Once referred to as ESL and ELL

Level 1 Starting Level 2 Emerging Level 3 Developing Level 4 Expanding Level 5 Bridging English Learners can (understand/use): Communicate around basic & concrete needs Draw on simple & routine experiences Communicate on familiar matters Apply language to new experiences, concrete & abstract Wide range of oral/written, recognize implicit meaning High frequency words are memorized High use of general academic words & expressions General use of specialized academic words & expressions Specialized & some technical words & expressions Technical academic words & expressions Words, phrases, or chunks of language Phrases, short sentences in oral & written comm. Expanded sentences in oral & written comm. Variety in Linguistic complexity Variety in and extended oral & written discourse Pictorial, graphic, or non-verbal use of language Makes errors that impedes communication Makes errors but retains meaning in communication Minimal errors made but not in meaning Comparable to English Proficient Peers

a. Content Objectives b. Language Objectives c. Context Concepts d. Supplementary Materials e. Adaptation of Content f. Meaningful Activities

 Language Objectives – writing, speaking, listening, reading – What modality is required? Think of this objective as a task in one or more of the language quadrants. What language tool is needed today to learn this content, concept or skill?  Adaptation of Content – intentionally using context clues to teach content

g. Link concepts explicitly to student background – ask students, “what does this remind you of?” h. Links are explicitly tied to prior knowledge. i. Key Vocabulary is emphasized over and over again.

 Teachers tend to believe students have common prior knowledge to use when reading text materials.

Academic Language Includes teaching:  Content – words  Process or Function – thinking skills i.e. Bloom’s Taxonomy  Words & Word Parts – root word, prefix, suffix, grammar usage

Use:  Word Sorts  List-Group-Label  Concept Maps  Personal Dictionaries  Word Walls  Quiz, Quiz, Trade  Vocabulary Pairs  Print Rich Environment with Posters

Teachers must:  Speak slowly, shorter sentences and repeat  Effectively use Pauses  Have students repeat directions  Oral and Printed directions  Effective Body Language  Stress High Frequency Vocabulary

Remember to:  Balance teacher and student activity  Require Meta-cognition from students  Use Declarative and Procedural knowledge

p. Discussion between & among students. Encourage elaborate responses q. Group students in ways that support lesson objectives r. Use appropriate/sufficient Wait Time s. Use Self-Talk – give students time for asking questions for clarification

t. Hands on Materials u. Personal & Practical Application v. Integrate all Language Skills – reading, writing, speaking, listening

 Use numerous Graphic Organizers  Use Sentence Starters & Sentence Strips

Sentence Starters & Sentence Strips  Sentence Starters: “In what ways might this …”  Sentence Strips tell a story and students put the strips (story) in the correct order

Develop Lesson Teach Lesson AssessReviewAdjust Re- teach