Framing principles:
1. Instruction focuses on providing ELLs with opportunities to engage in discipline-specific practices
2. Instruction leverages ELLs' home language, cultural assets, and prior knowledge
3. Standards-aligned instruction for ELLs is rigorous, grade-level appropriate, and provides deliberate and appropriate scaffolds
4. Instruction moves ELLs forward by taking into account their English proficiency levels and prior schooling experience
5. Instruction fosters ELLs autonomy by equipping them with the strategies necessary to comprehend and use language in a variety of academic settings
6. Diagnostic tools and formative assessments practices are employed to measure students' content knowledge, academic language competence, and participation in disciplinary practices
https://www2.ed.gov/about/offices/list/oela/newcomers-toolkit/chap3.pdf
1. Instruction focuses on providing ELLs with opportunities to engage in discipline-specific practices
2. Instruction leverages ELLs' home language, cultural assets, and prior knowledge
3. Standards-aligned instruction for ELLs is rigorous, grade-level appropriate, and provides deliberate and appropriate scaffolds
4. Instruction moves ELLs forward by taking into account their English proficiency levels and prior schooling experience
5. Instruction fosters ELLs autonomy by equipping them with the strategies necessary to comprehend and use language in a variety of academic settings
6. Diagnostic tools and formative assessments practices are employed to measure students' content knowledge, academic language competence, and participation in disciplinary practices
https://www2.ed.gov/about/offices/list/oela/newcomers-toolkit/chap3.pdf