E. Students’ home Students’ home Students’ home Students’ home Students’ home language is Connections: language is understood language is viewed language is language is valued and embraced as a as a means to access as irrelevant to or a understood as a utilized as a means to access curriculum subject matter content, detriment to means to access means to access content, as a foundation for as a foundation for accessing curriculum curriculum content, developing English, and is developing English, curriculum content content and as a as a foundation for developed to high levels of and, where possible, is and is neither foundation for developing literacy and proficiency developed to high addressed nor developing English, and is along with English and other levels of literacy and developed. English, but is not developed to high languages. proficiency along with developed to high levels of literacy English. levels of literacy and proficiency and proficiency along with English. along with English. F. Rigorous Instructional Instructional Instructional Instructional materials Connections: materials support materials support materials support support high levels of instructional materials support high levels of low levels of low levels of high levels of intellectual engagement, intellectual intellectual intellectual intellectual integrated language engagement. Explicit engagement and engagement and engagement, development, and content scaffolding enables do not provide provide minimal integrated learning. Instructional meaningful participation opportunities for opportunities for language materials provide many by English learners at integrated integrated development, and opportunities for different levels of language language content learning. bilingual/biliterate English language development and development and Instructional engagement appropriate to proficiency. Integrated content learning. content learning. materials provide the program model. language development, Instructional Instructional opportunities for content learning, and materials provide materials provide bilingual/biliterate opportunities for minimal or no some engagement bilingual/biliterate opportunities for opportunities for appropriate to the development are bilingual/biliterate bilingual/biliterate program model. appropriate according engagement engagement to the program model. appropriate to the appropriate to the program model. program model.
E. Students’ home language is understood as a means to access subject matter content, as a foundation for developing English, and, where possible, is developed to high levels of literacy and proficiency along with English. Students’ home language is viewed as irrelevant to or a detriment to accessing curriculum content and is neither addressed nor developed. Students’ home language is understood as a means to access curriculum content and as a foundation for developing English, but is not developed to high levels of literacy and proficiency along with English. Students’ home language is utilized as a means to access curriculum content, as a foundation for developing English, and is developed to high levels of literacy and proficiency along with English. Students’ home language is valued and embraced as a means to access curriculum content, as a foundation for developing English, and is developed to high levels of literacy and proficiency along with English and other languages. Connections: F. Rigorous instructional materials support high levels of intellectual engagement. Explicit scaffolding enables meaningful participation by English learners at different levels of English language proficiency. Integrated language development, content learning, and opportunities for bilingual/biliterate development are appropriate according to the program model. Instructional materials support low levels of intellectual engagement and do not provide opportunities for integrated language development and content learning. Instructional materials provide minimal or no opportunities for bilingual/biliterate engagement appropriate to the program model. Instructional materials support low levels of intellectual engagement and provide minimal opportunities for integrated language development and content learning. Instructional materials provide some opportunities for bilingual/biliterate engagement appropriate to the program model. Instructional materials support high levels of intellectual engagement, integrated language development, and content learning. Instructional materials provide opportunities for bilingual/biliterate engagement appropriate to the program model. Instructional materials support high levels of intellectual engagement, integrated language development, and content learning. Instructional materials provide many opportunities for bilingual/biliterate engagement appropriate to the program model. Connections:
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