A COACHING FRAMEWORK:

SUPPORTING MAINSTREAM TEACHERS IN INCORPORATING

ACADEMIC-LANGUAGE DEVELOPMENT FOR ENGLISH LEARNERS

by

Sarah K. Holty

A capstone project submitted in partial fulfillment of the requirements for the degree of Master of Arts in English as a Second Language.

Hamline University

Saint Paul, Minnesota

December 2019

Capstone Project Facilitator: Jennifer Carlson Content Experts: Amy Faust Fraser

Angela Froemming Peer Reviewer: Karen Quinn

Purpose of the Project: The Research Question

English learners need integrated academic-language instruction in mainstream classroom

settings in order to access grade-level content. Many mainstream teachers, however, have been

minimally equipped to combine language development with content instruction, and therefore,

this project sought to answer: What coaching practices and materials will effectively support

mainstream teachers in implementing academic-language development for English learners?

The objective of this capstone project was to develop a research-based coaching framework

focused on academic-language development, to be implemented by English Learners in the

Mainstream (ELM) Coaches in the Twin Cities School District (pseudonym). For this project, a

coaching framework is defined as the coaching approach, structure, content, and support

materials needed to implement coaching between ELM-trained EL teachers and mainstream

teachers. This project addresses the need for a comprehensive structure for EL teachers who are

coaching mainstream teachers in integrating academic-language-development opportunities into

content instruction.

Intended Audience

The coaching program is intended for: (a) ELM-trained Coaches to use in implementing

effective coaching structures in the school context; and (b) mainstream teachers who voluntarily

partner with the coaches and participate in the coaching program.

Of the 11 trained ELM Coaches in the district, eight teach at the elementary level, two at

the middle school level, and one at the high school level. Each site operates uniquely, and

therefore, each Coach implements coaching and professional development according to the site

context. The intention of this coaching framework is to provide a common structure and

resources for these Coaches to collaborate with and support each other.

The mainstream teachers who partner with the Coaches elect to participate in this form of

professional development. The intention of this framework for mainstream teachers is to provide

an effective and efficient structure for participation in coaching throughout the year.

The Project: A Coaching Framework

The culminating project for this capstone includes research-based language-development

strategies, a cyclical instructional coaching model, and reflective practices. There are three

phases to the coaching framework: the launch phase, the coaching cycle, and the culmination

phase. The framework also provides supplemental guidance materials for the ELM Coaches to

support each phase, titled ELM Coaching Guide for Twin Cities School District.

In the launch phase, the ELM Coach observes the mainstream teacher using the ELM

Support Tool—a resource developed by the Hamline Project facilitators to measure

language-development instruction and practices—with a follow-up conversation about

impressions from the observation and a discussion of targeted learning for the year. The cohort

of mainstream teachers then meets with the ELM Coach for an initial professional-development

session, which covers background information on English learners and second-language

acquisition.

The coaching cycle is the second phase. Mainstream teachers and the ELM Coach engage

in an iterative cycle that includes:

1. Meeting as a cohort of mainstream teachers with focused professional development on

one topic, self-evaluation of knowledge of and confidence in teaching a specific

language-development strategy, and a goal-setting discussion within that topic;

2. One-on-one conversation between the coach and the mainstream teacher to solidify the

teacher’s language-development goal around the professional-development topic, plan for

implementation, and determine the level of preferred support from the Coach;

3. Implementation of the language-development goal with support from the coach,

including observations, pre-determined and routine co-planning time, potential

co-teaching, and/or modeling of the strategy and reflective conversations (repeating this

process as necessary for the mainstream teacher to confidently and independently

incorporate the newly learned skill);

4. Continued self-assessment using the same evaluative tool that the teacher used during

the beginning-of-cycle professional development;

5. Meeting with the mainstream cohort to reflect collaboratively on the current topic

before moving into a new cycle focused on a new topic.

The culminating phase of the framework provides a space for reflection and identifying

future areas of growth. This phase includes a final observation, during which the ELM Coach

uses the ELM Support Tool a second time to measure growth in language-development

instructional practices, an individual reflection on the year’s learning and growth, and a

concluding cohort reflective conversation.

The ELM Coaching Guide for the Twin Cities School District consists of a variety of

resources for both the Coach and the mainstream teacher. The Coach is provided with

information for delivering professional development, including suggested agenda items, possible

scripting, and links to potential materials to use in delivering the content. As the Coach meets

with the teacher throughout the year’s cycles, there is guidance for meetings, reflective question

ideas, and planning documents for collaboration. There are also resources for the mainstream

teacher for participation throughout the coaching process, including an overview of the year and

a cycle guide.

ELMCOACHINGGUIDE

THE FRAMEWORK "Give a man a fish and you feed him

for a day. Teach a man to fish and you feed him

for a lifetime."Chinese proverb

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FRAMEWORK OVERVIEW

OVERVIEW (CONT.)

DETAILS

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PROFESSIONAL-DEVELOPMENT RESOURCES Professional development for cohort of mainstream partner teachers

١

Initial professional-development session: EL background information and language acquisition Use this resource at the beginning of the year during the launch phase to provide mainstream teachers with background information on English learners and Second Language Acquisition (SLA). Choose from the following topics.

Suggested Agenda

● Grounding: community-building and/or related to professional-development topic(s) ● Overview of the year (unless sufficiently covered in the initial one-on-one meetings) ● Background and/or language acquisition topic(s) ● Logistics ● Closing: community building and/or related to professional-development topic(s)

Include a variety of engagement activities, from independent, to partner, to whole-group. If applicable, include time for participants to plan, collaborate, design lessons, etc.

Topic Ideas, Resources, and Materials

Second Language Acquisition (SLA)

● BICS vs CALP (Colorín Colorado with outside links) ● Rate of acquisition / Language Acquisition Overview ● Word-Sentence-Discourse Overview (ELM video about bricks and

mortar of language) ● Teaching Bilinguals web series (CUNY-NYSIEB) ● Research-Based Recommendations for Instruction and Academic

Interventions ● Language Acquisition Chart by level (Syracuse City Schools)

Types of English learners

● Newcomers (MPS) ● Working with different subgroups (CUNY-NYSIEB)

Immigration ● Slides from ELM

Trauma ● Slides from ELM

Language-development strategies and pedagogy

● The Go-To Strategies ● Evidence-based practices for English learners ● What all teachers should know about instruction for English

language learners (also look at full report linked at end of article) ● High leverage principles of effective instruction for English

learners

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PROFESSIONAL-DEVELOPMENT RESOURCES Professional development for cohort of mainstream partner teachers

Initial professional-development session (cont.)

WIDA Proficiency levels Language domains CAN DOs

● Understanding Language proficiency (ELM slides) ● Language Proficiency (ELM slides) ● K-12 Descriptors for proficiency levels and domains (older

version of a WIDA chart) ● 2012 Amplification of ELD Standards, K-12 (WIDA) ● CAN DO (WIDA) ● CAN DO name charts by grade (WIDA)

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PROFESSIONAL-DEVELOPMENT RESOURCES Professional development for cohort of mainstream partner teachers

Professional development sessions during the coaching cycle phase Use this resource at the beginning of each of the three cycles to plan for the professional-development session. Choose a language-development topic as the focus for instruction; incorporate aspects of reflection and self-evaluation.

Suggested Agenda:

● Grounding ● Reflective discussion ● Language-Development Focus

○ Build knowledge on the topic ○ Incorporate possible strategies for implementation (refer to Go-To Strategies or

others) ● Self-Evaluation ● Initial goal-setting: whole-group, conversation-based ● Closing: Celebration of participation and learning

Language-Development Topics (pages 12-15): Necessary Scaffolds Language Domains Explicit Instruction Asset-based: Culture and Language

LanguageDevelopment Cycle Guide (pages 26-32) A resource to be used by each mainstream teacher throughout the cycle.

Topic Ideas, Resources, and Materials

Reflective prompts Choose several pertinent prompts for your group to focus on. Each reflective conversation with the whole group is 15-30 minutes, depending on engagement.

1st Cycle: focus on readiness ● Identify knowledge and/or skills you are hoping to gain through

focusing on language development in your classroom this year. ● Describe what you are excited to learn within language

development. ● Discuss what makes you most nervous about language

development, working with English learners, or participating in the coaching and professional development this year.

● Identify assets that English learners bring to your classroom. ● Describe areas where you do/could incorporate your EL

students’ cultures into your instruction and/or classroom community.

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PROFESSIONAL-DEVELOPMENT RESOURCES Professional development for cohort of mainstream partner teachers

Professional development sessions during the coaching cycle phase (cont.) Reflective prompts Choose several pertinent prompts for your group to focus on. Each reflective conversation with the whole group is 15-30 minutes, depending on engagement.

2nd/3rd Cycle: focus on learning from previous topic ● Describe your successes in implementing the

language-development focus of: __________ . ● Describe the challenges you faced in implementing the

language-development focus of: __________ . ● Determine next steps for continuing to incorporate this

language-development focus. ● Summarize the benefits you have seen for your English learners

with this topic. ● Determine what aspects you would change for future

implementation. Identify refinements for instruction. ● Identify and justify components from this

language-development focus that you will encourage colleagues to incorporate into their instruction.

Self-evaluation Self-evaluation tools are embedded into the Language-Development Cycle Guide for mainstream teachers, pages 26-32

Goal-setting conversation Possible course of facilitated conversation

Partners: ● Identify and list your goals for this language-development topic.

Whole-group: ● Share out to the whole group, and make a list for everyone to

see.

Partners: ● Brainstorm support/resources/etc. you would need in order to

meet these goals.

Whole-group: ● Identify a goal you will work toward

○ Mark on the list ○ Each person records in their Language-Development Cycle

Guide

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PROFESSIONAL-DEVELOPMENT RESOURCES Professional development for cohort of mainstream partner teachers

Final reflective gathering Use this resource at the end of the year, during the culmination phase, after completing all cycles. Possible prompts Facilitate the cohort of teachers in guided reflection around language development. Plan for 25-45 minutes of reflective conversation. Choose prompts that are pertinent to the mainstream teachers’ experiences this year; add/modify prompts as needed.

● Describe your most significant language-development takeaway from this year. ● Identify areas of significant growth in your implementation and/or confidence with language

development in your instruction. ● Identify evidence of increased student achievement for your ELs. Explain reasons for their

increased successes. ● Analyze the effect of providing language-development opportunities for your EL students’

confidence, engagement, and/or connections within the classroom. ● Identify areas where your perspective on language acquisition changed. ● Identify areas where your perspective on EL students changed. ● Describe a significant challenge you faced this year. Explain your process of

problem-solving. Identify how you will continue to build your craft in that area. ● Determine next steps in incorporating these concepts/skills/strategies and knowledge into

your future teaching. ● Identify areas where this knowledge and set of skills/strategies affects all students in your

instruction.

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PROFESSIONAL-DEVELOPMENT RESOURCES Professional development for cohort of mainstream partner teachers

General resources Use these resources to plan for delivering professional development. ELM Coach website

Professional Development Coaching 10 Tips for Awesome Professional Development Elena Aguilar PD Checklist, based on 1o Tips for Awesome Professional Development

What Good Coaches Do Jim Knight

Effective Teacher Professional Development Learning Policy Institute

Coaching Sentence Stems Elena Aguilar

Why Professional Development Matters Learning Forward

Peer Coaching (website) Les Foltos

Links to pre-made PD slide decks (The following slide decks were made for the purpose of ELM Coaching in the district; as such, they are working drafts, with basic citations/references. Please use appropriately as a resource.)

ELM PD #1, Sarah Holty

ELM PD #2, Sarah Holty

ELM PD #1, Angela Froemming and Marisa Knoss

ELM PD #2, Angela Freomming and Marisa Knoss

Immigration and Trauma , Shelley Hoehn

Language Proficiency of ELs, Heidi Wheelock

Structured Language Production, Heidi Wheelock

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LANGUAGE-DEVELOPMENT FOCUS Necessary Scaffolds, Language Domains, Explicit Instruction,

Asset-based: Culture and Language

Necessary Scaffolds Use these resources as the language-development topic during the professional-development session at the beginning of each new cycle. Components Resources and Materials Routines ● The Use of Predictable Routines and Signals Visuals ● Why Visuals are Important for ELLs

● Visual Scaffolding Tips for ELLs Modeling ● I Do, We Do, You Do video

● What is Interactive Modeling? Building background ● Help English Language Learners Build Background Knowledge in

the Classroom ● Connect Students’ Background Knowledge to Content in the ELL

Classroom ● Activating Prior Knowledge with English Language Learners

Peer interaction ● Benefits of Peer Interaction ● Using Pair and Group Work to Develop ELLs’ Oral Language Skills ● Academic Conversations, by Jeff Zwiers

Sentence frames ● Academic Language Functions toolkit ● Scaffolds to Support English Language Learners in Writing and

Discussion Resources that cover multiple components

● Strategies for teaching science to English language learners ● High leverage principles of effective instruction for English learners ● Six key strategies for teachers of English-language learners ● How can I support ELLs in my classroom? ● Forms of Scaffolding chart ● 6 Scaffolding Strategies to use with your Students ● Do’s and Don’ts for Teaching English-Language Learners ● 5 Things English Learners Need from Classroom Teachers ● Supporting ELLs in the Mainstream Classroom ● Building Academic Language: Meeting Common Core Standards

across Disciplines, grades 5-12, by Jeff Zwiers

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LANGUAGE-DEVELOPMENT FOCUS Necessary Scaffolds, Language Domains, Explicit Instruction,

Asset-based: Culture and Language

Language Domains Use these resources as the language-development topic during the professional-development session at the beginning of each new cycle. Components Resources and Materials Four Domains:

Listening Speaking Reading Writing

● K-12 Descriptors for proficiency levels and domains (older version of a WIDA chart)

Emphasis on language production:

Speaking and Writing

● High leverage principles of effective instruction for English learners ● Planning for language production ● MN ELA writing standards progression by genre ● Why Are Academic Discussions so Important for our ELLs? ● Extending English Language Learners’ Classroom Interactions Using

the Response Protocol

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LANGUAGE-DEVELOPMENT FOCUS Necessary Scaffolds, Language Domains, Explicit Instruction,

Asset-based: Culture and Language

Explicit Instruction Use these resources as the language-development topic during the professional-development session at the beginning of each new cycle.

Components Resources and Materials Word/sentence/ discourse levels overview

● High leverage principles of effective instruction for English learners ● Features of Academic Language ● Academic Language: A Centerpiece for Success in English Language

Arts

Word: academic vocabulary in context

● Grade-level Academic Vocabulary (BUSD) ● Teach Vocabulary using the Four Language Domains ● Academic Vocabulary Planning Chart

Sentence: academic language structures

● Academic Language and ELLs (Reading Rockets) ● Building Academic Language: Meeting Common Core Standards

across Disciplines, grades 5-12 , by Jeff Zwiers

Discourse: genre-specific ● Organization ● Language choices

● Organization and Language Features of the Academic Genres (Bridget Erickson)

