ELL Lead & Classroom Teacher Sheltered Instruction Form

Purpose: For classroom teachers and ELL Leads to have ongoing collaborative conversations and guidance/coaching/modeling from the ELL Lead to ensure we are meeting the linguistic needs of our ELL students by targeting the domains cited in their WELPA Placement or ELPA21 results in which the students are not meeting proficiency status while also explicitly addressing the ELP standards.

This Sheltered Instruction Compliance Form serves both as an accountability tool, as well as a guide for continual connections, between classroom teacher and ELL lead.

MonthComments

List student progress, anecdotal notes, etc.

Questions and/or Next Steps

September

October

November

December

January

February

March

April

May

June

Sheltered Instruction Form 2/3rd Grades

Teacher:__________ ________Grade:_ _ Month:__September__

Skill Being Addressed

Advanced

Language Standard Being Addressed

Scaffolding Used to Address Skill /Language

Standards

Listening

•identifies, gathers and sequences information•identifies main points and retells key details in complex stories and longer presentations•determines the meaning of advanced vocabulary•draws conclusions and makes comparisons based on conversations

Speaking

•participates in extended discussions by asking and answering questions•delivers oral presentations on a variety of topics• introduces topics, presents facts using temporal and linking words and articulates a conclusion•rexpands use of complex sentences, word choices and verbs•expresses opinions by giving several reasons•articulates conclusions about opinions

Reading

● determines the main idea and explains how key details support the main idea

● answers more complex questions● understands the meaning of

some academic and content vocabulary and less common words and expressions to make mean of text

● understands how word structures affect meaning

Writing

1. Construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing

2. Participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions

3. Speak and write about grade-appropriate complex literary and informational texts and topics

4. Construct grade-appropriate oral and written claims and support them with reasoning and evidence

5. Conduct research and evaluate and communicate findings to answer questions or solve problems

6. Analyze and critique the arguments of others orally and in writing

7. Adapt language choices to purpose, task, and audience when speaking and writing

8. Determine the meaning of words and phrases in oral presentations and literary and informational text

9. Create clear and coherent grade-appropriate speech and text

10.Make accurate use of standard English to communicate in grade-appropriate speech and

• Clearly define content & language objective

• Build background• Activities that integrate all

language skills (reading, writing, listening, speaking)

• Variety of questions• Frequent opportunities for

interactions and discussions between students

• Longer wait time• Hands-on materials and/or

manipulatives• Group reports• Simulations• Figurative language and

idioms• Realia, pictures/visuals

(graphs, charts, timelines, maps, etc.)

• Demonstrations/modeling• Related literature—

temporary class library w/ trade books and magazines on topic

• Adapted text, sentence frames

• Graphic organizers• Outlines (use a completed

one to support a student during reading of text)

• Mnemonic strategies• Personal dictionaries• Multimedia (video, audio

clips)• Individualized homework

• ___________________

• ___________________

•composes compound and complex sentences with a clear meaning that relates to a prompt•recognizes and uses parts of speech•accurately uses complex grammar structures• expands word choice to communicate meaning

writing • ___________________

Sheltered Instruction Form 2/3rd Grades

Teacher:__________ ________Grade:_ _ Month:__October__

Skill Being Addressed

Advanced

Language Standard Being Addressed

Scaffolding Used to Address Skill /Language

Standards

Listening

•identifies, gathers and sequences information•identifies main points and retells key details in complex stories and longer presentations•determines the meaning of advanced vocabulary•draws conclusions and makes comparisons based on conversations

Speaking

•participates in extended discussions by asking and answering questions•delivers oral presentations on a variety of topics• introduces topics, presents facts using temporal and linking words and articulates a conclusion•rexpands use of complex sentences, word choices and verbs•expresses opinions by giving several reasons•articulates conclusions about opinions

Reading

● determines the main idea and explains how key details support the main idea

● answers more complex questions● understands the meaning of

some academic and content vocabulary and less common words and expressions to make mean of text

● understands how word structures affect meaning

Writing

•composes compound and complex sentences with a clear meaning that relates to a prompt•recognizes and uses parts of speech•accurately uses complex grammar structures• expands word choice to communicate meaning

1. Construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing

2. Participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions

3. Speak and write about grade-appropriate complex literary and informational texts and topics

4. Construct grade-appropriate oral and written claims and support them with reasoning and evidence

5. Conduct research and evaluate and communicate findings to answer questions or solve problems

6. Analyze and critique the arguments of others orally and in writing

7. Adapt language choices to purpose, task, and audience when speaking and writing

8. Determine the meaning of words and phrases in oral presentations and literary and informational text

9. Create clear and coherent grade-appropriate speech and text

10.Make accurate use of standard English to communicate in grade-appropriate speech and writing

• Clearly define content & language objective

• Build background• Activities that integrate all

language skills (reading, writing, listening, speaking)

• Variety of questions• Frequent opportunities for

interactions and discussions between students

• Longer wait time• Hands-on materials and/or

manipulatives• Group reports• Simulations• Figurative language and

idioms• Realia, pictures/visuals

(graphs, charts, timelines, maps, etc.)

• Demonstrations/modeling• Related literature—

temporary class library w/ trade books and magazines on topic

• Adapted text, sentence frames

• Graphic organizers• Outlines (use a completed

one to support a student during reading of text)

• Mnemonic strategies• Personal dictionaries• Multimedia (video, audio

clips)• Individualized homework

• ___________________

• ___________________

• ___________________

Sheltered Instruction Form 2/3rd Grades

Teacher:__________ ________Grade:_ _ Month:__November

Skill Being Addressed

Advanced

Language Standard Being Addressed

Scaffolding Used to Address Skill /Language

Standards

Listening

•identifies, gathers and sequences information•identifies main points and retells key details in complex stories and longer presentations•determines the meaning of advanced vocabulary•draws conclusions and makes comparisons based on conversations

Speaking

•participates in extended discussions by asking and answering questions•delivers oral presentations on a variety of topics• introduces topics, presents facts using temporal and linking words and articulates a conclusion•rexpands use of complex sentences, word choices and verbs•expresses opinions by giving several reasons•articulates conclusions about opinions

Reading

● determines the main idea and explains how key details support the main idea

● answers more complex questions● understands the meaning of

some academic and content vocabulary and less common

1. Construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing

2. Participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions

3. Speak and write about grade-appropriate complex literary and informational texts and topics

4. Construct grade-appropriate oral and written claims and support them with reasoning and evidence

5. Conduct research and evaluate and communicate findings to answer questions or solve problems

6. Analyze and critique the arguments of others orally and in writing

7. Adapt language choices to purpose, task, and audience when speaking and writing

8. Determine the meaning of words and phrases in oral presentations and literary and informational text

9. Create clear and coherent grade-appropriate speech

• Clearly define content & language objective

• Build background• Activities that integrate all

language skills (reading, writing, listening, speaking)

• Variety of questions• Frequent opportunities for

interactions and discussions between students

• Longer wait time• Hands-on materials and/or

manipulatives• Group reports• Simulations• Figurative language and

idioms• Realia, pictures/visuals

(graphs, charts, timelines, maps, etc.)

• Demonstrations/modeling• Related literature—

temporary class library w/ trade books and magazines on topic

• Adapted text, sentence frames

• Graphic organizers• Outlines (use a completed

one to support a student during reading of text)

• Mnemonic strategies• Personal dictionaries• Multimedia (video, audio

clips)• Individualized homework

words and expressions to make mean of text

● understands how word structures affect meaning

Writing

•composes compound and complex sentences with a clear meaning that relates to a prompt•recognizes and uses parts of speech•accurately uses complex grammar structures• expands word choice to communicate meaning

and text10.Make accurate use of

standard English to communicate in grade-appropriate speech and writing

• ___________________

• ___________________

• ___________________

Sheltered Instruction Form 2/3rd Grades

Teacher:__________ ________Grade:_ _ Month:__December_

Skill Being Addressed

Advanced

Language Standard Being Addressed

Scaffolding Used to Address Skill /Language

Standards

Listening

•identifies, gathers and sequences information•identifies main points and retells key details in complex stories and longer presentations•determines the meaning of advanced vocabulary•draws conclusions and makes comparisons based on conversations

Speaking

•participates in extended discussions by asking and answering questions•delivers oral presentations on a variety of topics• introduces topics, presents facts using temporal and linking words and articulates a conclusion•rexpands use of complex sentences, word choices and verbs•expresses opinions by giving several reasons•articulates conclusions about opinions

Reading

● determines the main idea and explains how key details support the main idea

● answers more complex questions● understands the meaning of

some academic and content vocabulary and less common words and expressions to make mean of text

● understands how word structures affect meaning

Writing

•composes compound and complex sentences with a clear meaning that relates to a prompt•recognizes and uses parts of speech•accurately uses complex grammar structures• expands word choice to communicate meaning

1. Construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing

2. Participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions

3. Speak and write about grade-appropriate complex literary and informational texts and topics

4. Construct grade-appropriate oral and written claims and support them with reasoning and evidence

5. Conduct research and evaluate and communicate findings to answer questions or solve problems

6. Analyze and critique the arguments of others orally and in writing

7. Adapt language choices to purpose, task, and audience when speaking and writing

8. Determine the meaning of words and phrases in oral presentations and literary and informational text

9. Create clear and coherent grade-appropriate speech and text

10.Make accurate use of standard English to communicate in grade-appropriate speech and writing

• Clearly define content & language objective

• Build background• Activities that integrate all

language skills (reading, writing, listening, speaking)

• Variety of questions• Frequent opportunities for

interactions and discussions between students

• Longer wait time• Hands-on materials and/or

manipulatives• Group reports• Simulations• Figurative language and

idioms• Realia, pictures/visuals

(graphs, charts, timelines, maps, etc.)

• Demonstrations/modeling• Related literature—

temporary class library w/ trade books and magazines on topic

• Adapted text, sentence frames

• Graphic organizers• Outlines (use a completed

one to support a student during reading of text)

• Mnemonic strategies• Personal dictionaries• Multimedia (video, audio

clips)• Individualized homework

• ___________________

• ___________________

• ___________________

Sheltered Instruction Form 2/3rd Grades

Teacher:__________ ________Grade:_ _ Month:__January____

Skill Being Addressed

Advanced

Language Standard Being Addressed

Scaffolding Used to Address Skill /Language

Standards

Listening

•identifies, gathers and sequences information•identifies main points and retells key details in complex stories and longer presentations•determines the meaning of advanced vocabulary•draws conclusions and makes comparisons based on conversations

Speaking

•participates in extended discussions by asking and answering questions•delivers oral presentations on a variety of topics• introduces topics, presents facts using temporal and linking words and articulates a conclusion•rexpands use of complex sentences, word choices and verbs•expresses opinions by giving several reasons•articulates conclusions about opinions

Reading

● determines the main idea and explains how key details support the main idea

● answers more complex questions● understands the meaning of

some academic and content

1. Construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing

2. Participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions

3. Speak and write about grade-appropriate complex literary and informational texts and topics

4. Construct grade-appropriate oral and written claims and support them with reasoning and evidence

5. Conduct research and evaluate and communicate findings to answer questions or solve problems

6. Analyze and critique the arguments of others orally and in writing

7. Adapt language choices to purpose, task, and audience when speaking and writing

8. Determine the meaning of words and phrases in oral presentations and literary and informational text

9. Create clear and coherent

• Clearly define content & language objective

• Build background• Activities that integrate all

language skills (reading, writing, listening, speaking)

• Variety of questions• Frequent opportunities for

interactions and discussions between students

• Longer wait time• Hands-on materials and/or

manipulatives• Group reports• Simulations• Figurative language and

idioms• Realia, pictures/visuals

(graphs, charts, timelines, maps, etc.)

