Students benefit from step-by-step modeling with accompanying think aloud protocols of how to accomplish a task with concrete examples of the finished product or expected performance (e.g. linkwords or words that have the same pronunciation in a known language as the target word and associate them visually or auditorially with the target word, etc.)
paraphrasing, pausing for comprehension checks, clear explanations, visuals, graphic organizers, use of the primary language, and the use of mnemonic devices for language acquisition (e.g. photos, illustrations, demonstrations, videos, brainstorming, anticipatory guides, KWL charts, quick writes, frontloading vocabulary, cultural connections, etc.) -Students benefit from the use of 'comprehensible input' strategies to deliver rigorous content (e.g. Students benefit from 'building background´ strategies (e.g. empathy for learning in another language, facilitating collaborative relationships with peers, respect for cultural backgrounds, etc.) Students benefit from 'affectively-supportive' climate (e.g. Teachers understand that scaffolds are temporary supports that must be used with students only when needed as they move towards independent levels of performance.
sheltered instruction), enabling students to work beyond their current ability with appropriate support, for instance: use of anchor models techniques, graphic organizers, visual representations, and structured peer interactions.
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