● Genre Features with text samples ● Engaging Students in Academic Literacies: Genre-based Pedagogy

for K-5 Classrooms , by Maria Brisk Discourse: text features

● Increasing ELL Reading Comprehension with Non-fiction Text

Language functions ● Academic Language Functions (adapted from Kate Kinsella) ● Cognitive Functions (ELM handout) ● Academic Language Functions Chart (Colorín Colorado)

Academic Language Objectives (ALOs) connected to content

● What is Academic Language and How Do We Teach It? (ELM slides)

● Academic Language (ELM slides) ● Writing Academic Language Objectives (ELM slides) ● Building Academic Language Objectives (ELM handout) ● Language Objectives: The Key to Effective Content Area Instruction

for English Learners

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LANGUAGE-DEVELOPMENT FOCUS Necessary Scaffolds, Language Domains, Explicit Instruction,

Asset-based: Culture and Language

Asset-based: Culture and Language Use these resources as the language-development topic during the professional-development session at the beginning of each new cycle.

Components Resources for Information Tapping into culture ● Teaching Immigration (Immigrant Stories Project, University of

MN) ● Critical Incidents in Immigrant Education (ELM activity)

Using first language ● The Home Language: An ELL’s Most Valuable Resource (Colorin

Colorado)

Mentor texts ● CUNY-NYSIEB Culturally Relevant Books and Resources ● Mentor Texts PD (slides) ● Mentor Texts , by Lynne Dorfman

Culturally relevant instruction

● How do we help our colleagues (ELM slides) ● Converging Recommendations for Culturally Responsive Literacy

Practices: Students with Learning Disabilities, English Language Learners, and Socioculturally Diverse Learners

● Culture and Culturally Relevant Pedagogy (ELM)

Other ● WIDA Guiding Principles ● District’s Guiding Principles ● How to Create a Welcoming Classroom Environment (Colorín

Colorado)

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INITIAL ONE-ON-ONE MEETING GUIDE 25-40 minutes

Use this resource during the launch phase at the beginning of the year.

Purpose: ● Establish/continue building rapport with mainstream teacher. ● Go over the initial observation—choose whether or not to review the ELM Support Tool as

part of this conversation. ● Give a brief overview of the year.

Suggested agenda Grounding: ● Make connections/build the relationship (suggested prompts)

○ Identify successful interactions and instruction you’ve experienced so far this school year. Identify challenges you’ve faced in your interactions and instruction so far.

○ Identify the English learners in your classroom and describe what you have learned about them as learners and/or individuals.

○ Describe previous training or experiences you’ve had in developing academic language.

Observation review: ● Review insights from the first observation (either with or without showing the results on

the ELM Support Tool). ● Focus the conversation on language-specific instruction.

Overview of ELM Coaching Framework for the year: ● Review the timeline for mainstream teachers. ● Point out salient topics that will be covered throughout professional-development sessions.

(The Coach determines these according to gaps in language development as observed using the ELM Support Tool, through a survey distributed to mainstream partners, and/or through choosing a suggested topic from the Language-Development Focus resource, pages 12-15.)

● Coaching overview ○ Instructional coaching model (a video overview) ○ Partnership ○ Collaborative approach ○ Support for implementation

Q&A Any additional questions that were not previously discussed during the conversation.

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CYCLE ONE-ON-ONE MEETINGS GUIDE 25-40 minutes

First meeting at the beginning of the cycle Use this resource at the beginning of a new cycle after the language-focused professional-development session. Purpose:

● Support the mainstream teacher in determining a goal for implementing the language- development focus for this cycle.

● Determine the level of support that the mainstream teacher needs for implementation. ● Collaboratively plan for implementation. ● Set a timeline for implementation and reflective conversations.

Suggested agenda Grounding:

● Describe information and/or skills that were new to you from the professional development for this language-development focus.

● Identify areas that you are looking forward to with this language-development focus. ● Predict how this language-development focus will affect your English learners.

