Happy Monday!

Quick Review Week 1: Theory and Research Week 2: Qualifying for ELL Support Social and Cultural Contexts for language Week 3: WIDA Access Test & Accommodations Week 4: ELD and State Standards

Week 5: Instructional Strategies

What do I do to ensure that my ELL students have supportive contexts in which to be engaged, and have opportunities for input and output responses.

Realia. Sentence Frames. Pictures. TPR : Total Physical Response *Realia *Sentence Frames *Pictures *TPR : Total Physical Response *GLAD Strategies (Guided Language Acquisition Design) *SIOP Strategies (Sheltered Instruction Observation Protocols) *Pair Share, Timed Pair Share *Cooperative Learning Strategies *Pictorial/Interactive Word Walls

Support Examples

Specific Examples of Sensory Supports

Example Use of Graphic Organizers

CAN DO Descriptors Provide teachers with information on the language students are able to understand and produce in the classroom in within all five ELD standards. Available in both English and Spanish for the following grade-level clusters: PreK-K Grades 6-8 Grade 1-2 Grades 9-12 Grades 3-5

Listening 4.1 Speaking 6.0 Reading 5.0 Writing 3.8 Let’s plot Jose Carlos’ ACCESS for ELLs results on the CAN DO Descriptors: Listening 4.1 Speaking 6.0 Reading 5.0 Writing 3.8

4.1 *Jose * Vita 6.0 *Jose * Vita

5.0 *Jose * Vita 3.8 * Vita *Jose

GRADE 8 ELD STANDARD 4 - The Language of Science EXAMPLE TOPIC: Forms of energy CONNECTION: Next Generation Science Standards, May 2012 Draft, Energy b-d (Middle School): Use representations of potential energy to construct an explanation of how much energy an object has when it’s in different positions in an electrical, gravitational, and magnetic field. Plan and carry out investigations to show that in some chemical reactions energy is released or absorbed. Use and/or construct models to communicate the means by which thermal energy is transferred during conduction, convection, and radiation. EXAMPLE CONTEXT FOR LANGUAGE USE: Students decide with peers the types of energy transfers that occur in various situations from everyday life (e.g., glow sticks, thunderstorms, simple engines) to demonstrate the conservation of energy. COGNITIVE FUNCTION: Students at all levels of English language proficiency will ANALYZE energy transfer. SPEAKING Level 1 Entering Level 2 Emerging Level 3 Developing Level 4 Expanding Level 5 Bridging Level 6 - Reaching State how energy transfers using visual supports (e.g., “heat,” “light,” “sound”) Give examples of how energy transfers using sentence frames and graphic supports Describe how energy transfers using sentence frames and graphic supports (e.g., “____ energy is transferred. ____ energy is stored.”) Compare and contrast how energy transfers using graphic supports Discuss how energy transfers using graphic supports TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions, such as: energy transfer, conservation of energy, sound wave, kinetic energy, potential energy, thermal energy * Vita *Jose

Template for Drafting Strands of MPI’s GRADE ELD STANDARD: - The Language of EXAMPLE TOPIC: ELD STANDARD: ___________________ EXAMPLE TOPIC: CONNECTION: EXAMPLE CONTEXT FOR LANGUAGE USE: COGNITIVE FUNCTION: Students at all levels of English language proficiency will Level 1 Entering Level 2 Emerging Level 3 Developing Level 4 Expanding Level 5 Bridging Level 6 - Reaching TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions, such as: