W1 DQ1
According to Jim Cummins, social language (BICS) takes 1-3 years while academic language (CALPS) is more difficult and takes 5-8 years to develop. How can teachers help English language learners develop academic language? How can teachers reach out to students who are in the Silent Period?

DQ2
Based on key legislation pertaining to English language learners (ELLs) in New York, describe the characteristics of the English immersion program in terms of instructional strategies, time spent in the classroom with other ELL students, and time spent in regular classrooms with native speakers. You can find this information on the Department of Education website for New York

W2 DQ1
Describe the difference between diagnostic, formative, and summative assessments. How can these assessments support the language needs of ELL students? How are assessment results used for placement and accommodation of gifted ELLs and ELLs with special education needs?.

DQ2
Discuss the role of formal and informal assessments in ESL classrooms. How might feedback be incorporated into these assessments to provide a well-rounded approach to assessment and instruction for ELL students? What should feedback look like?

W3 DQ1
Out of the many strategies in teaching ELLs how can Cooperative Learning be utilize to teach vocabulary. Explain why this strategy would be effective for an English language learner.

DQ2
Provide at least one example of an effective SEI strategy that can be utilized in one ELL classroom. Why do you think this strategy worked? Were the teaching concepts in the lesson tied to the students’ backgrounds?

W4 DQ1
In an SEI classroom, the language objective drives the instruction. Content can be used to support the development of language, but is not the focus for instruction. Discuss how you might use content to support the language needs of your ELLs.

DQ2
How can teacher integrate ELL Proficiency Standards in the strategies, interactions, practice, and application of the concepts being taught?

W5 DQ1
Research the assessment process for ELL students in New York What is the process your district goes through to properly identify students for ESL program placement?

DQ2
Planning for effective instruction is the key to academic success for students. Using data to inform instruction is a regular process. Discuss how teachers can use longitudinal data along with other formative classroom assessments to design effective instruction

W6 DQ1
Creating and maintaining relationships between home and school are pivotal to the overall success of our ELL students. Discuss some ways you might cultivate these partnerships throughout the school year.

DQ2
There is research supporting the theory that students who are literate in their home language are more likely to be literate in their second or subsequent language. Thinking of this, what are the potential effects of home language on the development of English and classroom learning?