[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-498192-105":59,"doc-detail-498192-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","emergent-bilingual-instructional-accomodations-checklist-boy-moy-eoy","EMERGENT BILINGUAL INSTRUCTIONAL ACCOMODATIONS CHECKLIST - BOY MOY EOY","","Checklist for emergent bilingual instructional accommodations across key points of the school year: Beginning of Year (BOY), Middle of Year (MOY), and End of Year (EOY). Includes guidance on simplified language, gesture emphasis, visuals for spoken/written reinforcement, targeted pre-taught vocabulary, individualized sentence and paragraph frames, and clarification supports. Also covers extended time for complex materials, structured participation using response signals, word banks, pronunciation modeling, native-language side-by-side resources, chunked reading, and alternative response supports for writing assignments.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/emergent-bilingual-instructional-accomodations-checklist-boy-moy-eoy/498192/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/emergent-bilingual-instructional-accomodations-checklist-boy-moy-eoy/498192.png","ImageObject",300,407,{"name":92,"@type":93},"Ivy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-08","2026-10-02",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What accommodations are listed for BOY, MOY, and EOY?","Question",{"text":112,"@type":113},"Each period includes supports such as simplified language, gesture emphasis, reinforcing visuals, targeted pre-taught vocabulary, individualized sentence and paragraph frames, clarification and wait time, and extended time for complex materials and assignments.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the checklist support student speaking and writing?",{"text":117,"@type":113},"It recommends individualized sentence frames for speaking/writing, participation using response signals, word banks of key vocabulary, pronunciation modeling, scaffolded writing with structured outlines, and alternative responses like pictorial representation.",{"name":119,"@type":110,"acceptedAnswer":120},"What native-language supports are included?",{"text":121,"@type":113},"The checklist includes use of native language text as a side-by-side resource, native-language preview of concepts, bilingual dictionary/content glossary support, and student response in native language when appropriate.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},498192,1791587050,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":14,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":24,"preview_page_count":4},549758252649,"https://ap-avatar.wpscdn.com/avatar/8000253669c5317157?_k=1778319167496531819","Academic Year:   Grade:   Campus:    \nName:    \nEMERGENT BILINGUAL INSTRUCTIONAL ACCOMODATIONS CHECKLIST  \nBeginning of Year (BOY)  \nDate:    \ngestures for added emphasis simplified language  \nvisuals to reinforce spoken or written words targeted pre-taught vocabulary individualized sentence frames for speaking/ writing  \nindividualized paragraph frames rephrase or repeat for clarification wait time  \nextra time for complex material and/or assignments  \nparticipation using response signals word bank of key vocabulary modeling of pronunciation  \nuse of native language text as a side-by-side resource  \nMiddle of Year (MOY)  \nDate:    \ngestures for added emphasis simplified language  \nvisuals to reinforce spoken or written words targeted pre-taught vocabulary individualized sentence frames for speaking/ writing  \nindividualized paragraph frames rephrase or repeat for clarification wait time  \nextra time for complex material and/or assignments  \nparticipation using response signals word bank of key vocabulary modeling of pronunciation  \nuse of native language text as a side-by-side resource  \nEnd of Year (EOY)  \nDate:    \ngestures for added emphasis simplified language  \nvisuals to reinforce spoken or written words targeted pre-taught vocabulary individualized sentence frames for speaking/ writing  \nindividualized paragraph frames rephrase or repeat for clarification wait time  \nextra time for complex material and/or assignments  \nparticipation using response signals word bank of key vocabulary modeling of pronunciation  \nuse of native language text as a side-by-side resource  \norganize reading in chunks adapted text(s)  \nstudent response in native language preview of concepts in native language bilingual dictionary or content glossary  \nvisual/verbal support for understanding directions modeled read/think aloud  \nalternative responses (ex: pictorial representation) scaffold writing assignments (ex: structured outline)  \norganize reading in chunks adapted text(s)  \nstudent response in native language preview of concepts in native language bilingual dictionary or content glossary  \nvisual/verbal support for understanding directions modeled read/think aloud  \nalternative responses (ex: pictorial representation) scaffold writing assignments (ex: structured outline)  \norganize reading in chunks adapted text(s)  \nstudent response in native language preview of concepts in native language bilingual dictionary or contentglossary  \nvisual/verbal support for understanding directions modeled read/think aloud  \nalternative responses (ex: pictorial representation) scaffold writing assignments (ex: structured outline)  \nPrior Year TELPAS:  \nL  \nS  \nR  \nW  \nB  \nB  \nB  \nB  \nI  \nI  \nI  \nI  \nA  \nA  \nA  \nA  \nAH  \nAH  \nAH  \nAH  \nL  \nS  \nR  \nW  \nPrior Year TELPAS ALT (if applicable)  \nA I IE DI BF  \nA I IE DI BF  \nA I IE DI BF  \nA I IE DI BF  \nCopyright © 2021. Texas Education Agency.  \nAll Rights Reserved.  \nName:    \nEMERGENT BILINGUAL INSTRUCTIONAL ACCOMODATIONS CHECKLIST  \n\n| Teacher |  | LPAC Committee |\n| --- | --- | --- |\n| BOY | Subjective Teacher Evaluation/EL Reclassification Rubric: | Comments/Recommendations: |\n| MOY | Subjective Teacher Evaluation/EL Reclassification Rubric: | Comments/Recommendations: |\n| EOY | Subjective Teacher Evaluation/EL Reclassification Rubric:\u003Cbr>Completed by:  \u003Cbr>Signature: ~~ ~~ Date: ~~ ~~ | Comments/Recommendations:\u003Cbr>Signature:\u003Cbr>\u003Cbr>Date:   |\n\nCopyright © 2021. Texas Education Agency. All Rights Reserved.","cbCaihoEv5Y1V4eO","https://ap.wps.com/l/cbCaihoEv5Y1V4eO","pdf",179631,"English","# Beginning of Year (BOY)\n## Date\n# Middle of Year (MOY)\n## Date\n# End of Year (EOY)\n## Date\n# Prior Year TELPAS\n# Prior Year TELPAS ALT (if applicable)","[{\"question\":\"What accommodations are listed for BOY, MOY, and EOY?\",\"answer\":\"Each period includes supports such as simplified language, gesture emphasis, reinforcing visuals, targeted pre-taught vocabulary, individualized sentence and paragraph frames, clarification and wait time, and extended time for complex materials and assignments.\"},{\"question\":\"How does the checklist support student speaking and writing?\",\"answer\":\"It recommends individualized sentence frames for speaking/writing, participation using response signals, word banks of key vocabulary, pronunciation modeling, scaffolded writing with structured outlines, and alternative responses like pictorial representation.\"},{\"question\":\"What native-language supports are included?\",\"answer\":\"The checklist includes use of native language text as a side-by-side resource, native-language preview of concepts, bilingual dictionary/content glossary support, and student response in native language when appropriate.\"}]","EMERGENT BILINGUAL INSTRUCTIONAL ACCOMODATIONS CHECKLIST - BOY MOY EOY | PDF",1790977791]