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INPUT
Input is what teachers do with students when they present
information, model, demonstrate and give directions.
Observable Practices
Teacher-talk is adjusted to make key concepts understandable
to ELLs
Visuals, graphics, and manipulatives are employed to provide
ELLs with access to the conceptual understanding of the
content
Learning tasks are scaffolded with consideration of ELLs
English proficiency levels
Curriculum embedded assessments are used to inform and
adjust instruction
Y
X
X
X
INTAKE
Intake is what students do together. Students inquire together in
structured, purposeful & scaffolded cooperative learning groups. THIS is
a time to make different materials, tasks, learning experiences, and/or
groupings.
Observable Practices
Learning activities are designed to allow ELLs to make
connections, clarify understandings, and use academic
language
Engagement with language and content using technology
such as, books on tape, videos, DVDs, interactive whiteboards
Structured opportunities for students to use academic
language: scaffolding language: think-pair-share, think-aloud,
cooperative learning
Y
X
X
X
OUTPUT
Students need to show what they know and can do and most often
this will be done orally or in writing. THIS is a time to make different how
English learners will show orally or in writing (i.e. language output)
Observable Practices
Print-rich environment with student work, graphics, visuals,
word walls, etc.; students journals, dictionaries; written labels
on classroom items
Structured opportunities for students to produce language in
all four modalities
Positive and constructive feedback are provided to the
students; appropriate error correction
X
X
N
X