1. What is EDI? Its researched based
EDI is a method designing and delivering well crafted lessons to explicitly teach content to students.
Its researched based
Contains continuous use of Checking for Understanding
EL strategies are added to a well crafted EDI lesson to make English easier to understand for EL students
If the lesson is not well designed and well delivered, EL strategies don’t help.

2. Today, we will ___________________________.
Learning Objective
Standard Abbreviation (_____________) Scheduled Lesson Date (___________) Chapter/Unit (_________)
Today, we will ___________________________.
Delivery Strategies
CFU
What are we going to do today?
In your own words, what does ________ mean? ________ means __________.
Activate Prior Knowledge
Delivery Strategies
Use Activity on Page # ___. OR
Create:
Sub-skill
Universal Knowledge
Provide Knowledge
I will:
Connection
Students, you already know ________________________________________.
Today, we will ___________________________________________________.
Academic Vocabulary

3. Definitions: 1 2 3 Examples: 1 2 3 I will: Concept Development
Use Information on Page # ___.
AND / OR
Research & Create.
I will: 1 2 3
Examples:
Delivery Strategies 1 2 3
CFU 1
Academic Vocabulary 2 3

4. I will: Steps to Complete the Skill: 1 4 2 3 1. 3. 2. 4.
Skill Development/Guided Practice
I will:
Differentiation Strategies
Use Information/Activity on Page # ___.
AND / OR
Research & Create.
Steps to Complete the Skill: 1 4 2 3
Delivery Strategies
Problem # ___
Create 1.
Problem # ___
Create 3.
Matched
Pair
Matched
Pair
Variation 1
Variation 2 2.
Problem # ___
Create 4.
Problem # ___
Create
CFU (process questions): 1
How did I/you _________________________________________________________________.
Academic Vocabulary 2
How did I/you _________________________________________________________________. 3
How did I/you _________________________________________________________________. 4
How did I/you _________________________________________________________________.

5. I will: Steps to Complete the Skill: 1 4 2 3 5. 7. 6. 8.
Skill Development/Guided Practice (continued)
I will:
Differentiation Strategies
Use Information/Activity on Page # ___.
AND / OR
Research & Create.
Steps to Complete the Skill: 1 4 2 3
Delivery Strategies
Problem # ___
Create 5.
Problem # ___
Create 7.
Matched
Pair
Matched
Pair
Variation 3
Variation 4 6.
Problem # ___
Create 8.
Problem # ___
Create
CFU (process questions): 1
How did I/you _________________________________________________________________.
Academic Vocabulary 2
How did I/you _________________________________________________________________. 3
How did I/you _________________________________________________________________. 4
How did I/you _________________________________________________________________.

6. General statement, specific example.
Relevance
___________________________ will help you:
Learning Objective 1
Personal 2
Real-World Applications 3
Academic
Experience students can relate to.
General statement, specific example.
Closure 1
Skill 2
Summary
First two variations.
What did you learn today about __________________________?
Use Information/Activity
on Page # ___.
AND / OR
Create.
I will:
Learning Objective
Independent Practice/Periodic Reviews
A matched problem for each Skill Development/Guided Practice variation.
Use Information/Activity
on Page # ___.
AND / OR
Create.
I will:
Problem # ___
Create 1.
Problem # ___
Create 2.
Variation 1
Variation 2

8. English Learner Terminology
LEP/ELL/EL
The designation for students who are in the process of learning English
These students are classified by proficiency levels:
Beginning (Level 1)
Early Intermediate (level 2)
Intermediate (level 3)
Early Advance (level 4)
Advance (Level 5)
ELD/ ESL
Classes where English Learners are taught to listen, speak, read, and write English
The focus is on teaching English Language not content.
Sheltered/SDAIE
Classes where English Learners are taught grade level academic content
English language is sheltered, not the content
The focus is on teaching grade level content not English
English Learner Strategies
Modify English to make it easier to understand. Modify how we speak and modifying what students read.
Support English Language acquisition

9. Explicit Instruction for English Learners
Modifying EDI lessons for EL students
Add Language Objectives
Listening
Speaking
Reading
Writing
Decide Where to apply EL strategies
Add EL Strategies to Make English Easier to Understand
Comprehensible Input
Contextual Clues
Supplementary Materials
Vocabulary Development
Adaptations to Existing Materials

10. Classes Containing EL students Require Modifications
Modify English to make it easier to understand
Modify how we talk
Modify (or substitute) what students read
Modify the lesson to support English Language acquisition
Students explicitly listen, speak, read, and write English in context with the lesson
Classes containing EL students require two objectives:
A content Learning Objective that describes what the students will be able to do independently and successfully at the end of the lesson as a result of instruction
An English Language Objective that describes what the students will do throughout the lesson to develop English
Language Objective are written in terms of how the students will develop additional skills in listening, speaking, reading, and writing in English
Language Objectives are not told to the students but are explicitly incorporated by the teacher throughout the lesson
(Refer to bottom page 13 of handout to see example)

11. English Learner Strategies
Comprehensible Input (to facilitate comprehension)
Modified Speech
Slow rate
Simple sentences
Clear enunciation
Modified Word Choice
Controlled vocabulary
Use cognates
Idioms defined
Visual Presentation
Physical Demonstration
Visual/pictures/maps/charts
Realia, props, and manipulatives
Other

12. English Learner Strategies
Contextual Clues
Contextualized definitions
Meaning Acted Out
Gestures and facial expressions
Realia, props, and manipulatives
Bulletin Boards, Word Banks
Explain word origins and morphology
Words with double meaning defined
Use Examples and analogies
Graphic Organizers (thinking maps)

13. English Learner Strategies Supplementary Materials
Easy to read materials
Visuals/pictures
Manipulatives
Realia
Multimedia

14. English Learner Strategies Adaptations to Existing Materials
Graphic Organizers
Outlines
Study guides
Highlighted text
Taped text

15. Supporting English Language Acquisition through Vocabulary Development
Academic Vocabulary: Vocabulary that is used across all disciplines
Content Vocabulary: Vocabulary that is content specific
Support Vocabulary: Vocabulary that is found in specific textbooks or worksheets that might be challenging for EL students