• Demonstrations/modeling• Related literature—

temporary class library w/ trade books and magazines on topic

• Adapted text, sentence frames

• Graphic organizers• Outlines (use a completed

one to support a student during reading of text)

• Mnemonic strategies• Personal dictionaries• Multimedia (video, audio

clips)• Individualized homework

vocabulary and less common words and expressions to make mean of text

● understands how word structures affect meaning

Writing

•composes compound and complex sentences with a clear meaning that relates to a prompt•recognizes and uses parts of speech•accurately uses complex grammar structures• expands word choice to communicate meaning

grade-appropriate speech and text

10.Make accurate use of standard English to communicate in grade-appropriate speech and writing

• ___________________

• ___________________

• ___________________

Sheltered Instruction Form 2/3rd Grades

Teacher:__________ ________Grade:_ _ Month:__February__

Skill Being Addressed

Advanced

Language Standard Being Addressed

Scaffolding Used to Address Skill /Language

Standards

Listening

•identifies, gathers and sequences information•identifies main points and retells key details in complex stories and longer presentations•determines the meaning of advanced vocabulary•draws conclusions and makes comparisons based on conversations

Speaking

•participates in extended discussions by asking and answering questions•delivers oral presentations on a variety of topics• introduces topics, presents facts using temporal and linking words and articulates a conclusion•rexpands use of complex sentences, word choices and verbs•expresses opinions by giving several reasons•articulates conclusions about opinions

Reading

● determines the main idea and explains how key details support the main idea

● answers more complex questions● understands the meaning of

some academic and content vocabulary and less common words and expressions to make mean of text

● understands how word structures affect meaning

Writing

•composes compound and complex sentences with a clear meaning that relates to a prompt•recognizes and uses parts of speech•accurately uses complex grammar structures• expands word choice to communicate meaning

1. Construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing

2. Participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions

3. Speak and write about grade-appropriate complex literary and informational texts and topics

4. Construct grade-appropriate oral and written claims and support them with reasoning and evidence

5. Conduct research and evaluate and communicate findings to answer questions or solve problems

6. Analyze and critique the arguments of others orally and in writing

7. Adapt language choices to purpose, task, and audience when speaking and writing

8. Determine the meaning of words and phrases in oral presentations and literary and informational text

9. Create clear and coherent grade-appropriate speech and text

10.Make accurate use of standard English to communicate in grade-appropriate speech and writing

• Clearly define content & language objective

• Build background• Activities that integrate all

language skills (reading, writing, listening, speaking)

• Variety of questions• Frequent opportunities for

interactions and discussions between students

• Longer wait time• Hands-on materials and/or

manipulatives• Group reports• Simulations• Figurative language and

idioms• Realia, pictures/visuals

(graphs, charts, timelines, maps, etc.)

• Demonstrations/modeling• Related literature—

temporary class library w/ trade books and magazines on topic

• Adapted text, sentence frames

• Graphic organizers• Outlines (use a completed

one to support a student during reading of text)

• Mnemonic strategies• Personal dictionaries• Multimedia (video, audio

clips)• Individualized homework

• ___________________

• ___________________

• ___________________

Sheltered Instruction Form 2/3rd Grades

Teacher:__________ ________Grade:_ _ Month:__March___

Skill Being Addressed

Advanced

Language Standard Being Addressed

Scaffolding Used to Address Skill /Language

Standards

Listening

•identifies, gathers and sequences information•identifies main points and retells key details in complex stories and longer presentations•determines the meaning of advanced vocabulary•draws conclusions and makes comparisons based on conversations

Speaking

•participates in extended discussions by asking and answering questions•delivers oral presentations on a variety of topics• introduces topics, presents facts using temporal and linking words and articulates a conclusion•rexpands use of complex sentences, word choices and verbs•expresses opinions by giving several reasons•articulates conclusions about opinions

Reading

● determines the main idea and explains how key details support the main idea

● answers more complex questions● understands the meaning of

some academic and content vocabulary and less common

1. Construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing

2. Participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions

3. Speak and write about grade-appropriate complex literary and informational texts and topics

4. Construct grade-appropriate oral and written claims and support them with reasoning and evidence

5. Conduct research and evaluate and communicate findings to answer questions or solve problems

6. Analyze and critique the arguments of others orally and in writing

7. Adapt language choices to purpose, task, and audience when speaking and writing

8. Determine the meaning of words and phrases in oral presentations and literary and informational text

9. Create clear and coherent grade-appropriate speech

• Clearly define content & language objective

• Build background• Activities that integrate all

language skills (reading, writing, listening, speaking)

• Variety of questions• Frequent opportunities for

interactions and discussions between students

• Longer wait time• Hands-on materials and/or

manipulatives• Group reports• Simulations• Figurative language and

idioms• Realia, pictures/visuals

(graphs, charts, timelines, maps, etc.)

