1. English Language Development for ESL (ESL Pull-out) Program
   1. Environment must be welcoming, safe
   2. ELL students in ESL classroom with trained teacher during Literacy/Writing/Literature periods & during Russian language class. 4 Domains taught in English: Speaking/Listening/Reading/Writing. Little or no translation into students' native language.
      1. Accelerated learning environment for Speaking
         1. Since students come from various language backgrounds, common language must be English
            1. Using visuals; multilingual dictionaries ELL's learn basic vocabulary & commands
            2. Learn to introduce themselves; make needs known in English
            3. Assign buddies from mainstream classes to assist getting around
            4. May speak same L2 language
            5. Explicitly teach sound/letter relationships; some phonics
            6. Lots of repetition: whole class, sm. groups, pairs, individuals
      2. Accelerated learning environment for Listening
         1. Similar to strategies for Speaking
         2. Use recordings to listen that can be slowed down
         3. Ask ELL's to repeat or act out instructions given by teacher or fellow students
      3. Accelerated learning environment for Reading
         1. Provide simple picture dictionaries/readers to give information.
         2. Often beginning with general interest, non-fiction topics better than fiction stories
            1. Topics such as Animals, Family, Food
         3. Teacher reads aloud while ELL's read with eyes; audio books to also improve listening and pronunciation
         4. Build on ELL's background and interests to choose stories
         5. Teach strategies to guess unknown words: from context, teach root words & affixes
      4. Accelerated learning environment for Writing
         1. Teach formation of letters if necessary; use primary school methods
         2. Copy simple sentences; simple dictation
         3. Do "quick writes" to build fluency
         4. Show plenty of examples of paragraphs; varying sentences structures
         5. Explicitly teach grammar rules and punctuation
         6. Eventually teach summarizing and research skills
2. Dual Language Immersion
   1. Half day in English (L2)/half day in native language (L1)
      1. Team teach with bilingual teachers
         1. L1 instruction--follow state standards/CCSS
            1. Instruction in 4 domain areas: Speaking/Listening/Reading/Writing and in all academic areas: Math, Science, Language Arts, etc. according to age requirements.
         2. L2 instruction (English)
            1. Integrate ELL's culture & background into instruction
            2. Begin by teaching how to introduce self; focus on speaking/listening tasks
            3. Initially by translation if necessary
            4. Teach how to make basic needs known
            5. Pantomime/provide visuals: "I'm hungry." "I'm sick." etc.
            6. As proficiency in English grows, add more academic materials/tasks in 4 domain areas: Speaking/Listening/Reading/Writing
            7. Build toward eventually comprehending all teacher oral instruction ; then short lectures in English
            8. Build to eventually making oral presentations; explaining how to do or make something in L2
            9. Read simplified non-fiction materials; scaffold content area texts
            10. Teach vocabulary development through cognates; root words, affixes
            11. Teach how to read simplified, shortened fiction
            12. Teach discreet elements of fiction: character, plot, etc.
            13. Begin writing instruction with formation of letters if necessary. then sentences to mirror early verbal attempts.
            14. Move into basic grammar rules, punctuation
            15. Transition to paragraph formation; essay productions
            16. Learn writing for specific purposes