had given the scaffold readings.

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The instructor utilized a pull-out strategy that focused on vocabulary and proper sentence construction to address the linguistic demands of the students. The teacher gave the class a sample of the text to work with. Due to the teacher's review of vocabulary terms and pronouns, this relates to principle 3. She prompted them to examine the word's definition and how context clues may help them determine its meaning. She asked them to illustrate what they thought the sentence section may signify. Due to the teacher's emphasis on the language and vocabulary of the statement, this complies with principle 2. She asked the pupils to turn and speak, analyzing the meaning of the statement and describing what was happening.

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The examples shown in the videos show how strategic planning that promotes students' language skills while taking into account principles 2 and 3 is done. For ELLs to relate new terminology to their own past experiences, scaffolding and English language immersion are necessary. Engaging our students will help them use language more effectively and comprehend what they are reading more thoroughly.

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The teacher was very organized. I loved how the teacher asked helped from other teacher on how to support his ELL students. He would be able to scaffold the vocabulary words in easier way for the kids to understand the content of his lesson. He also let the students choose which worksheet/materials will work for them to easily understand what they are reading and working. The teacher was very prepared and intentional. As you can see on the video, the kids learned a lot of new vocabulary words in a simpler way. and I love how he read the reading passage for his tudents easily be familiar with the words from the text. The CAT-P strategy was a good scaffolding activity to support the learner's comprehension and engagement as well.

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This video gave mo so much wow moments! I love how the teacher broke down the learning target by asking questions to the students. Tea teacher was focused on a small group. The teacher made oppurtunities for studnets to reflect their understanding by using language. I love how she was able to use the think/pair and let them ask questions and particpate into multiple dicussions.

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Both videos showcased how amazing teachers are. We can be both intentional and organized on how we prepare our lessons. I love the fact that both teachers did an amazing job to scaffold the lessons and a very meaningful and helpful for the students. I am more excited to do the same thing for my students for the next school year. 

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Both videos showcased how amazing teachers are. We can be both intentional and organized on how we prepare our lessons. I love the fact that both teachers did an amazing job to scaffold the lessons and a very meaningful and helpful for the students. I am more excited to do the same thing for my students for the next school year. 

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This teacher is a very good example of lesson planning. He mentioned that in this class he had different level of reading and that his class was a high percentage of reading. So in order to everybody to be successful, the teacher provided options for the student to recognize at what lever were they at. In these paper, he scaffold the vocabulary for it could be easier and even gave more space for note taking.

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The teacher was very interactive with her students. She gave several support and also provided examples and partner talk before they gave their answer.
The teacher really got to use very well her small group since she went though vocabulary and let group discussion happen.

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The teacher went over his lesson plan with students and was prepared in advance. Knowing that some of his students are ELLs, the teacher planned his activities carefully. He read aloud to the class in order to achieve his goal of encouraging reading in the students. By giving them the opportunity to engage with an instructor and going through advanced vocabulary, he reinforced the language. He also allowed his students to play around with the vocabulary words and work in teams.

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3:The teacher promotes direct instruction since it offers a systematic and straightforward method for teaching language skills. She provides practice exercises with guidance. She consistently checks her student's comprehension of the text and their progress while also encouraging reflection and active thinking.
2:She provided necessary supports, such as sentence frames, and modeling, to guide her students in understanding and using disciplinary language effectively. She also promoted collaborative and interactive learning experiences that encourage her students to actively be engage,  including opportunities for discussion.

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Both videos demonstrate how effectively planning is done while keeping in mind two LDA principles. Students must draw links between unfamiliar terms and their own personal experiences. I could see how my ELL students in my class required scaffolding and English language immersion. To understand a statement, they would occasionally inquire for the precise meaning of particular terms. If we want children to understand what they are reading, we must engage them.

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Principle 2 focuses on instruction that simultaneously teaches both content and language, the teacher does an incredible job at this by selecting vocabulary that he knows ELL students will probable struggle with, though pre-reading activities the teacher makes sure students will learn key vocabulary for the reading. To also have a better comprehension of the reading, the teacher uses a graphic organizer (CAT-P) to allow students to process the new information and show their comprehension through different methods.

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The teacher uses Principle 3 when she goes over the vocabulary words from the first part of the text, she prompts students to use context clues to infer the meaning of the word and then confirms the meaning. She also demonstrates Principle 3 by reviewing the structure of sentences. The teacher included Principle 2 by including linguistic differentiation based on the needs and level of their current students.

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The first way in which the videos connect to my context is by reviewing key vocabulary of a text before reading it. Before going completing the first reading I design an activity in which students can utilize the new vocabulary words that will be previewed in the text.
The second way in which the videos are similar to my context is in the small groups. I teach SEI to 7th grade students and we also practice doing small groups. This practice is very beneficial for my ELL because it allows me to provide more one-on-one help and also to practice what might have not been clear during class.

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In video #2 evidence of principle 3 is visible when :
First,the teacher provides explicit language instruction to teach students to use "use" to help the reader imagine that his/her is in the story.
Second, just as in principle two, there is evidence of planning when teacher shared this learning target at the beginning of the lesson and refers to during the lesson.
Third, utilizes academic language such as inference and context.
Fourth, meets the diverse language needs by using synonym, chunking a reading, repetition, using sentence strips as manipulatives, clarifies information throughout the lesson, provides sentence stems and guiding questions. In this sense, principle two connects to principle 3 when providing students scaffolds.
Lastly, clearly promotes academic discourse by providing students with discussion questions and asking them to raise their own questions in partners.

