1. Structured English Immersion
2. Sheltered English/Content-Based ESL
3. Standards & Objectives
   1.  Second language development is promoted through core subjects and content area teaching
   2.  Students develop knowledge in subject areas through the second language
   3.  Academic instruction is understandable to students with different proficiency levels
   4.  Modifications are made depending on language demands of the lessons
4. Teaching Strategies
   1. • Use various questioning strategies to promote higher order thinking skills; • Provide sufficient wait time for student responses; •Emphasize key words; • Use appropriate vocabulary for students' proficiency level; • Speak at a rate appropriate for students' proficiency level; • Exaggerate intonation and gestures for the visual and kinesthetic effect; • Pace the lesson appropriately to the students' ability level. • Use short, simple sentences rather than complex ones; • Avoid pausing before the end of sentences; • Provide frequent opportunities for interaction among students and between teacher and student; • Repeat sentences, without using too many different expressions and idioms. • Explain idioms and use cognates.
      1. Planning for Sheltered Instruction
5. Standards & Objectives
   1. Utilizes the target language for most instructionand learning
   2. Features specialized groupings of new learners away from native speakers
   3. Maximizes the amount of understandable instruction in the new language
   4. Seeks to accelerate language learning by increasing time on task
   5. Instruction is geared to the students’ developing language level
6. Teaching Strategies
   1. • Select, adapt, and sequence current curricular materials. • Integrate comprehensible input; on-going, specific, and immediate feedback; grouping structures and techniques; building background and vocabulary development; and, student engagement. • Extend SEI methods for beginning ELD (TPR Storytelling, contextual clues, Narrative Approach) • Identify and use multiple strategies to improve student achievement. • Describe the Silent Period (ways of responding, developmental processes). • Grasp meaning of pre- and early production strategies of students. • Integrate current materials in ELD instruction (lesson and text modifications). • Extend SEI content methods (preview/ review, content area reading and writing strategies, experiential methods). • Analyze and apply vocabulary development approaches in the content areas. • Plan lessons based on prior knowledge.
      1. Designing a Structured Immersion Model for English Language Learners: Learning From the Success of Synergy Academies
7. SI or CB ESL
8. ELL Synthesis: SEI/CB ESL
9. SI or CB ESL
10. ELL Synthesis: SEI