Teaching Successes with ELLs

Supporting ELLs in the Final Stretch of the School Year!

2016-11-07T14:47:00.000-08:00

ELL Teacher Pros Newsletter October 2016

It is hard to believe that it is late the year is fast coming to a close! Soon, winter break will be here and all of you will have time to relax and, hopefully, have some fun!

With English language learners in classes, teachers may wish to modify assessments a bit to allow these students (as well as those with special needs) to demonstrate to a teacher’s satisfaction what they really know without being unduly penalized for occasional errors in their use of English. So how can modifications be made to allow them to show what they know without watering down the content? Employ a wide variety of highly engaging formative assessments BEFORE the summative is given. Using these approaches build self-confidence for the ELL as well as for other students with special needs.

Here are a few ideas that I have used from Edutopia:

1. Use a KWL chart with 2 modifications. K (what I know), W (what I want to know), L (what I learned), H (how I learned it), and Q (Questions I still have). The H and Q components provide the teacher with a better idea of how well the lesson was understood. The Q component opens itself easily to small group discussions to help clarify murky issues. Results would all be posted on chart paper around the room for students (ELLs especially) to access as needed in navigating new materials.

2. Have small groups (ELLs, English Only, and special needs) teach a part of the lesson to the classroom. This way each group becomes an expert in their assigned topic (with the understanding that EACH member of the group must be ready to share what s/he understood). While each group discusses their grasp of the topic, the rest of the class is taking notes on a teacher-designed handout (this type of guidance ensures that everyone knows what to listen for). Once all groups have finished sharing, small groups can discuss what they understood and compare notes.

3. Pass out chart paper and markers to each small group and have them create an illustration of what they understood of the lesson. Post the results and then have students evaluate each chart (simple rating system—3 being the most detailed down to 1 having limited grasp of the topic).

4. Design a pamphlet that will clearly cover all the main concepts of the lesson. This will include diagrams, pictures, bullet points, short paragraphs, etc. Each group will then share the results with the class by posting them around the room so that every student can review and rate them (again 3 being the best and 1 being needs work).

5. Conduct teacher and student one to one conferences. Students must have specific questions in mind when they approach the teacher. From experience in this area, I can tell you that students really enjoy that one on one. ELLs especially enjoy it since no one can hear the conversation but the teacher so the fears of stumbling in English fade away.

6. Have students do a 1-minute reflection on what their big takeaway from the lesson. This can be a written reflection, a sketch, bullets, cartoons, etc. This type of freedom of expression will build student confidence in sharing what they know.

7. Let students create a comic book or strip on what they understood. Use Read, Write, Think comic strip creator for those who don’t feel comfortable drawing.

8. Talk to colleagues to pull ideas from them. Every teacher has a few fun ideas to reach their students.

We hope your students have a fun Halloween (and leave the candy home on November 1^st).

denise@ellteacherpros.com

marnie@ellteacherpros.com

cheryl@ellteacherpros.com

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Celebrating Immigrants -- The American Story!

2016-11-07T14:43:00.000-08:00

ELL Teacher Pros November 2016 Newsletter

Thanksgiving was and is my favorite holiday. Not only did we get out of school but we got to eat turkey and cranberry sauce (two of my all-time faves)! My mom would make pumpkin, apple and pecan pies, mashed potatoes from real potatoes (she usually used powdered), sweet potatoes, stuffing, green bean casserole, etc. My mother’s side of the family was far away from their immigrant roots. My dad’s family, however, was not. He was first generation American and his family was from The Ukraine and very poor. As a child, he never had some of the foods we ate every Thanksgiving.

As I was thinking of my Thanksgivings I thought of my dad’s background and stories I’ve been told by other first generation folks and adult ELLs and thought about how we could validate their experiences through an exploration of the experiences immigrants have had with their first Thanksgiving or Thanksgiving in general.

