Content and Language Objectives:

Content Objective will be taken from the State and District Standards. However, these will be
rewritten/tweaked in student friendly language that suits their grade and proficiency levels.
Subject teachers, ESOL teachers and student representatives will be involved in the adjustment
process. Objectives must be shared with all students both orally and in writing. The Language
objectives should not be homogenous, instead, they should be specific to the language
development needs of our ELs. We aim not only to inform the students about their objectives but
we would more embrace student-led achievement. It would be worthwhile for students and
teachers to sit together and arrive at the language objectives.

Building Background:
Students’ background experiences will be taken into consideration. This means teachers will
have to be culturally responsive. Find ways to learn about students’ past experiences/
background knowledge in turn incorporate this information into lesson planning and execution.
Teachers will be encouraged to use examples from immigrants’ backgrounds/homelands (ask
students to give their experiences from their homelands; plan authentic classrooms tasks and
even invite in parents of ELs to come and share. In order to track teachers’ efforts to build on
ELs’ background, the school could generate rubric or checklist for both students and teachers
to record evidence of this. Modeling will be done during the ongoing personal development
exercises so that teachers can grasp ways in which they can build on students’ background.

Strategies:
Content must be understandable for ELs and as such it is recommended that teachers use varying
strategies. While there will be ideas of strategies provided initially, students will get a chance to
rate strategies effectiveness in teaching and learning of the content. Teachers will be encouraged
to enunciate, model, use simple sentences, give clear instructions, use gestures and graphic
organizers and a variety of other techniques. The use of interactive strategies will help ELs at
varying levels. Verbal, procedural and instructional scaffolding must be included to help move
our ELs from one level to another.

Practice:
Use it or lose it, is a common saying that is used to suggest that practice is important for
development and proficiency achievement. Similarly it is, when ELs are taught new concepts
and language, they should be given the opportunity to practice and one way of doing this is
through frequent opportunities to interact. Interaction can be done in many ways, through small
group discussions and think-pair-share etc. Manipulatives, games and foldable are good ways in
which students can practice language and content acquisition.

Lesson Delivery:
In order for the model to be effective teachers and specialists need to pay close attention to
lesson delivery. Students should be made aware and reminded of the objectives at the beginning
and throughout the lessons. Teachers need to learn how to pace lessons based on ELs ability.
During delivery it is recommended that teachers give students time to process information.
Assessment:
In this model, there will be formal and informal assessments. Teachers will use a variety of
formative assessments and provide relevant feedback for students. Students should also be given
chances to assess their peers and provide feedback where necessary. Frequent checking for
understanding and using different tasks for assessing their knowledge is recommended. Formal
assessments for ELs can maintain their validity even when they are modified. Especially for ELs
at the beginning and intermediate levels, instructions must be clear and easy to understand. In
order to modify, we may have to reduce question load, give added time, support and adapt the
product etc.