What is EDI? Its researched based EDI is a method designing and delivering well crafted lessons to explicitly teach content to students. Its researched based Contains continuous use of Checking for Understanding EL strategies are added to a well crafted EDI lesson to make English easier to understand for EL students If the lesson is not well designed and well delivered, EL strategies don’t help.

Today, we will ___________________________. Learning Objective Standard Abbreviation (_____________) Scheduled Lesson Date (___________) Chapter/Unit (_________) Today, we will ___________________________. Delivery Strategies CFU What are we going to do today? In your own words, what does ________ mean? ________ means __________. Activate Prior Knowledge Delivery Strategies Use Activity on Page # ___. OR Create: Sub-skill Universal Knowledge Provide Knowledge I will: Connection Students, you already know ________________________________________. Today, we will ___________________________________________________. Academic Vocabulary

Definitions: 1 2 3 Examples: 1 2 3 I will: Concept Development Use Information on Page # ___. AND / OR Research & Create. I will: 1 2 3 Examples: Delivery Strategies 1 2 3 CFU 1 Academic Vocabulary 2 3

I will: Steps to Complete the Skill: 1 4 2 3 1. 3. 2. 4. Skill Development/Guided Practice I will: Differentiation Strategies Use Information/Activity on Page # ___. AND / OR Research & Create. Steps to Complete the Skill: 1 4 2 3 Delivery Strategies Problem # ___ Create 1. Problem # ___ Create 3. Matched Pair Matched Pair Variation 1 Variation 2 2. Problem # ___ Create 4. Problem # ___ Create CFU (process questions): 1 How did I/you _________________________________________________________________. Academic Vocabulary 2 How did I/you _________________________________________________________________. 3 How did I/you _________________________________________________________________. 4 How did I/you _________________________________________________________________.

I will: Steps to Complete the Skill: 1 4 2 3 5. 7. 6. 8. Skill Development/Guided Practice (continued) I will: Differentiation Strategies Use Information/Activity on Page # ___. AND / OR Research & Create. Steps to Complete the Skill: 1 4 2 3 Delivery Strategies Problem # ___ Create 5. Problem # ___ Create 7. Matched Pair Matched Pair Variation 3 Variation 4 6. Problem # ___ Create 8. Problem # ___ Create CFU (process questions): 1 How did I/you _________________________________________________________________. Academic Vocabulary 2 How did I/you _________________________________________________________________. 3 How did I/you _________________________________________________________________. 4 How did I/you _________________________________________________________________.

General statement, specific example. Relevance ___________________________ will help you: Learning Objective 1 Personal 2 Real-World Applications 3 Academic Experience students can relate to. General statement, specific example. Closure 1 Skill 2 Summary First two variations. What did you learn today about __________________________? Use Information/Activity on Page # ___. AND / OR Create. I will: Learning Objective Independent Practice/Periodic Reviews A matched problem for each Skill Development/Guided Practice variation. Use Information/Activity on Page # ___. AND / OR Create. I will: Problem # ___ Create 1. Problem # ___ Create 2. Variation 1 Variation 2

English Learner Terminology LEP/ELL/EL The designation for students who are in the process of learning English These students are classified by proficiency levels: Beginning (Level 1) Early Intermediate (level 2) Intermediate (level 3) Early Advance (level 4) Advance (Level 5) ELD/ ESL Classes where English Learners are taught to listen, speak, read, and write English The focus is on teaching English Language not content. Sheltered/SDAIE Classes where English Learners are taught grade level academic content English language is sheltered, not the content The focus is on teaching grade level content not English English Learner Strategies Modify English to make it easier to understand. Modify how we speak and modifying what students read. Support English Language acquisition

Explicit Instruction for English Learners Modifying EDI lessons for EL students Add Language Objectives Listening Speaking Reading Writing Decide Where to apply EL strategies Add EL Strategies to Make English Easier to Understand Comprehensible Input Contextual Clues Supplementary Materials Vocabulary Development Adaptations to Existing Materials

Classes Containing EL students Require Modifications Modify English to make it easier to understand Modify how we talk Modify (or substitute) what students read Modify the lesson to support English Language acquisition Students explicitly listen, speak, read, and write English in context with the lesson Classes containing EL students require two objectives: A content Learning Objective that describes what the students will be able to do independently and successfully at the end of the lesson as a result of instruction An English Language Objective that describes what the students will do throughout the lesson to develop English Language Objective are written in terms of how the students will develop additional skills in listening, speaking, reading, and writing in English Language Objectives are not told to the students but are explicitly incorporated by the teacher throughout the lesson (Refer to bottom page 13 of handout to see example)

English Learner Strategies Comprehensible Input (to facilitate comprehension) Modified Speech Slow rate Simple sentences Clear enunciation Modified Word Choice Controlled vocabulary Use cognates Idioms defined Visual Presentation Physical Demonstration Visual/pictures/maps/charts Realia, props, and manipulatives Other

English Learner Strategies Contextual Clues Contextualized definitions Meaning Acted Out Gestures and facial expressions Realia, props, and manipulatives Bulletin Boards, Word Banks Explain word origins and morphology Words with double meaning defined Use Examples and analogies Graphic Organizers (thinking maps)

English Learner Strategies Supplementary Materials Easy to read materials Visuals/pictures Manipulatives Realia Multimedia

English Learner Strategies Adaptations to Existing Materials Graphic Organizers Outlines Study guides Highlighted text Taped text

Supporting English Language Acquisition through Vocabulary Development Academic Vocabulary: Vocabulary that is used across all disciplines Content Vocabulary: Vocabulary that is content specific Support Vocabulary: Vocabulary that is found in specific textbooks or worksheets that might be challenging for EL students