The book, Molly’s Pilgrim by Barbara Cohen, is directly about this experience and even older learners might enjoy having it read to them as a starter for discussion, project or unit on immigration or Thanksgiving. The book is written for upper elementary school learners and is at a third grade reading level.

For elementary level learners there are a group of free lesson suggestions at:

https://www.lessonplanet.com/article/education/molly-s-pilgrim-and-thanksgiving-activities

For older learners, there are resources on the web that cover immigrants’ experiences with Thanksgiving and which could be used as reading activities. This holiday includes culture, history, human rights, immigration and friendship – many themes to work with. These articles could be used for reading skill development as well as an introduction to personal experiences with Thanksgiving.

Some sites to review for Reading Skill work:

· Reading Comprehension Skills for English Language Learners

http://www.colorincolorado.org/article/reading-comprehension-skills-english-language-learners

· Increasing ELL Student Reading Comprehension with Non-fiction Text

http://www.colorincolorado.org/article/increasing-ell-student-reading-comprehension-non-fiction-text

· Reading Comprehension Strategies for English Language Learners

http://www.ascd.org/ascd-express/vol5/511-breiseth.aspx

A lesson plan for Thanksgiving and the Immigrant Experience

LESSON PLAN Thanksgiving 2—The Pilgrim Story and My Immigrant Story

https://www.uscis.gov/sites/default/files/USCIS/files/Thanksgiving2_lesson_plan.pdf

Articles covering the immigrant experience and Thanksgiving Immigrant Experience

http://www.ibtimes.com/newly-arrived-immigrants-navigate-their-first-american-thanksgiving-turkey-all-1728786 An article in “International Business Times” on people from France, Burkina Faso, Mali, Yemen, and Dominican Republic.

“Beyond Turkey: The Migration of Thanksgiving Tradition”

http://www.seriouseats.com/2014/11/immigrant-thanksgiving-chefs-draft.html

Seriouseats.com Cooks talk about food for Thanksgiving, from Ecuador, Turkey, Greek, Middle East, France, China, & Italy

“First Thanksgiving”

http://www.chicagotribune.com/suburbs/naperville-sun/news/ct-abn-first-thanksgiving-st-1122-20151122-story.html Story in Chicago Tribune on immigrants from Dubai, Mexico, India, Nigeria

An article on Vietnamese immigrants and their Thanksgiving experience

“Modern-day pilgrims in North Jersey mark their first Thanksgiving”

http://www.northjersey.com/news/modern-day-pilgrims-in-north-jersey-mark-their-first-thanksgiving-1.1462539 Immigrants from Syria & Cuba “NorthJersey.com”

Immigration In and Out of the Classroom

http://teachimmigration.blogspot.com/2015/11/the-first-thanksgiving-and-first.html

“Immigrants adapt Thanksgiving feasts with tastes from home”

http://www.sun-sentinel.com/features/sf-ethnic-thanksgiving-food-immigrant-families-20141124-story.html “Sun Sentinel” FL, Immigrants from Brazil, Basque area in Spain, Egypt, Haiti & the Virgin Islands

“Thanksgiving is a story of immigrants”

http://www.sun-sentinel.com/opinion/commentary/fl-viewpoint-thanksgiving-20151124-3-story.html

“The First Immigrant Thanksgiving”

https://www.bloomberg.com/view/articles/2013-11-27/the-first-immigrant-thanksgiving

As an idea to help this along, I want to share the story of a co-worker whose family emigrated from Italy and a tradition her family created for Thanksgiving.

As Molly did, Marie came home from school and told her mother she had to make a Thanksgiving dinner. One of the foods was to be a stuffed turkey. Her mother did not know what the stuffing could be and, of course, Marie had no idea either. After thinking about it for a while, Marie’s mother created a rice-based stuffing which the family uses to this day.

We hope these sites contribute to a rich discussion on immigration and different cultures and tales on how immigrant families develop their own traditions for this iconic American holiday.

