Lesson Preparation & Delivery: Content and Language Objectives: Clearly define both content and language objectives for every lesson. The content objective aligns with the subject matter being taught (e.g., math, science), while the language objective focuses on language skills (reading, speaking, listening, writing). These should be written in student-friendly language and shared at the beginning of the lesson., Appropriate Content Concepts: Ensure that the content is aligned with students' proficiency levels. Adapt materials so that they are neither too easy nor too difficult but still challenging enough to push students’ thinking., Supplementary Materials: Use a variety of materials (visuals, graphic organizers, realia, bilingual texts, multimedia) to support the lesson. This enhances comprehension, especially for visual and kinesthetic learners., Adaptation of Content: Differentiate instruction by modifying materials and activities based on students' language abilities. This can include simplifying texts, using bilingual resources, and providing additional scaffolds., Meaningful Activities: Plan activities that help students apply both the content and the language they are learning. These should involve active participation and be relevant to students' lives, encouraging engagement and deeper understanding., Building Background: Linking Past Learning: Activate students’ prior knowledge by connecting new concepts to what they have already learned. This can be done through warm-up discussions, quick reviews, or brainstorming activities., Connecting to Students' Lives: Make content relevant by connecting it to students’ cultural backgrounds, experiences, and interests. This can increase motivation and help students see the value in the material., Key Vocabulary Development: Explicitly teach academic vocabulary and key terms. Use multiple strategies such as word walls, visual representations, gestures, and repetition to reinforce vocabulary learning., Interaction: Frequent Opportunities for Interaction: Create opportunities for students to interact with peers and the teacher in meaningful ways. This can include pair work, small group discussions, collaborative projects, and peer feedback., Group Configurations: Use a variety of groupings—pair, small group, whole class—to provide different types of interaction. Strategically group students to encourage both language practice and content understanding. Mixing students of different proficiency levels can also promote language growth., Wait Time: Provide sufficient wait time for student responses, particularly for ELLs. Processing both the content and the language takes time, and giving students extra moments to think will often result in more thoughtful and accurate responses., Clarifying Key Concepts in L1 (Native Language): When possible, allow students to use their first language (L1) to process complex ideas. This can be done through bilingual materials, discussions with peers who speak the same language, or teacher explanations in the L1., Review & Assessment: Review of Key Concepts: Consistently review key concepts and vocabulary throughout the lesson. Use formative assessments like exit tickets, quick quizzes, or group discussions to check for understanding., Regular Feedback: Provide timely and specific feedback to students on both their content and language progress. This feedback should encourage growth and give students clear guidance on how to improve., Variety of Assessment Techniques: Use multiple forms of assessment—written, oral, visual, and performance-based. Differentiated assessment allows all students, regardless of language proficiency, to demonstrate what they know and can do.,

PLC 10.16

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