GCPS EL Programs
INSTRUCTIONAL FRAMEWORK OVERVIEW
Based on the CREDE (Center for Research on Education, Diversity &
Excellence) Standards for Effective Pedagogy and Learning, the GCPS
EL Programs Instructional Framework can inform instruction to support ELs'
academic success. By approaching instruction through the lens of ELs'
cultural and linguistic assets (the foundation), as well taking into
consideration their individual and familial educational backgrounds,
teachers can leverage strategies related to these standards to support ELs'
mastery of language and content.
Teacher & Student Collaboration
Students and teacher collaborate to
generate a product or achieve a
common goal; teacher is a full
collaborator with students
Connecting Background Knowledge
Teachers connect content to
students' personal lives and
provide instruction in familiar,
everyday contexts about which
students have prior knowledge;
connected learning; build upon
what students already know
Language & Literacy Development
Students are engaged in language use
that is predominated by academic
language; teachers assist student
language development through
questioning, rephrasing, and
modeling
Academically Challenging Activities
Students are taught higher order thinking
skills, such as analyzing, categorizing,
evaluating, generalizing, synthesizing and
summarizing, exploring patterns, determining
causal relationships, and problem solving;
tasks are leveled at ZPD; balance between
challenge and assistance
Instructional Conversation
Student-teacher dialogue; critical task
of teacher is to elicit and extend
talk on academic, personal, social and
cultural experiences in relation to an
academic topic; fully inclusive, smallgroup ICs are stressed because they
increase participation of all students
updated August 2020