Have a great Thanksgiving Break!

Marnie, Denise, and Cheryl

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How to Support English Language Learners in NON-ELD/ESL Classes:)

2016-09-17T15:42:00.000-07:00

ELL Teacher Pros September, 2016

Contributions of ELLs to Society Mawi Asgedom (T.E.D.)

Too often of late we hear that immigrants are a drain on society, a dangerous threat, predators, terrorists, etc. As an educator who has spent her entire life working to support immigrants’ efforts to learn the language, graduate from high school, and go on to college, I can say that immigrants are one of America’s greatest strengths. Mawi Asgedom is living proof of this.

Here is a man who came to the United States as a refugee from Ethopia with no English. One can only imagine what went through his mind as all he heard, saw, and experienced was new and, in a way, alien. The ELLs who come into our classes are often a bit overwhelmed. Such students have so much to share, but are hampered by their lack of familiarity with this culture. The one vehicle to ease the stress and assist such students in being fully integrated into our school culture (and society at large) is via the typical ESL/ELD classroom (or being with teachers trained in supporting such students in their mixed classrooms). Dr. Asgedom was fortunate to have support from caring educators who never gave up on him and that led him to Harvard where he earned his doctorate. With such experience, he has made it his mission to support immigrant youth through his travels around the states addressing educators at every level.

So what can individual teachers do to support immigrant students in their classrooms? Here is a short list (feel free to add to it):

1. For mainstream teachers with ELLs in their classrooms, here are 12 ways to accommodate them.

2. Build a family-like atmosphere in the classroom where are openly encouraged to help their classmates. When small group work is called for, be sure that each small group allows the ELL to contribute with the help of the group. Using this approach, not only does the student acquire English via content activities, but also the native speaker learns about different cultures in a personal way.

3. Adjust assignments in ways that allow the ELL to show understanding of the content without getting bottled down in language. Language will evolve over time through both direct (ESL/ELD teachers can assist here) and indirect instruction (content classes).

4. Build a classroom full of cultural contributions of all the groups (and then some) present in the classroom. Be sensitive to cultural holidays that may not be part of their culture. If a teacher wants to do Christmas, that teacher should also recognize the special holidays of other religious groups/cultures. Such sensitivity teaches students to be culturally more receptive to different experiences and not fear them.

5. Make an effort to learn to pronounce the names of ELLs correctly. For some languages it may take some effort, but students will love and respect a teacher for trying.

6. Keep ELLs relatively close to the front if the classroom is set up the traditional way. This way it is easier to monitor them. Place them next to students who love to socialize. Socializers LOVE to talk so when small group work is called for, this group jumps at the opportunity to actively engage the quieter ones in the group’s discussion. Sometimes, believe it or not, kids are better at getting a message across than teachersJ

7. Discuss student’s progress with other teachers who have him/her in their classes. It will offer insight into different ways to reach the student.

8. Encourage parents to text/call you if they have concerns.

I have worked with immigrants for over 35 years and have truly enjoyed every moment of it.

Hope September has gone well. Only 8 more weeks until Thanksgiving (humor intended).

Denise (denise@ellteacherpros.com)

Marnie (marnie@ellteacherpros.com)

Cheryl (cheryl@ellteacherpros.com)

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Fun Starts to a New School Year!

2016-08-12T14:01:00.000-07:00

School is open! This is the “honeymoon period” of the school year since all kids are happy to be in school again. So this newsletter will be dedicated to building on that enthusiasm in creative ways (including a dash of FREE new technology) so that no student is left out.

