Language of language arts – Students become more proficient in use and analysis of the English language for analysis. The best ways to teach this are using graded materials, having warmup activities and vocabulary review before any reading or writing is done, and using controlled and free practice for grammar activities.
Language of Math - Students go from basic functions to being able to discuss math-based ideas with ease. The best ways to help students learn this are by using vocabulary lists and asking students to explain what is happening on a question - by - question basis.
Language of Science – Students learn fluency, comprehension, and analysis of scientific standards. To aid students in these abilities, students need to (again) use vocabulary notebooks. Also, new concepts should be taught slowly and reviewed in both oral and written form, and reflective learning journals may be helpful in this instance.
Language of Social Science – Students learn content and vocabulary in the social science classroom, including history and governmental language. Providing students with realia and involving alternative viewpoints and writing activities based on how people felt can provide a kinesthetic approach which has been found to be effective in these subjects. Using vocabulary notebooks is also usually necessary for this style course.
Communicate for social instructional purposes for the school setting – Students are focused on social learning and using social/instructional languages. Modelling and drilling, combined with ICQs and practicing situations with partners can be effective ways of teaching these students.
NYSED - New York State's provisions for ELL learners: Speaking, Reading, Writing, and Listening for the following aspects:
Information and understanding: Students understand how to find specific data using scanning and skimming. To teach this, one should scaffold learning, and start with finding topic sentences, then build to finding the meaning from essays, and then use exercises which ask for simple information which is very specific using the same language to one which requires analysis.
Literary Response, enjoyment and expression: Students should be able to understand and discuss a variety of texts. One of the best ways teachers can encourage this is by introducing a variety of shorter texts which introduce new ideas. Also, providing free reading time for fluency while creating a vocabulary notebook is a great way to increase reading levels and understanding for pleasure.
Critical analysis and evaluation: Students can analyze and interpret different points of view. They can also present their own ideas about these viewpoints. To help students with this behavior, teachers should model and drill viewpoint creation. A great activity is a game, which can be either written or spoken, that asks students to decide which thing is better than the next and describe why. An example: Student A: "Potatoes are better than carrots because they are used in more foods." Student B: "I disagree! Carrots are better because... "
Classroom and social interaction - Checking functional language to make sure students understand and interact as a part of the classroom. This is shared with WIDA. 3 things really help this plan: Boarding Instructions, Having pre-scripted instructions planned, and asking Instruction Checking Questions.
Demonstrate cross-cultural knowledge and understanding - Do students understand the culture they are learning in? This is best taught by involving cultural understanding in the classroom and having activities where all students share aspects of their culture. Using realia in the classroom is another great way to ensure that cultures are being represented.