Goal-setting: ● Describe the language goal you chose to focus on for this cycle. (Mainstream teachers

wrote this in the Language-Development Cycle Guide during the professional-development session.)

● With the mainstream teacher, clarify and/or revise any aspects of this language goal throughout the conversation.

Planning for implementation: Discuss each aspect with mainstream teacher; the teacher can record steps in the Language-Development Cycle Guide. Coach can record necessary items in Notes for Mainstream Teacher resource.

● Content objective ● Language connection ● Strategy to use ● Method of support ● Resources/materials to find or design ● Timeline for implementation and reflective conversations

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CYCLE ONE-ON-ONE MEETINGS 25-40 minutes

Subsequent meetings during the cycle Use this resource during each cycle after the mainstream teacher has initially implemented the language-development focus. Purpose:

● Collaboratively reflect on the initial implementation of the language-development focus

● Refine/revise language-development goal ● Discuss growth in using the language-development focus ● Plan for further implementation and reflection

Suggested agenda Reflective prompts:

● Describe the lesson through the lens of the language goal you are working toward. ● Identify areas that felt clumsy. Identify areas that felt fluid. ● Analyze changes you would make in the future. Justify areas you would continue to

implement the same way.

Self-evaluation discussion ● Using the self-evaluation tool in the During Cycle Rating section of the

Language-Development Cycle Guide, describe how you would rate yourself at this point with this language-development focus.

● Based on this reflection, determine areas to continue to focus on, further levels of support, and next steps for implementation.

Refining implementation: Discuss aspects with mainstream teacher for continued support; the teacher can record steps in the Language-Development Cycle Guide. Coach can record necessary items in Notes for Mainstream Teacher resource.

● Content objective ● Language connection ● Strategy to use ● Method of support ● Resources/materials to find or design ● Timeline for implementation and reflective conversations

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FINAL ONE-ON-ONE MEETING GUIDE 20-40 minutes

Use this resource during the culmination phase at the end of the year.

Purpose: ● Collaboratively reflect on the year’s learning and growth. ● Discuss the final observation.

Suggested agenda

Reflection prompts: ● Describe the language-development focus areas you worked on this year. ● Identify areas that were challenging for you. ● Identify areas where you experienced significant growth in your instructional

practices implementing language development. ● Explain areas where your perspective has shifted around language development. ● Explain areas where your perspective toward ELs shifted.

Observation review: ● Review the final observation, focusing on areas of growth in language-development

instruction and/or areas that need continued refinement (either with or without showing the results from the ELM Support Tool).

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NOTES FOR MAINSTREAM TEACHER Mainstream teacher: ______________________________

Use this resource to record observations, questions, comments, suggestions, etc. for each mainstream teacher throughout the year.

Initial Meeting Before During

Follow-up

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NOTES FOR MAINSTREAM TEACHER

Cycle #1 Meetings Established Goal

Before During

Follow-up

Timeline for implementation and reflective conversations

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NOTES FOR MAINSTREAM TEACHER

Cycle #2 Meetings Established Goal

Before During

Follow-up

Timeline for implementation and reflective conversations

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NOTES FOR MAINSTREAM TEACHER

Cycle #3 Meetings Established Goal

Before During

Follow-up

Timeline for implementation and reflective conversations

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NOTES FOR MAINSTREAM TEACHER

Additional Notes

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ELM PARTNERSHIP: What am I getting myself into?