First, what non-technological approaches can used that will make all students feel confident that the school year will be a good one (including those with special needs along with English language learners at all 3 stages of language acquisition)? Here are a few just for starters (no set order implied):

Every classroom has rules.To provide students will a feeling of ownership, allow them to create some of the rules along with suggested consequences for breaking them.Using a randomizer (app on phone, popsicle sticks, playing cards with names on them, etc.), establish small groups of no more than 4.Try to ensure that friends are NOT sitting together since you want to build a family like atmosphere in the classroom where students help each other.Provide a couple of sample rules to start the process.For example, if a student uses his/her cellphone in class without permission, the teacher will take the phone and then give it back to him/her after class.This would be for the first infraction.Students could then offer ideas for 2^nd and 3^rd infractions.This would open the floor for a variety of approaches where all viewpoints would be respected (teacher could have groups post their responses on chart paper through words or pictures).The class could then vote on what they feel would be the best consequences.This approach sets them up to then proceed in their groups to address lateness, not doing homework, shouting out in class, disrespecting a classmate’s efforts to complete a task, etc.
The classroom will have many students who don’t know each other.So a teacher needs to build a learning environment that is safe and supportive—family-like.How can this be established?Have students take turns interviewing each other.Again, using a randomizer, pair up students who don’t know each other.Provide the class with a set of questions to be used to interview each other.If some of the students have limited English, they could ask for support from those who share the same language.Once things are clarified, they would return to their partner to complete the assignment.After about 20 minutes, each pair would come to the front of the classroom and then introduce his/her partner to the class.Using this approach, students would need to fully pay attention to what their partners say and not focus on their comments alone.
Create a class poster in which the diversity of the class is highlighted.A class poster coming directly from the students provides the students with a feeling of ownership.The finished products could be used for BACK-TO-SCHOOL night and would be a definite crowd pleaser as students explain the meaning of the posters and highlight their contributions to them.

Second, technology that could be used to ease student adjustment to a new school year is always fun. Here are a few (again, no order is implied here):

One fun approach is to have students write a letter to their future selves.Teachers may wish to provide a general outline of what students could include (ELLs and those with special needs might need that extra assistance).Such an assignment would of course be ungraded (and that lowers stress greatly).I would suggest giving the class the same end date so that the results could be reviewed as a fun assignment.Students will be shocked at their growth (smiles and laughter will fill the room---guaranteed).
One strategy to build student confidence is to provide them with a MULTIPLE INTELLIGENCE online test.Students are always pleasantly surprised at learning what their intellectual gifts are.Once the test is completed, the class can survey their classmates for their strengths and then create a chart (or graph) on the results.Another benefit here is that for students who may have struggled in school, they now have the opportunity to see what they excel at.Further, the results benefit the teacher in planning class projects to make sure that such activities tap each strength in the class.
Have students create a comic strip on their lives, their plans for the new school year, their family or friends, on their own imagined super heroes, etc.Once completed, teachers can have them print them out, dress them up with a dash of color, and then post them around the room (to use as a GALLERY WALK).Students would rate each one with 2 STARS and 1 WISH (no negative responses just ones that seek clarification).

Again, time spent making the students feel confident in facing the new school year is time well spent. The more teachers know about their individual students the more effective their learning will be (and that leads to less stress on the teacher’s part).

Have a great school year! Our September newsletter will be out after Labor Day .

Denise (denise@ellteacherpros.com)
Marnie (marnie@ellteacherpros.com)
Cheryl (cheryl@ellteacherpros.com)

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Welcome Summer Vacation!

2016-06-18T16:35:00.004-07:00

This post is a little later than usual since we figured that most teachers were busy packing up, clearing out their rooms, and turning in grades. At this point, vacations have finally started!

With the end of another year, there is a need to recharge batteries so to speak.

So let us look at ways teachers can recharge their souls:).

Free Spirit offers 10 tips to get started. More likely than not, these suggestions might not be new though many may not have fully. Teachers tend to see their own needs after the need of others have been addressed. It is what we do. So this summer, why not reprioritize a bit.

