📖 Reading 📖 : Promising Practices for Sustaining Academic Rigor while Teaching ELs

Promising Practice 1: Integrate and connect central ideas and themes of the discipline over time in order to promote deep disciplinary knowledge (deep focus on central ideas versus shallow coverage of several ideas)

Promising Practice 2: Invite students to build increasingly complex explanations of disciplinary concepts and processes

Promising Practice 3: Engage students in higher order thinking through complex texts, tasks, and talk

📖 Reading 📖 : Promising Practices for Holding High Expectations while Teaching ELs

Promising Practice 1: Engage students at every proficiency level in grade-level tasks that provide high challenge

Promising Practice 2: Provide appropriate scaffolds by using the following techniques:
   - Develop appropriate scaffolds for academic tasks and activities using the WIDA Can Do Descriptors and Model Performance Indicators (MPIs) as a guide
   - Implement specific techniques to increase students’ comprehension of complex input and support students’ production of complex output and remove scaffolds as students progress
   - Incorporate strategic use of L1 (first language) through translanguaging practices

Promising Practice 3: Use rubrics and other tools to ensure criteria for quality work is clear for students

Promising Practice 4:  Conduct metacognitive activities so that students gain knowledge of how to learn, how to monitor their progress, and how to self-correct

📖 Reading 📖 : Promising Practices for Engaging ELs in High Quality Interactions

Promising Practice 1: Structure tasks for extended interaction and discussion, in order for students to use language to co-construct knowledge and meaning

Promising Practice 2: Provide students with multiple opportunities to interact with peers in deliberate and sustained conversations on academically relevant and challenging
texts/topics/content

Promising Practice 3: Ensure all students participate in discussion activities with multiple opportunities to provide corrective feedback aligned with instructional goals

Promising Practice 4: Ask open-ended questions that engage students in higher-order thinking

📖 Reading 📖 : Promising Practices for Engaging ELs in Sustain Language Focus

Promising Practice 1: Provide opportunities for students to use the language of the discipline (e.g. the language of math, science, social studies, and language arts) both orally and in writing

Promising Practice 2:  Explicitly teach the language of the discipline including word, sentence, and discourse level

Promising Practice 3:  Model and explain the nuances of language specific to the discipline (formulaic expressions, text structures, active versus passive voice, etc.)

📖 Reading 📖 : Promising Practices for Engaging ELs in Develop & Deliver Quality Unit & Lesson Plans

Promising Practice 1:  Design units for continuity and coherence

Promising Practice 2:  Design lessons that:
    - Provide opportunities for students to actively engage with the language and content of the discipline
    - Make connections between subject matter and students’ lives and experiences
    - Connect the tasks/activities to the instructional objectives so students know where they are headed and what is expected of them
    - Incorporate frequent opportunities to check comprehension/understanding, using a variety of formal and informal assessment techniques, to assess and promote student learning of language and content
    - Allow for adjustment of instruction in response to student learning with the goal of students monitoring their own learning

Research and Rationale behind Sustaining Academic Rigor

1. Learning concepts and analytical practices are conceived of as the integration of discrete understandings learned independently of language (Heritage, Walqui, Linquanti, 2016). 

2. Learning needs to take place in the student's zone of proximal development, more recently referred to as the construction zone.

3. This metaphor refers to the area that lies beyond a student's ability to act on his or her own,

4. where socially mediated learning prompts development. (Vygotsky, Newman Griffin, Cole, 1989). (Heritage, Walqui, Linquanti, 2016).
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After your 2nd read in four voices, independently consider this question: what is your initial understanding of the research and rationale for this Instructional Value? Write a post with your initial understanding below (3 minutes). 

Then, share your responses with your group aloud. For 2 minutes, discuss: are your responses alike or different? How? Can you connect this understanding to past learning?

Research and Rationale behind Holding High Expectations

1. "Learning truly happens only if it is ahead of development. In response to teacher's worries, we would say that development occurs precisely because teachers plan lessons beyond the students' ability to carry them out independently.