• Demonstrations/modeling• Related literature—

temporary class library w/ trade books and magazines on topic

• Adapted text, sentence frames

• Graphic organizers• Outlines (use a completed

one to support a student during reading of text)

• Mnemonic strategies• Personal dictionaries• Multimedia (video, audio

clips)• Individualized homework

words and expressions to make mean of text

● understands how word structures affect meaning

Writing

•composes compound and complex sentences with a clear meaning that relates to a prompt•recognizes and uses parts of speech•accurately uses complex grammar structures• expands word choice to communicate meaning

and text10.Make accurate use of

standard English to communicate in grade-appropriate speech and writing

• ___________________

• ___________________

• ___________________

Sheltered Instruction Form 2/3rd Grades

Teacher:__________ ________Grade:_ _ Month:__April_____

Skill Being Addressed

Advanced

Language Standard Being Addressed

Scaffolding Used to Address Skill /Language

Standards

Listening

•identifies, gathers and sequences information•identifies main points and retells key details in complex stories and longer presentations•determines the meaning of advanced vocabulary•draws conclusions and makes comparisons based on conversations

Speaking

•participates in extended discussions by asking and answering questions•delivers oral presentations on a variety of topics• introduces topics, presents facts using temporal and linking words and articulates a conclusion•rexpands use of complex sentences, word choices and verbs•expresses opinions by giving several reasons•articulates conclusions about opinions

Reading

● determines the main idea and explains how key details support the main idea

● answers more complex questions● understands the meaning of

some academic and content vocabulary and less common words and expressions to make mean of text

● understands how word structures affect meaning

Writing

•composes compound and complex sentences with a clear meaning that relates to a prompt•recognizes and uses parts of speech•accurately uses complex grammar structures• expands word choice to communicate meaning

1. Construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing

2. Participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions

3. Speak and write about grade-appropriate complex literary and informational texts and topics

4. Construct grade-appropriate oral and written claims and support them with reasoning and evidence

5. Conduct research and evaluate and communicate findings to answer questions or solve problems

6. Analyze and critique the arguments of others orally and in writing

7. Adapt language choices to purpose, task, and audience when speaking and writing

8. Determine the meaning of words and phrases in oral presentations and literary and informational text

9. Create clear and coherent grade-appropriate speech and text

10.Make accurate use of standard English to communicate in grade-appropriate speech and writing

• Clearly define content & language objective

• Build background• Activities that integrate all

language skills (reading, writing, listening, speaking)

• Variety of questions• Frequent opportunities for

interactions and discussions between students

• Longer wait time• Hands-on materials and/or

manipulatives• Group reports• Simulations• Figurative language and

idioms• Realia, pictures/visuals

(graphs, charts, timelines, maps, etc.)

• Demonstrations/modeling• Related literature—

temporary class library w/ trade books and magazines on topic

• Adapted text, sentence frames

• Graphic organizers• Outlines (use a completed

one to support a student during reading of text)

• Mnemonic strategies• Personal dictionaries• Multimedia (video, audio

clips)• Individualized homework

• ___________________

• ___________________

• ___________________

Sheltered Instruction Form 2/3rd Grades

Teacher:__________ ________Grade:_ _ Month:__May_____

Skill Being Addressed

Advanced

Language Standard Being Addressed

Scaffolding Used to Address Skill /Language

Standards

Listening

•identifies, gathers and sequences information•identifies main points and retells key details in complex stories and longer presentations•determines the meaning of advanced vocabulary•draws conclusions and makes comparisons based on conversations

Speaking

•participates in extended discussions by asking and answering questions•delivers oral presentations on a variety of topics• introduces topics, presents facts using temporal and linking words and articulates a conclusion•rexpands use of complex sentences, word choices and verbs•expresses opinions by giving several reasons•articulates conclusions about opinions

