What is EDI?

1. What is EDI? 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.

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

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

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

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

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

8. 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

9. 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

10. 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)

11. 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

12. 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)

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

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

15. 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