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Have participants work with one or more people to complete the worksheet (15-20 min) . Allow time for participants to become familiar with the guide and to find the items on the LIA Guide. The objective is to learn how the Guide is organized and understand the purpose of the Guide.  \nParticipants will share the answers they found to each question. Add on to what the participants found where there is something that is going to be specifically relevant to their understanding. Ask the following questions:  \n1. The Guide has a selection titled “Performance-Base Activities.” Why should you use them?”  \n2. The guide has color coded pages, what is the purpose of this?  \n3. Where can you find the ELPS? Identify them.  \n4. Where are the ELPS-TELPAS PLD’s, and what is their purpose?  \n5. Where can you find the Linguistic Accommodations?  \n6. Where can you find the CCRS, what is the purpose of including them in this guide?  \nPresenter: Do not provide the answers to these questions. They will be answered throughout the presentation. Tell participants to pay attention and check their answers asthe presentation progresses.  \nTo conclude the session:  \n-Let’s discuss what you learned, In addition to what you found during the Scavenger Hunt:  \n􀁸 What did you notice, learn, were surprised about, etc?  \n􀁸 In what way does this Guide make it easier or more difficult for you to work with ELL students as a teacher?  \n􀁸 In what ways does the Guide help you prepare to deliver a lesson  \nELPS Linguistic Instructional Alignment Guide Scavenger Hunt  \n1. The Guide has a selection titled “Performance-Base Activities.” Why should you use them?”  \n2. The guide has color coded pages, what is the purpose of this?  \n3. Where can you find the ELPS? Identify them.  \n4. Where are the ELPS-TELPAS PLD’s, and what is their purpose?  \n5. Where can you find the Linguistic Accommodations?  \n6. Where can you find the CCRS, what is the purpose of including them in this guide?  \nAdapted from:  \n[http://www.4-h.org/images/professional-development-learning/science/power-of-wind-training-guide/CurricScavengerHunt.pdf](http://www.4-h.org/images/professional-development-learning/science/power-of-wind-training-guide/CurricScavengerHunt.pdf)","cbCaimnHOPWc5wU7","https://ap.wps.com/l/cbCaimnHOPWc5wU7","pdf",485843,"English","# Scavenger Hunt Instructions\n## Presenter setup and participant work time\n## Discussion questions 1–6\n## Session wrap-up discussion","[{\"question\":\"What should the presenter do during the scavenger hunt questions?\",\"answer\":\"The presenter should not provide the answers. Participants watch for answers as the presentation progresses and should check their responses while listening.\"},{\"question\":\"How long does the participant scavenger hunt worksheet activity take?\",\"answer\":\"Participants work together to complete the worksheet in about 15–20 minutes, with additional time to become familiar with the guide and locate items on it.\"},{\"question\":\"What components does the guide help participants identify?\",\"answer\":\"Participants identify ELPS, PLDs, Linguistic Accommodations (including suggested teacher behaviors), and CCRS throughout the ELPS Linguistic Instructional Alignment Guide.\"}]","ELPS Linguistic Instructional Alignment Guide - Scavenger Hunt Activity - Instructions for presenter | PDF",1790981732]