ACS Calvert is an English immersion school in La Paz, Bolivia. Most students start the school as ELL, either in immersion early childhood education classes or later on in elementary school, in regular classes with ESL support.
BrainPOP ESL is a website with games for English-language learners. http://www.brainpopesl.com/level2/unit1/lesson1/
Provide detailed assignments with clear expectations
Discuss your students’ ideas
Require a draft.
Expect written accents
Correct serious errors
University of North Carolina at Chapel Hill. (2010-2013). The Writing Center:
ESL Students. Chapel Hill, NC: The Writing Center at UNC Chapel HIll. Retrieved
on April 11, 2014 from
ELD STANDARD 1: CCSS for english language arts, speaking and listening, comprehension & collaboration (GRADE 9-10) : Propel conversation by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; clarify, verify, or challenge ideas and conclusions
COGNITIVE FUNCTION: Students at all levels of english language proficiency apply consensus- building procedures to group discussions.
may allow conversation to be recorded so students may listen as often
as necessary to fill in their notes, or they can be free to
concentrate solely on understanding what you/classmates are saying at
that moment, knowing that they can make notes later from the
Common Core State Standards for Mathematics, Geometry, Similarity, Right Triangles and Trigonometry #6–8 (High School):
Understand that by similarity, side
ratios in right triangles are properties of the angles in the triangle, leading to definitions of trigonometric ratios for acute angles. Explain and use the relationship between the sine
and cosine of complementary angles. Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems.
Draw and label scenarios for right triangle word problems using illustrated phrase banks
Draw and describe scenarios for right triangle word problems using sentence frames and illustrated phrase banks
Reproduce right triangle word problems using sentence frames and phrase banks
Compose right triangle word problems using textbook models and phrase banks
Compose detailed right
triangle word problems
using textbook models
can provide visuals such as graphs, charts, diagrams, images which
can support students comprehension of lesson.
Describe the effects of modifying a variable using illustrated word banks in small groups
Give examples of the effects of modifying a variable using illustrated word banks and sentence frames in small groups
Explain the effects of modifying a variable
using sentence frames and graphic organizers in small groups
Discuss the effects of modifying a variableusing sentence frames and graphic organizers in small groups
Report on the effects of
modifying a variable in
should write down critical vocabulary, this may be especially helpful
for names students need for future reference.
Common Core Reading Standards for Informational Texts, Integration of Knowledge & Ideas #7: Integrate and evaluate multiple sources of information presented in
different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
COGNITIVE FUNCTION: Students at all levels of English language proficiency EVALUATE post-secondary options.
Sort information on post-
secondary options from
multiple sources with visual
support with a partner
Identify important information (e.g., by highlighting) on post- secondary options from multiple sources with visual support with a partner
Categorize (e.g., best, maybe, unlikely) post- secondary options from multiple sources using illustrated graphic organizers
Make judgments about post-secondary options from multiple sources using illustrated graphic organizers (e.g., checklists of types of evidence)
Draw conclusions on post- secondary options from claims in multiple sources of information
may provide an outline for this assignment for use during class and
refer to it when you move to a new topic. This helps students stay on
track if they get a bit lost.
Minnesota Economics Standards VI. Economics, A. The Market Economy (Micro Economics) (Grades 9–12): The student will understand the basic characteristics
of markets and the role of prices in modern market economies. 1. Students will describe the determination of equilibrium market prices by applying principles of supply and
demand to markets for goods and services. 3. Students will identify several factors that lead to variation in market prices and quantities exchanged by changes in supply and/or
Point to key terms related to supply and demand using visuals and bilingual dictionaries with a partner
Select language related to supply and demand to complete graphic organizers using word banks with a partner
Organize information related to supply and demand using graphic organizers in small groups
Identify examples of changes in supply and demand using graphic organizers in small groups
Infer reasons for changes
in supply and demand in
teacher may place emphasis on key points stressing key words, writing
on the board, and repeating yourself with emphasis here.
Common Core State Standards for English Language Arts, Writing, Text Type and Purposes #2–3 (Grade 8): Write informative/explanatory texts to examine a topic
and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content... Write narratives to develop real or imagined experiences or
events using effective technique, relevant descriptive details, and well-structured event sequences.
Draw and label storyboards about emotions and decisions influencedby peer pressure using illustrated word banks
Compose dialogues for storyboards or scripts about emotions and decisions influenced by peer pressure using sentence frames
Compose dialogues for scripts about emotions and decisions influenced by peer pressure using illustrations and following models
Compose scripts about emotions and decisions influenced by peer pressure using illustrations following models
Compose scripts about
emotions and decisions
influenced by peer pressure
can be very supportive in this assignment. Providing a word here and
there if you can see the student is groping for a particular
expression. If the repsonse is slightly off, try to do something
positive with it. You might rephrase the response if it's just a bit
ungrammatical. You might ask clarifying questions. You might
elaborate on their response. In any case, your positive reaction is
positive reinforcement of their participation.
LEVEL 1 Carry
out requests from peers or teachers with L1 support; (e.g., Hand in
2 - Beginning
Follow instructions from peers or teachers with L1 support (e.g.,
Meet me at my locker after 7th period.)
3 - Developing
Follow everyday conversations with teachers or other adults (e.g.,
guest speakers) with clarification in
4 - Expanding
React to discourse related to school life from indirect sources
(e.g., loud speaker, CDs)
5 - BridgingInfer
subtleties of oral messages or information related to school life
CCSS, English Language Arts, Reading: Informational Text, Integration of knowledge and Ideas #8 (Grades 9-10)
COGNITIVE FUNCTION: Students at all levels of English language proficiency will EVALUATE author’s bias.
Locate language associated with fact and/or opinion from visually supported text with a partner using L1 or L2 and word banks (e.g., “I think”, “I believe” v. “data”, “fact”)
Locate language associated with fact and opinion from visually supported text with a partner using word banks (e.g., “70% of Latinos” v. “almost all Latinos”)
Locate language of opinion and bias from excerpts of texts following a modelin small groups (e.g., “We as scientists agree...” v. “Scientists everywhere agree...”)
Sort language of bias from texts (e.g., by validity of reasoning/evidence) following a model in small groups
Infer author’s bias from
texts in small groups