Reading

● determines the main idea and explains how key details support the main idea

● answers more complex questions● understands the meaning of

some academic and content

1. Construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing

2. Participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions

3. Speak and write about grade-appropriate complex literary and informational texts and topics

4. Construct grade-appropriate oral and written claims and support them with reasoning and evidence

5. Conduct research and evaluate and communicate findings to answer questions or solve problems

6. Analyze and critique the arguments of others orally and in writing

7. Adapt language choices to purpose, task, and audience when speaking and writing

8. Determine the meaning of words and phrases in oral presentations and literary and informational text

9. Create clear and coherent

• Clearly define content & language objective

• Build background• Activities that integrate all

language skills (reading, writing, listening, speaking)

• Variety of questions• Frequent opportunities for

interactions and discussions between students

• Longer wait time• Hands-on materials and/or

manipulatives• Group reports• Simulations• Figurative language and

idioms• Realia, pictures/visuals

(graphs, charts, timelines, maps, etc.)

• Demonstrations/modeling• Related literature—

temporary class library w/ trade books and magazines on topic

• Adapted text, sentence frames

• Graphic organizers• Outlines (use a completed

one to support a student during reading of text)

• Mnemonic strategies• Personal dictionaries• Multimedia (video, audio

clips)• Individualized homework

vocabulary and less common words and expressions to make mean of text

● understands how word structures affect meaning

Writing

•composes compound and complex sentences with a clear meaning that relates to a prompt•recognizes and uses parts of speech•accurately uses complex grammar structures• expands word choice to communicate meaning

grade-appropriate speech and text

10.Make accurate use of standard English to communicate in grade-appropriate speech and writing

• ___________________

• ___________________

• ___________________

Sheltered Instruction Form 2/3rd Grades

Teacher:__________ ________Grade:_ _ Month:__June_____

Skill Being Addressed

Advanced

Language Standard Being Addressed

Scaffolding Used to Address Skill /Language

Standards

Listening

•identifies, gathers and sequences information•identifies main points and retells key details in complex stories and longer presentations•determines the meaning of advanced vocabulary•draws conclusions and makes comparisons based on conversations

Speaking

•participates in extended discussions by asking and answering questions•delivers oral presentations on a variety of topics• introduces topics, presents facts using temporal and linking words and articulates a conclusion•rexpands use of complex sentences, word choices and verbs•expresses opinions by giving several reasons•articulates conclusions about opinions

Reading

● determines the main idea and explains how key details support the main idea

● answers more complex questions● understands the meaning of

some academic and content vocabulary and less common words and expressions to make mean of text

● understands how word structures affect meaning

Writing

•composes compound and complex sentences with a clear meaning that relates to a prompt•recognizes and uses parts of speech•accurately uses complex grammar structures• expands word choice to communicate meaning

1. Construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing

2. Participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions

3. Speak and write about grade-appropriate complex literary and informational texts and topics

4. Construct grade-appropriate oral and written claims and support them with reasoning and evidence

5. Conduct research and evaluate and communicate findings to answer questions or solve problems

6. Analyze and critique the arguments of others orally and in writing

7. Adapt language choices to purpose, task, and audience when speaking and writing

8. Determine the meaning of words and phrases in oral presentations and literary and informational text

9. Create clear and coherent grade-appropriate speech and text

10.Make accurate use of standard English to communicate in grade-appropriate speech and writing

• Clearly define content & language objective

• Build background• Activities that integrate all

language skills (reading, writing, listening, speaking)

• Variety of questions• Frequent opportunities for

interactions and discussions between students

• Longer wait time• Hands-on materials and/or

manipulatives• Group reports• Simulations• Figurative language and

idioms• Realia, pictures/visuals

(graphs, charts, timelines, maps, etc.)

• Demonstrations/modeling• Related literature—

temporary class library w/ trade books and magazines on topic

• Adapted text, sentence frames

• Graphic organizers• Outlines (use a completed

one to support a student during reading of text)

• Mnemonic strategies• Personal dictionaries• Multimedia (video, audio

clips)• Individualized homework

• ___________________

• ___________________

• ___________________