1. Plan a trip. It could be a weekend getaway, a trip to another state, a voyage overseas, etc. The goal is to be in a totally new environment minus stress-a place where the teacher is pampered for a change. Expedia.com, Hotels.com, NEA, STA (Student Travel Association—Use International Teacher Identification Card), Discount Travel for Teachers (lots of local deals here), etc. are just a few sites with discounted rates for educators. Immersing one’s self in something new and exciting can be a fully invigorating activity (also many great opportunities for fantastic selfies).

2. Build a garden. This is my third year of doing this and I find it truly relaxing. Also, since I am growing veggies and some fruit, I am eating healthier-lemon cucumbers, tomatoes, zucchini, peppers, and strawberries.

3. Continue to stay active! Walk, go to the gym, do some yoga, jog, or run. Stay active and to make it fun, tie exercise to an app (I use FITBIT, MAP MY WALK, FITNESS PAL). With these apps, users can earn awards and that is a motivator.

4. Experiment with AUDIO BOOKS. Amazon charges $14.95 per month and with each month, users earn a CREDIT which allows them to order ANY book with that credit no matter what the cost (my first one was $75.00).

In Sue Gruber’s REST, RELAX, RECHARGE, teachers will find additional ways to take care of themselves over the break.

1. Take time to get together with friends. A little laughter is very good for the soul. Try movies, walks through the mall or park, having coffee at a café, do lunch, or just hang out in each other’s homes.

2. Build into the daily schedule some quiet time. It is very calming. I do it every day just to relax. I will often listen to music or do crossword puzzles.

3. Try to enjoy every day of the summer break in any way that seems appealing.

Have a great summer! Our July newsletter will go out just after the 4^th.

Denise (denise@ellteacherpros.com)

Marnie (marnie@ellteacherpros.com)

Cheryl (cheryl@ellteacherpros.com)

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Yeah--The Year Is Slowly Coming to an End:)

2016-05-15T14:31:00.000-07:00

Hello everyone! There are only another 6 or so weeks left to the school year with probably just a handful of students who might need some support in ending the school year on a positive note. This is especially important with English language learners who have spent the year not only tackling the course content but also the language. The focus in this newsletter will therefore be dedicated to offering some last minute tips on helping your ELLs finish the year on a positive note.

Many teachers give final exams to their students. May is often spent preparing students for the finals. Here are some ideas that are popular and effective:

If teachers have had students keep notebooks throughout the year, they might consider letting them use their binders for their finals.Students who have religiously maintained their binders throughout the year will feel rewarded for their diligent work habits.
Teachers often have success with having students (in teacher organized groups) lead study sessions for the class.When the students are responsible for creating review lessons for their classmates, they become class experts on their assigned area in the process.The technique used to deliver the lesson is left up to the students (power point, video, games, visuals, etc.). This approach is a highly effective review process.As the class listens to peer review lessons, they take notes on student created study sheets.Again, teachers might consider allowing students to use these review sheets on their final exams.
Another popular review/final exam prep technique for teachers is to have students create a study card (index card).On it, students write everything they think that they will need for the final and then bring it to class on the day of the examination.
Final examinations may also be broken up in a couple of class periods.For example, students might take a multiple choice on one day and then on another day take the writing component.
Create a final exam game such as BINGO or JEOPARDY where, after participation rules are established, the entire class is actively involved in the review process.

Below are some websites with even more ideas to help students review and retain for finals:

12 Top Ways to Rev Up Classroom…

Making Review Time Fun and Worthwhile

Review Methods for Classroom Teachers

Have a great Memorial Day break!

Denise (denise@ellteacherpros.com)
Marnie (marnie@ellteacherpros.com)
Cheryl (cheryl@ellteacherpros.com)

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Great FREE Academic Support Sites for ELLs and other Struggling Students!

2016-04-03T15:03:00.000-07:00

Welcome to April! Isn’t it difficult to believe that the end school year is just around the corner?

