Indicator Highly Effective Descriptor Descriptor Possible Instructional Strategies and Techniques Summary Element I.2:A Uses Teacher designs lessons to Instructional Seen at Beginning of Lesson in Written Agenda on Board, strategies to include several instructional strategies that Seen throughout the Lesson support strategies that support the support Strategies for vocabulary development (i.e. use of word learning and learning and language learning and walls include current/relevant, grade-level appropriate language acquisition needs of each language words; visual representations, examples and non-examples, acquisition student. Teacher is able to acquisition Frayer Models) adjust instruction by Explicit instruction in tier 2 and academic vocabulary, explicit adapting and/or adding Adjust instruction in content area vocabulary strategies to meet the needs instruction Reading across the curriculum (instruction aligned to CCSS of specific students. Students based on needs for Literacy in the Sciences, Social Studies, and technical suggest specific strategies subjects) that help them achieve the Ongoing checks for understanding (i.e. TAPPLE, use of dry outcomes of the lesson and erase boards, cold calling) followed by adjusting instruction teacher supports the in response to student understanding students’ suggestions. Leveled texts used for acquisition of content knowledge through reading Students respond in complete sentences and use content area vocabulary
Indicator Highly Effective Descriptor Descriptor Summary Possible Instructional Strategies and Techniques Element I.2:A Uses strategies to support learning and language acquisition Teacher designs lessons to include several instructional strategies that support the learning and language acquisition needs of each student. Teacher is able to adjust instruction by adapting and/or adding strategies to meet the needs of specific students. Students suggest specific strategies that help them achieve the outcomes of the lesson and teacher supports the students’ suggestions. Instructional strategies that support learning and language acquisition Adjust instruction based on needs Seen at Beginning of Lesson in Written Agenda on Board, Seen throughout the Lesson Strategies for vocabulary development (i.e. use of word walls include current/relevant, grade-level appropriate words; visual representations, examples and non-examples, Frayer Models) Explicit instruction in tier 2 and academic vocabulary, explicit instruction in content area vocabulary Reading across the curriculum (instruction aligned to CCSS for Literacy in the Sciences, Social Studies, and technical subjects) Ongoing checks for understanding (i.e. TAPPLE, use of dry erase boards, cold calling) followed by adjusting instruction in response to student understanding Leveled texts used for acquisition of content knowledge through reading Students respond in complete sentences and use content area vocabulary
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