§The practice of highlighting key language features and incorporating strategies that make the content comprehensible to students

§An approach that can extend the time students have for getting language support services while giving them a jump start on the content subjects they need for graduation

§Building Background

§Comprehensible Input

§Strategies

§Interaction

§Practice and Application

§Lesson Delivery

§Review and Assessment

§Language objectives clearly defined, displayed, and reviewed with students

§Content concepts appropriate for age and educational background level of students 

§Supplementary materials used to a high degree, making the lesson clear and meaningful (e.g., computer programs, graphs, models, visuals)

§Adaptation of content (e.g., text, assignment) to all levels of student proficiency

§Meaningful activities that integrate lesson concepts (e.g., surveys, letter writing, simulations, constructing models) with language practice opportunities for reading, writing, listening, and/or speaking

§Links explicitly made between past learning and new concepts

§Key vocabulary emphasized (e.g., introduced, written, repeated, and highlighted for students to see)

http://www.ritell.org/Language-and-Country-Projects  

•Person A will speak first and person B will write what person A says trying to capture the entire sentence

•Then switch
- scientist
-economist
-poet/writer
-mathematician
LEARNING STRATEGIES:
Problem solving, predicting, organizing, summarizing, categorizing, evaluating, self-monitoring, questioning, visualizing, diagramming
SCAFFOLDING TECHNIQUES:
think-alouds (in L1 & L2), graphic organizers
HOT QUESTIONS

❖Oral language development is impacted

❖Situated not abstract (opportunities) - surveys, letter writing, making models, plays, games

Words needed for academic conversations and explanations Example: connection, demonstration, constitute 
Tier 3: Low frequency words needed to understand the concept Specific to the content

Examples: spectrometer, bayonet, equilateral
•Process/function words: Words related to  functional language (e.g., how to request information), classroom processes and tasks (e.g., lining up) and language processes (e.g., scanning), as well as transition words (e.g., at last, therefore).

–Examples: graph, summarize, thus

•Words or word parts that teach English structure: Prefixes, suffixes, and root words that can help students learn new vocabulary.

–Example: the root word cycle (bicycle, recycle, etc.) 

•Polysemous words: Words that have more than one meaning, depending on the context.

–Example: table, root, square, bank

✓https://quizlet.com/ 

✓http://spanishcognates.org 

✓http://www.scienceandliteracy.org/sites/scienceandliteracy.org/files/strategyguides/1268813_SG_Walk%20in%20the%20woods.pdf

✓www.textproject.com 

✓http://www.wordles.com/ 

✓www.freerice.com  

✓ http://www.wordreference.com/ In several languages

✓Longmans Dictionary: Definitions written in student friendly language 

•Visuals

•Hands-on activities

•Demonstrations                           

•Gestures

•Body language

•Foreheads in the middle

•Volunteer your partner

•Explain a process to your partner

•Choral reading, reader’s theatre, & drama play

2. Language objectives clearly supported by lesson delivery. 

3. Students engaged approximately 90%    to 100% of the time.

4. Pacing of the lesson appropriate to  the students’ ability level. 

Key Vocabulary
Multiple exposures  

•Paraphrasing

•Multiple modalities
Comprehensive review of 

Key Content
•Review during and at end of lesson

•Check predictions

•Outcome sentences
Regular Feedback provided to Students on their Output(language, content, work)

•    Paraphrasing answers

•    Oral, written through gestures and body language
Assessment of Student Comprehension & learning of Objectives throughout the lesson (spot checking, group response)

Ongoing  Informal  Authentic  Rubrics

•Aha moment

•Quick write, quick draw

•Journal Writing

•Outcome sentences:

➢I learned…

➢I began to wonder…

➢I practiced…

➢I thought…

➢I understood…I didn’t understand…

➢I still have questions about

•Alphabet Summary Review