Schulenborg - I Believe

scaffold teen is an integral part of learned.

If you ask Amazing a build a tall building downtown,

they'll construct a matrix of support means just right for

that building.

The same supports air needed for students to reject it

of a task to provide that scaffolding during instruction.

I'll start with identifying important vocabulary and concepts to teach

my E L.

A native speaking students.

As I succinctly teach concepts, I'll make sure my language

is clear and simple enough to understand.

With each lesson, I am providing graphic organizers, sentence frames

and visual supports for students to know how to converse

appropriately, I'm seeking background knowledge and providing opportunities to gain

it all.

This occurs while seeking feedback both before and after the

lesson with opinion airs and captured you.

Now when it comes toe oral language, just providing students

with an opportunity to talk doesn't get the desired results.

I need to provide activities that practice robust academic language

use to pull out the more reticent speakers, I will

ask yells to rank and prioritize content rather than just

requesting a yes or no response.

I'll give them frameworks by which to engage in academic

conversations with phrases such as I agree with, and because

throughout the year on model, appropriate body language, use of

eye contact, as well as demonstrate how to listen and

interrupt politely for clarification or Rabbo to regulate the number

of times speakers talk, I plan to use talking sticks

to utilize the skills I'll have.

Students partake in 136 groups action thermometers around the room

and care cells, which puts with butcher black paper.

Now, academic language is not just found and vocabulary but

an academic discourse.

Words alone will not enable students to achieve success, but

they need to understand words within complex sentences.

I need to be a keen observer.

Noticing patterns students struggle with and actively teaching grammar and

syntax. I will hone in on level tier two words

that will show up across content areas as well as

teach content specific to your three words.

To further address the academic language needs my learner's.

I will help them identify and tackle the organizational patterns

of texts at the discourse level and honor at the

social cultural level.

The students home language Now, to help heal students grow

their academic vocabulary, I'll carefully choose 5 to 7 words

in that selected text and brief selection selections such as

newspaper articles magazine X Urtz, I'll focus on words with

multiple meanings that go across several disciplines, including ones that

have suffixes and a fixes.

The definition students are given will be accompanied by visuals

and examples.

I hope to engage students with memory cards, Jeopardy and

bingo for them to have the opportunity to use their

words and speaking, writing, listening and reading.

I will also engage heels and Orel discussions, anticipation guides,

checklists and self ratings to increase background knowledge and adjust

the instruction accordingly.

I believe that asset based approach to learning is important.

I need to build upon what they already know by

first determining their level of background knowledge, determine what is

essential to learn and teach enough background knowledge to get

them there to prepare learners with background knowledge.

For a lesson.

I'll do a number of things.

I'll have students caption right on pictures before the unit,

either in English with her home language, activate prior knowledge

with carousel brainstorms and with concise teaching on match students

to appropriate great level text to support them in their

home language as well as where they're at, and I

will continue to encourage robust discussion within partnerships and small

groups. These were the things that I believe right now

will continue to change, but I have kind of the

nuts and bolts of how I'm going to approach this

and how I'm going to support my EAL learners.

Schulenborg - I Believe - Part 2

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