Six Key Principles for EL Instruction
(Identify the Key Principle #)
Concepts in EL Instruction
(Identify Academic Vocabulary ___vs.___)
Identify the Year One Culturally Responsive Indicators
Co-Teaching (Culturally Responsive Indicator M)
Leadership Actions
(See hand-out)
100
Instruction is designed to engage students in a "productive struggle" as students build content knowledge and develop rich discipline-specific language and discourse.
What is Key Principle #3
100
Taking out my "September box" of activities and aligning them to my SOL objectives vs. Looking at SOL objectives, Essential Knowledge, Skills, etc to then determine how to get my learners to this "end point"
What is traditional vs. Backwards planning curriculum
100
The observer will hear and see ELs participating in differentiated lessons implemented in conjunction with explicit academic language development in order to contextualize their English language acquisition and usage.
What is Culturally Responsive Indicator B
100
ELs will benefit from co-teachers joint decision making and shared management regarding________(choice of several).
What is (choose one): lesson pacing delivery of instruction assessments resources classroom behavior parent communication room set-up
100
School leaders carry out the district's vision for ELs, and have c_______ and h_______expectations for all ELs.
What are clear and high.
200
Teachers use flexible and fluid grouping structures, (both homogeneous and heterogeneous) to support ELs based on their proficiency levels, literacy levels, and background knowledge.
What is Key Principle # 4
200
Students working alone and silently at their own seats vs. students collaborating with a partner or small group during independent work time.
What is Solitary seatwork vs. verbally interactive collaboration.
200
The observer will see ELs benefitting from "building background" strategies such as photos, illustrations, demonstrations, videos, brainstorming, anticipitory guides, KWL charts, quick writes, frontloading vocabulary, cultural connections...
What is Culturally Responsive Indicator A.
200
When co-teachers reach a good working relationship together, it is often referred to as _p_________.
What is parity.
200
School leaders ensure that teachers of ELs receive professional development on d_______-s________ language and literacies development.
What is discipline-specific
300
Teachers adapt assessments linguistically, so that ELs show their conceptual understanding.
What is Key Principle # 6
300
Viewing the home language and culture as something to change or overcome vs. seeing the value in the home language and culture
What is Subtractive vs. additive bilingualism
300
The observer will see EL SWD benefit from an infrastructure of collaboration among staff with different expertise such as ESOL, Special Needs, counselors, etc. in order to integrate delivery of special services.
What is Culturally Responsive Indicator Q
300
One model of co-teaching (which is frequently used in the beginning of a co-teaching relationship) where one supports students and one teaches is called the________model of co-teaching.
What is support (model).
300
School leaders collect data such as____ (choice from several), to inform culturally relevant curriculum and instructional practices.
What is (choose one): nativity or country of origin proficiency levels years of receiving services home language prior testing, scores, grade data prior schooling
400
Teachers value students' native language (s) and include instructional materials in these languages when possible to help make content comprehensible
What is Key Principle #2
400
Social language or "play ground language" vs. academic language
What is BICS vs. CALP
400
The observer will hear and see ELs benefit from teachers' collaborative implementation of the five K-12 WiDA Standards for academic language development in core content areas.
What is Culturally Responsive Indicator P
400
If there is one vital ingredient in co-teaching, most teachers will agree that it is the time to __________.
What is co-plan.
400
School leaders implement the district's EL _______to _________ model.
What is Response to Intervention (RTI) model.
500
Teachers develop the knowledge of vocabulary within the discipline or content being taught as well as knowledge and use of language functions, and discourse that ELs need. They also structure multiple opportunities in the classroom for students to use language.
What is Key Principle #1
500
Watering down curriculum materials or modifying them it vs. differentiation of materials and technology
What is simplified and reductionist materials vs. multiple materials
500
The observer will hear and see ELs instructed with lessons which access grade level standards, regardess of their English language proficiency level. These lessons will be planned to align language objectives or targets with the content covered.
What is Culturally Responsive Indicator N
500
Before they can establish parity, or a good co-teaching system to work together, teachers must be aware of and establish r_______ and r________for their classroom.
What are roles and routines.
500
School leaders ensure that teachers of ELs have time to co-construct lessons and units that integrate _______and _________ development.
What are content and language (development).
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