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Finally, I consult the scaffolds to support Tuaha in the specific area of Listening using the "Go To Strategies Matrix" provided below. Here is the relative excerpt for "Listening":
I see that strategy recommendations for supports and accommodations include the above "Level 2- Emerging" notations and look to where Tuaha is moving towards in "Level 3- Developing". I see that Level 2 English learners can better understand spoken language that is "patterned or routine", which I note that my guest speaker will most likely not be using. I note that I already decided to model the form or term "phenomena" in my student-friendly lesson objective, which aligns with Tuaha's possible need to have academic language and vocabulary modeled. I note that Level 3 English learners often benefit from frequent comprehension checks and graphic organizers to sequence, along with ample "wait time" between oral utterances.
I decide that I will request our guest speaker to take frequent breaks for questions and to provide "wait time" for Tuaha in chunks. I allow Tuaha to speak to peers in class in order to clarify his understanding in English or his native language during these "Turn and Talk" times (see "Strategy Cards" below) as well as provide an opportunity for Tuaha to possibly share any background connection or deep understanding that he may have regarding our topic and objective. This opportunity to interact and share should assist all students, as well as Tuaha.
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