So with that fun thought in mind (and 10 more weeks to go), what can be done to support those few English language learners who are doing poorly though they seem to put their best efforts forward regularly in class? What can a teacher do to address the needs of those students who just arrived in the middle of the school year (very common with ELLs)? How can their fellow classmates help these students without neglecting their own studies? There are many solutions here and this newsletter will focus on many of them.

Technology-In planning any lesson for a class, some special consideration must come into play in preparing ELLs to do well. SHOWME is an app that allows a teacher to develop videos, power points, white board activities, etc. for free! Get the app and use some of the lessons already on file. This is a great tool to use for ELLs who need to go through the content again or for students who were absent for the lesson. This app helps the teacher keep her/his sanityJ

How about providing students with virtual tours of historical sites? These tours would be available online 24 hours a day and accessible through iPads, smart phones, laptops, etc. When students have the option to revisit material at home without peer pressure (and more L1 support), they are more likely than not going to understand more and that builds self-confidence. The Statue of Liberty tour is exceptionally well done.

Knowmia provides over 30,000 video lessons from great teachers (you may also submit one of your own that you are particularly proud of as well). Just imagine how this might alleviate a student’s anxiety in not fully understanding a lesson. Here, a teacher would provide the link to both student and parent to make the lesson more accessible.

Organized Small Group Activities are a must for not just ELLs, but for students in general. Asking students to make their own groups is essentially a train wreck in the making (humor intended). Teachers need to create the groups with a healthy mix of students and talents. Students must be clear that every person in the group (and that there is not only a group grade but an individual one as well) must work. Each person in the group has an assigned task for which she/he will receive a grade as well as a grade for the group as a whole. With clear expectations laid out, teacher going from group to group to randomly call on persons in the group for information on group’s progress, and time constraints (to keep them on track), everyone benefits.

Alternative assessments are only limited by a teacher’s imagination. ELLs (as well as students with special needs) may require other approaches to demonstrate their understanding of a topic. This link provides many tools that would offer such students a way to say to the teacher and the class that they have the same understanding of a given topic that all the others have. Great self-esteem and self-confidence builder guaranteed!

Have a great spring break!

Denise, Marnie, Cheryl

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Be a Constant Source of Inspiration and Support for Your ELLs:)

2016-02-29T15:18:00.001-08:00

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ELL Teacher Pros March 2016 Newsletter

With the start of March, students start the countdown to June:). All too often, they need a gentle reminder that school continues for 3 more months. At this point, ELLs need to be made aware of how much progress they have made in acquiring English skills. How can this be done with meaning? How can this be done in a personal way that sees the whole student and not just the grade received?

20 Tips on Delivering Positive Feedback includes many of the approaches I have used over the years. Though all of these approaches are quality ones, I have my favorites (as any educator would):

Feedback must be delivered in a timely manner.The longer it is delayed, the less effective it will be in addressing the problem.This type of feedback should be personal in nature keeping in mind that ELLs are trying to demonstrate their understanding of the assignment in a language that is new.The sooner the teacher and ELL have this conversation, the better. (#2 and #3 in article)
Focusing on key questions (#4) is also a must.What can the ELL do, what can’t s/he do, how does her/his work compare to the class overall, and how can s/he do better?These are questions all teachers grapple with daily.For ELLs to do well, all content teachers must tie those questions to all assignments if ELLs are to successfully pass the class and be fully prepared to move to more challenging work in the next school year.
One-on-one conferences (# 7) is a favorite of mine.ALL students love that time with the teacher in this setting.I always tell mine though that they must have a solid question to ask me on the work they produced (of course, as a class, we practice what is a quality question and what isn’t).Here, the risk of embarrassment is a non-issue
Number 15 is an excellent one.Return tests and assignments at the beginning of a class.This gives students time to ask questions.Assignments given out at the end of class are generally crammed into backpacks.

Another great source on this same topic is found in Edutopia’s article entitled 5 Research-Based Tips for Providing Students with Meaningful Feedback.

