1. Performance Indicator D:
Demonstrates Knowledge of effective approaches for promoting English Language Learners’ development of oral and written language proficiency in English, including adapting teaching strategies and materials.
Lis Polan

2. BICS and CALP BICS: Basic Interpersonal Communication Skills
Interaction socially with family, teachers, and peers in and out of the classroom.
Mostly developed within one or more years
Communication is Key!
CALP: Cognitive Academic Language Proficiency
Academic language of the classroom which takes approx years to acquire according to Haynes
Academic skills such as writing, reading, listening, and speaking
Way more demanding than BICS because there are language changes based on content area.

3. Sheltered Instruction
What is Sheltered Instruction?
Set of teaching strategies, designed for teachers of academic content, that lower the linguistic demand of the lesson without compromising the integrity or rigor of the subject matter.
Comprehensible Input is used and required, it is also a key factor.

4. Strategies of SDAIE
Tapping into prior knowledge: Motivate the students, relate the lesson to previous knowledge, relate the lesson to the students’ own experiences.
Make a KWL chart
( What students already know, what they want to know, and what they then learn.)
Integration of subjects: A common theme that the students all relate to and can look back upon while learning the new lesson.
Visualization: Concentration of sensory images.

5. Cooperative Learning: Students must feel comfortable in the classroom.
Cooperative learning develops…
1. Positive interdependence
2. Face to face promotive interaction
3. Individual and group accountability
4. Interpersonal and small group skills
5. Group processing

6. Nonlinguistic Representations:
Graphic organizers: English Language Learners can start by making graphic organizers with just pictures; the more advanced the learner gets the more words and phrases can be used.
Focus on Vocabulary: Provide visuals, to illustrate the meaning of words.
Demonstration: Gestures, pictures, and objects to help the students further understand.

7. Ensure that the shy students understand what is going on.
Reduction of teacher talk:
Letting the students talk more within the classroom than the teachers so that the students can learn more and you can assess how much the student really knows.
Ensure that the shy students understand what is going on.
Essential terms: Pictures can show a thousand words

8. Tapping into prior knowledge
Multicultural Education:
Culture Bag- students bring a few items from home, that way the other students in the class can learn about others’ cultures.
Tapping into prior knowledge

9. Yes or no questions, thumbs up or thumbs down approach
Check for Understanding:
Yes or no questions, thumbs up or thumbs down approach
Acting out scenes
Completing the sentence
Think, pair, share

10. Drawings, posters, presentations
Manipulatives - hands on experiences:
Students will visually and physically manipulate objects that are linked with the lesson being taught.
Drawings, posters, presentations

11. SDAIE: Specifically Designed Academic Instruction in English.
What is the main goal for SDAIE, and what is SDAIE?
The idea that you lessen the linguistic demand to help the students understand the true meaning of the lesson
Equal access to the standard curriculum
Comprehensible input is necessary!
Key idea: Is for English learners to clearly understand core concepts through the use of close teacher and student relations.
Scaffolding is a part of this way of teaching
Gaining knowledge in not only the content of the lesson, but new language is being learned.
Equal learning opportunity for all learners.
Maximize student opportunities to make English easy to learn and comprehend.

12. Strategies of SDAIE

13. What are some tips for teaching ELL’s?
Group Work
DO IT NOW (DIN) and clear objectives for the day
Highlighting of Key Concepts
Graphic Organizers
Corrections
Worksheets
Supplemental Videos
Instruction that is tailored to match the student’s age and level of comprehension.