2. The catch, of course, is that lessons be deliberately designed to present high support along with high challenge." (Heritage, Walqui, Linquanti, 2016).

3. ELs learn both through the language they encounter (input) and the language they produce (output).

4. Input should be at a level that is challenging but nonetheless comprehensible (Krashen, 1985).
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After your 2nd read in four voices, independently consider this question: what is your initial understanding of the research and rationale for this Instructional Value? Write a post with your initial understanding below (3 minutes). 

Then, share your responses with your group aloud. For 2 minutes, discuss: are your responses alike or different? How? Can you connect this understanding to past learning?

Research and Rationale behind Engaging Students in High Quality Interactions 

1. Conversation builds oral language, which is a foundation for reading and writing (Roskos, Tabors & Lenhart, 2009).

2. ELs’ vocabulary, grammar, and pronunciation develop faster when there are opportunities for interaction in the classroom using the language being learned (Mackey & Goo, 2007).

3. Students develop abilities to communicate complex ideas when there are many opportunities for authentic interactions with others (Zwiers, O’Hara & Pritchard, 2014).

4. Well over a century ago, linguist Wilhelm von Humboldt described expressions as having “meaning potential”, a potential that is realized in interaction.

1. To explore this meaning potential is what we want students in general, and English language learners in particular, to do: construct new knowledge by engaging in interactions that pursue understanding, enhance it, problematize central ideas, propose counter arguments, debate, and reach some sort of conclusion. (Heritage, Walqui, Linquanti, 2016)
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After your 2nd read in four voices, independently consider this question: what is your initial understanding of the research and rationale for this Instructional Value? Write a post with your initial understanding below (3 minutes). 

Then, share your responses with your group aloud. For 2 minutes, discuss: are your responses alike or different? How? Can you connect this understanding to past learning?

Research and Rationale behind Sustaining a Language Focus

1. ELs who appear to be fully fluent in English may nonetheless struggle to express themselves effectively in academic settings (Cummins, 2000; Scarcella, 2003; Short &
Echevarria, 2005).

2. Research shows that students should be explicitly taught, in context, the language skills they need to succeed in the classroom (Saunders & Goldenberg, 2010).

3. As ELs use more complex forms of language to accomplish interesting tasks, they learn more content and their language skills improve (Zwiers, O’Hara, & Pritchard,
2014).

4. ELs benefit from many of the teaching practices that are effective for all students; however, these learners also require modifications to make instruction meaningful (August & Shanahan, 2006, 2010).

1. Students learning rigorous content in a language they do not speak or comprehend completely requires specialized teaching techniques to make the message understandable (Echevarria, Vogt & Short, 2012).

2. Students retain more language and content concepts when they create and communicate original messages (Swain, 1985; Walqui, 2006).
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After your 2nd read in four voices, independently consider this question: what is your initial understanding of the research and rationale for this Instructional Value? Write a post with your initial understanding below (3 minutes). 

Then, share your responses with your group aloud. For 2 minutes, discuss: are your responses alike or different? How? Can you connect this understanding to past learning?

Research and Rationale behind Developing and Delivering Quality Unit/Lesson Plans

1. ELs need multiple opportunities to see and hear modeling of the target language, to try and modify their language output, with teachers offering specific feedback that describes progress and focuses on areas for revision. (Zwiers, 2008).

2. Using formative assessment on a regular basis has a strong effect on student learning, and can help raise achievement for below-grade level students while also benefiting all students.

3. Students who are involved in assessing their own learning significantly outperform students who
are not involved (Black and Wiliam, 1998).

4. Numerous studies show that students perform better when their home culture and background knowledge are welcomed, respected and incorporated into the academic environment (Doherty, Hilberg, Pinal, & Tharp, 2003; Gonzalez, Moll & Amanti, 2005; Nieto, 1999).
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After your 2nd read in four voices, independently consider this question: what is your initial understanding of the research and rationale for this Instructional Value? Write a post with your initial understanding below (3 minutes). 

Then, share your responses with your group aloud. For 2 minutes, discuss: are your responses alike or different? How? Can you connect this understanding to past learning?