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The video shows evidence of Principle 2 when is clearly visible how the teacher integrates language literacy with content.
First, teacher do the pre-reading activity, which empowers both content and literacy when creating a engaging strategy for students to learn key vocabulary and concepts.
Second, teacher provides different scaffolds throughout the lesson: a modified version of the text, modified assignments, visual to support students understanding complex concepts, read aloud, graphic organizer (note catcher)with a vocabulary section and sentence starters.
Third, teacher keeps supporting literacy while deepening the understanding of the content when allowing the students to work collaboratively in order to make connections, ask questions, translate and predict.
Fourth, the agenda on the board is an evidence of planning.

Something that teacher could do to reinforce language being developed is modeling, providing dictionaries or translators, visual aids for key vocabulary and concepts, provide sentence stems for discussions, check for understanding by allowing them to use the word in their own sentence.

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In SEI classes targeted instruction addresses individual students' specific needs and abilities, focusing on their strengths and areas that require improvement, this is shown through scaffoldings. Integrated instruction complements this by seamlessly blending the content, in this case English Language Arts. Together targeted and integrated instruction complement each other to guarantee students' success.

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What I noticed is the teacher initially started by going over his lesson with his students then read out loud for students to hear knowing he had ELL students. He also gave the students an opportunity to work with each other and explain to their partners what their thoughts were and put down vocabulary words and had the students try to explain the words. He also gave examples when describing words. -Brianda Sermeno

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What I noticed is the teacher initially started by going over his lesson with his students then read out loud for students to hear knowing he had ELL students. He also gave the students an opportunity to work with each other and explain to their partners what their thoughts were and put down vocabulary words and had the students try to explain the words. He also gave examples when describing words. -Brianda Sermeno

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In this video the teacher provided detailed anchor charts and sentence strips where students were able to get hands on and analyze each sentence separately. Students used anchor charts to see what questions they could ask about the sentence. -Brianda Sermeno 

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In this video the teacher provided detailed anchor charts and sentence strips where students were able to get hands on and analyze each sentence separately. Students used anchor charts to see what questions they could ask about the sentence. -Brianda Sermeno 

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In both videos both teachers did amazing at giving their ELL a students involved in class work. Both teachers showed different but effective ways in helping ELL students get a better understanding of the english language. -Brianda Sermeno

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In both videos both teachers did amazing at giving their ELL a students involved in class work. Both teachers showed different but effective ways in helping ELL students get a better understanding of the english language. -Brianda Sermeno

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In this video the teacher provided multiple scaffolding opportunities for students. He provided serveral different models and visuals which is very important when it comes to our EL students.

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In the video I noticed that the teacher used different language supports. Such as using sentence starters and models such as the students to help demonstrate. Its important when teaching that we use models and visuals for our students.

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Both of the videos that were shown connected in similar ways. They were different grade levels but each video showed how teachers can model and pair students. Both videos showed how EL students grow when teachers invest time into their learning.

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I liked how prepared the teacher was for the lesson. He knew that we wanted to read a complex article that was filled with complex vocabulary, so he had the kids work in teams to help each other with the vocabulary. He then gave them a choice about how they wanted to read it so that every student could be successful. - Hannah Smith

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In the video, I liked how the teacher broke down the learning target along with the sentences in the text. She allowed the students to partner talk and let them ask each other questions. This allowed everyone to participate in the discussions. Hannah Smith

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In both videos, I noticed that the teachers really focused on vocabulary. Both of the provided different strategies to help support the students in learning the vocabulary. I also liked how both teachers allowed the students to work together and ask questions.- Hannah Smith

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As seen in the video, the way the teacher is incorporating integrated instruction is definitely giving extra support to those students who had some problems understanding the complex vocabulary of the electricity article seen in their classes. First, the teacher used a percentage to divide his class which is 10% experimenting, 40% writing and 50% reading. On the other hand, the teacher clarifies that the vocabulary seen in class meets the science content standards but at the same time will support those English language standards by giving them scaffolded supports, academic language development or discussions, for example one of the activities that attracted me was the GPS strategy which consisted of dividing the concepts of the article, putting them in the correct order and then discussing, the teacher provided support to those students who forgot certain concepts and made them remember that in previous lessons they had seen them in another experiment and videos.

On the other hand, another of the activities that defines well integrated instruction is how the teacher provided the students with the same article but according to their reading levels, that is why those who were new to categorize for the vocabulary were given a article with more details that they in turn discussed with their classmates, then they used more strategies such as asking questions, translating and predicting the information in the article.

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The way the teacher connected Principle 3 Specific and Explicit Language Instruction was through sentences broken down into parts. This teacher created an environment in which the children immersed themselves in using their critical thinking and formulating a series of questions that were connected to the text. The teacher emphasized vocabulary, pronouns, and even emotions for the potential reader who read this small part of the text. In addition, the teacher used academic vocabulary according to their level and other scaffolds that helped the students create their questions.

The way in which both principles are connected is how the teacher must create a planning design conducive to their students who, through the SEI models, can achieve compliance with the language standards and the standards of each subject, in addition the teachers in both principles must adjust the vocabulary and content according to the grade-level of the students.

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These principles and ways of teaching are definitely linked to my teaching. I have learned to differentiate the reading levels that my students have and how to support their needs using the principles of Arizona's Language Development Approach, for example, some activities that I do in my classroom are:

Small groups, chunk sentences, videos, vocabulary posters, and more visual material that help my SEI students to associate pictures with language and help them in the acquisition of the same English language.