Project Description: The English Learners in the Mainstream (ELM) Project is an initiative to prepare all teachers to meet the needs of culturally and linguistically diverse students. (Hamline University initiative, established 2017) Objectives:

● Gain practical knowledge about language learners

● Build capacity in language development ● Incorporate research-based practices of

language development in the classroom ● Analyze content instruction for language

demands and implement language- development strategies for English learners

Details:

● Cycles of topic-focused professional development, coaching, and implementation

● Regular one-on-one meetings to work with an ELM Coach on academic-language- development instruction

● Two official observations (your second one may count toward a peer observation for ATPPS OR as a principal drop-in observation)

● Ongoing support, observations, and conversation for implementation

● You will be part of a larger state-wide project; your information from the observations will be anonymously included in the research partnership with this project

Benefits:

● 10 CEUs in PD Express ● Ability to timecard for commitments outside

the duty hours or during prep ● Above and beyond the re-licensure

requirements for EL (you are still required to submit a document about how you differentiate for ELs)

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LANGUAGE-DEVELOPMENT CYCLE GUIDE Language-Development Cycle #____ Focus:________________________

During language-focused professional-development session

Initial Rating: complete at the beginning of the cycle during the cohort topic-based PD

My understanding of this topic is: minimal limited strong comprehensive

I feel confident in implementing instructional strategies around this topic. not yet getting there almost absolutely

My desired level of support in implementing instructional strategies for this topic is:

you teach, I watch we teach I teach, you

watch I teach

Additional reflections or questions:

Initial goal idea (Complete at the beginning of the cycle during the language-focused professional-development session.)

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LANGUAGE-DEVELOPMENT CYCLE GUIDE Language-Development Cycle #____ Focus:________________________

Beginning of Cycle

Planning conversation Refined goal (Complete with your ELM Coach during the planning conversation)

Planning for implementation Content objective Language connection Strategy to use

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LANGUAGE-DEVELOPMENT CYCLE GUIDE Language-Development Cycle #____ Focus:________________________

Beginning of Cycle (cont.)

Method of support Resources/materials to find or design Timeline for implementation and reflective conversations

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LANGUAGE-DEVELOPMENT CYCLE GUIDE Language-Development Cycle #____ Focus:________________________

During Cycle

This section may be used multiple times, depending on how often you meet during the implementation process

Answer these reflective prompts after implementing, before meeting with your Coach Describe your success in implementing this language-development focus. Describe the challenges you faced in implementing this language-development focus. Identify key areas of need as you move forward in increasing your capacity to implement this language-development focus.

During Cycle Rating: ongoing discussion through reflective conversations with Coach

My understanding of this topic is: minimal limited strong comprehensive

I feel confident in implementing instructional strategies around this topic. not yet getting there almost absolutely

My desired level of support in continuing to implement instructional strategies for this topic is:

you teach, I watch we teach I teach, you

watch I teach

Additional reflections or questions:

Revised goal (Complete with your Coach if revision of goal is necessary at this point.)

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LANGUAGE-DEVELOPMENT CYCLE GUIDE Language-Development Cycle #____ Focus:________________________

Continued implementation Further practice after the first implementation of language-development focus; this page may be copied multiple times.

Content objective Language connection Strategy to use Method of support

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LANGUAGE-DEVELOPMENT CYCLE GUIDE

Language-Development Cycle #____ Focus:________________________

Continued implementation (cont.) Resources/materials to find or design Timeline for implementation and reflective conversations

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LANGUAGE-DEVELOPMENT CYCLE GUIDE Language Development Cycle #____ Focus:________________________

End of Cycle

Final Rating Complete at the end of the cycle before meeting with the cohort for the next cycle.

My understanding of this topic is: minimal limited strong comprehensive

I feel confident in implementing instructional strategies around this topic. not yet getting there almost absolutely

My current ability in implementing instructional strategies for this topic is:

you teach, I watch we teach I teach, you

watch I teach

My plan for continuing to implement strategies around this language-development focus is:

I saw the greatest growth in my instructional practices when:

I saw English learners mastering content knowledge and academic language production when:

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Gersten, R., Baker, S.K., Shanahan, T., Linan-Thompson, S., Collins, P., & Scarcella, R. (2007). Academic language and ELLs. Retrieved from https://www.readingrockets.org/article/academic-language-and-ells

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Gottlieb, M., Ernst-Slavit, G. (n.d.). Academic language: A centerpiece for success in

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