“Be as specific as possible” (# 1).ELLs especially need to know what they must correct and how.In delivering this information, teachers need also to let ELLs know if the quality of their work is improving and specifically how.This type of encouraging feedback boosts their self-confidence.
“Present feedback carefully” (# 4).When corrections are offered, they must be for every single issue.Over-correction leads to ELLs giving up.The “red massacre” should never be used for any student since it kills any desire to improve.

One last excellent source for supporting ELLs is found in TESOL’s Motivating Language Learners to Succeed. Several suggestions are very successful techniques in any classroom, but especially beneficial for ELLs.

Teachers should build pair and small group activities into classroom lessons on a regular basis.Such learning environments build the ELLs confidence in learning the content while building English skills (listening, speaking, reading, and writing) in a low anxiety environment.
Create a friendly classroom environment.Basically, set up a classroom where students help each other. Competition should take a back seat to assisting fellow classmates in learning the content.Small group activities are perfect tools for doing this.ELLs feel safer sharing their insight in small settings than in front of the entire class.

Again, many of these tips probably cover approaches that are probably already being used in most classrooms, but a refresher is good as the school year is quickly coming to a close.

Happy St. Patrick’s Day!

Denise, Marnie, and Cheryl
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Involving All Students in the Learning Process:)

2016-01-31T17:57:00.000-08:00

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We are now halfway through the school year so how do we keep all of our students on track? Though all benefit from being held accountable, not all do well here in this process. What students struggle the most here-English language learners, those with special needs, and shy students.

Setting up a learning environment for all to succeed or fully participate is not a daunting a task. It only takes a willingness to step out of one’s comfort zone and experiment a bit:).

Here are some links with descriptions to start with and remember that these are only suggestions. Explore to see what works for you and have fun!

Ten Ways to Engage Students-

Many of these approaches are not new, but at this time of the year, a refresher is always good to have on hand. Cooperative learning when the groups are carefully planned is an outstanding tool to use. In such small settings, every student has a voice as well as peer support in completing a task. When the teacher plans the composition of the groups, they build support within it so that the students with needs have peers who are more proficient in English or who stronger in grasping the academic content will experience success in accomplishing the assigned task for the group. With this setup, the teacher can assess the progress of all students easily within the class period since the teacher is dialoguing with 9 groups of 4 as opposed to 36 individual students.
Visuals, visuals, visuals! There can never be enough of them to assist students in making connections between new content and prior knowledge. Those supports can be teacher generated or student (group products) generated. For ELLs especially, those visual links provide access for the ELLs to the content material.
Identify KEY vocabulary and reinforce it consistently throughout the lesson. Those key words should be key content vocabulary and not every interesting word in the lesson. If every new word is addressed, it will be overwhelming.

Engaging Students in Learning

Inclusive Teaching—All students must believe that they can succeed in the class. All students must be held accountable for learning. Teachers must identify student prior knowledge and build on it. Teachers should share their experiences in learning the content when they were in school. Students enjoy hearing about those stories since these stories show that even their teachers struggled in school from time to time and found the tools to eventually master the content.
Teaching With Technology—Students love technology so it is a must to include it in lessons. Google Drive allows students to collaborate online in writing or creating presentations. Each student in the group (keep it manageable at 4 per group) has a different color so a teacher (as well as the group) can quickly see who was working and who wasn’t. Power Points can also be easily created here through Google Slides. Teachers can maintain folders for each class and within each class folder can monitor individual student submissions. One feature I really like here is that a teacher can insert comments to guide a student in making corrections. NO MORE PAPER!

How to Keep Students Engaged in Class—

Let students all know that they should all be able to offer an answer to a question with multiple answers. When students realize that they are more likely to be right than wrong, they are more likely to try. If a teacher allows them to collaborate with a partner first, success is even greater. Try a randomizer (or popsicle sticks) to randomly call on students. This holds all students accountable.
When giving instructions, students need to be quiet. This may take some practice at first, but it is worth the effort so that the teacher does not have to repeat the instructions over and over. Randomly calling on individuals to see how well the class understood the instructions.

