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AZ's LDA: The 4 Principles

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      Arizona has 4 primary principles regarding its approach to language development for its EL students. As Arizona educators, it is important to know these principles and be ready to use them in the classroom. Even if there are not any EL students in the classroom, these principles are helpful to general education students as well. Research based and designed to provide high quality education, Arizona's 4 Principles of Language Acquisition will help students learn both English and other academic content.       The first of the 4 Principles is Asset Based Behaviors and Expectations, wherein educators build instructional expectations based on the student's current assets, as well as provide opportunities to students that will benefit them in the future. This often takes the form of providing EL students the same secondary education applications as their native English-speaking peers or celebrating the student's home culture in the ...
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Arizona's SEI Models

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            Four is an important number for Arizona when it comes to EL instruction. Four principles of instruction, and four approved instruction models, which every educator should be aware of when teaching in Arizona.  The first of the four methods is the  Two-Hour Model, which requires  elementary schools to provide a total of 600 minutes per week,  and high schools to provide 500 minutes,  of targeted ELD instruction to each and every EL student. These minutes could be spread throughout a school day, with some in each core subject, for a total of 120 minutes per day for elementary students, and 100 minutes daily for high schoolers. Alternatively, schools could provide all of these minutes in an ELA (English Language Arts) class. It should be noted that whatever time is left in the day should be used to provide EL students with the same academic standards and learning opportunities as their peers. In other words, ...
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5 Ways to Meet Your Gifted Students' Needs

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In busy classrooms, sometimes it can be easy to overlook the students who are doing well. After all, they can speak their language well, may not have behavioral struggles, and do not have an IEP or 504 plan. But sometimes, these students are doing well not because they don't need a teacher's help, but because they don't need the teacher's help in meeting the standard. In other words, they have already met the goals put forth by their teachers, and they are ready to learn more. But that does not mean they need another worksheet. Instead, their learning can and should be taken deeper, into higher-level ideas, research projects on niche parts of a unit, and student-led activities that will not only enrich the gifted students but help the others in the class as well.  This article strives to answer the question How can we help our Gifted students learn more? with 5 easy-to use tips for any classroom.  Utilize Student-Lead Activities Many Gifted students thrive during lesson...
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