Level 1 Entering and Level 2 Beginning

Instruction should:

• Be based on student’s current level of English language proficiency
• Differentiate for pre-literate Ells and literate Ells
• Encourage higher order thinking skills
• Include differentiated rubrics
• Allow for silent period and nonverbal responses
• Connect to background knowledge
• Identify and assist with cultural differences and school procedures
• Provide repeated opportunities to learn the same information
• Provide repeated opportunities to practice oral language
• Provide accessible texts and materials
• Build a basic vocabulary of English words and conversational terms and phrases
• Emphasize cognates
• Use gestures to provide meaning
• Print important concepts on the board
• Increase wait time
• Provide direct instruction in literacy
• Incorporate graphic organizers
• Provide objects from real life used in classroom instruction by educators to improve students' understanding of other cultures and real life situations
• Provide an affective environment that is positive and secure to practice oral language and listening skills
• Include self-advocacy skills.

Level 3 and 4: Developing/Expanding

Instruction should:

• Be based on student’s current level of English language proficiency
• Encourage higher order thinking skills
• Include differentiated rubrics
• Provide direct instruction on story elements and structure
• Provide direct instruction on parts of speech, roots, prefixes, and suffixes
• Provide direct instruction on the Internet and various types of media for research
• Provide direct instruction on cause and effect relationships
• Teach explicitly reading and comprehension strategies
• Provide visual clues and explicit meanings of idiomatic expressions and figurative language
• Provide accessible reading selections
• Incorporate graphic organizers
• Allow for individualized oral or written reading responses
• Give direct instruction on identifying semantic clues related to fact and opinion
• Provide direct instruction and model basic reading stragegies for specific genres
• Provide an environment that is positive and secure to practice oral language, listening skills, and literacy skills
• Identify and assist with cultural differences and school procedures
• Provide multiple and different opportunities to learn new language skills
• Continue to increase academic vocabulary
• Provide reading materials at the student’s reading level
• Connect to background knowledge

Level 5- Bridging

Instruction should:

• Be based on student’s current levels of English language proficiency
• Continue direct instruction
• Provide support in writing process through classroom assignments
• Continue to increase academic vocabulary
• Continue to increase complexity of syntax
• Provide support for content reading through the use of graphic organizers and other scaffolds
• Assist students in developing learning strategies useful in various academic contexts
• Provide opportunities for developing critical thinking skills
• Include self-advocacy skills
• Continue to provide graphic and visual support as needed

Monitored

Teachers needs to:

• Continue to monitor English and academic progress

Adapted from www.hbgsd.k12.pa.us/cms/lib/PA01000004/Centricity/...