Have a great February (leap year)!

Denise, Marnie, Cheryl
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How to Take the Pain Out of Reviewing For Final Examinations:)

2015-12-01T16:19:00.002-08:00

Wow! It is difficult to believe that the year is almost over. A well-earned break is just around the corner for all teachersJ

So, this newsletter will be devoted to making those 3 or 4 weeks productive and fun for both teachers and students. If final examinations are on the agenda for the end of December (or at the return to school in January), review of content material is a must. However, the “drill and kill” format is generally the least effective. Since the goal is to support students in preparing for final exams, teachers should look at creative ways to facilitate the process.

1. Here from the University of Central Florida are 101 activities to support all learners in fine-tuning their knowledge in any content area. Though this is aimed at university students, many of the review techniques are commonly used in grades K-12!

My personal favorites are EMPTY OUTLINES (pass out an incomplete outline of the class material and then have students with partners complete the missing pieces—I also pass out different outlines to minimize copying), PICTURE PROMPTS (visuals stimulate student conversation and that especially helps English language learners in building both conversational English and deepening their knowledge of academic English), DRAWING FOR UNDERSTANDING (in K-12 this is called a “quick draw” and students thoroughly enjoy it since they don’t need to struggle with spelling and are allowed to work as a small team in completing their work), and TOURNAMENTS (competition is fun for everyone AND if there are prizes, all the better).

2. From Intervention Central, there is a collection of games, contests, and puzzles that motivate students to enjoy the learning/review process. Again, teachers should see which games they feel their students will feel most comfortable doing and use them.

My own favorites here are QUIZZES DEVELOPED BY STUDENT TEAMS. Some of the questions developed are even more creative than my own. With this activity, teachers navigate the room listening in on the conversations and providing feedback as needed (without giving answers since it is the team’s responsibility to make sure the questions are valid ones). Another favorite of mine is REVIEW-QUESTION BINGO. Students work in small teams to mark their bingo cards (they are marking only numbers). Once completed, the tea teams are involved, the odds of arriving at the correct answer are increasedJ. Last, having students create COMMERCIALS ON THEIR ASSIGNED TOPIC. With Google Slide, students can do a power point. If they have access to cameras, they can film a commercial. Again, teachers navigate the room and interact with teams as needed.

3. The last site I would like to share on this topic is from QUIZLET. I have created review questions for students on a regular basis on this site. Students enjoy the diversity of activities. Flash cards pop up with visuals and definitions. Students may also elect to hear the word pronounced (a must for ELLs). Then students play games matching the word to the definitions. There are also several “video-game like” activities that are always well received. Teachers could also have student teams create games to stump fellow classmates.

Well, I hope you and your students enjoy the activities. Have a great winter break!

Denise (denise@ellteacherpros.com)

Marnie (marnie@ellteacherpros.com)

Cheryl (cheryl@ellteacherpros.com)

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Academic Lifesavers For Struggling Students:)

2015-11-08T15:57:00.000-08:00

Wow! Is it November already? The Halloween sugar rush is over finally so hopefully students are happily on task with their assignments in the classroom. Students may also have started the countdown to winter break.

As the semester begins countdown to the winter break, some students may begin to stress out over grades. They will beg the teacher for options to pass. What is a teacher to do? If students are truly motivated and parents are fully supportive, teachers can do several things. This newsletter will offer some suggestions on motivating such students to pass with grades of C or higher.

First of all, teachers should not promise a student a passing grade immediately. Sitting with the student privately before school, lunch, or after school is often the best way for the student to not risk embarrassment. Often that one-to-one time will help the student open up about his/her difficulties in doing assignments or passing tests. A teacher should listen carefully while mentally taking notes on the issues and how they might be dealt with in the most efficient way possible. Then, a teacher might devise a plan with the student’s input on how to address the concerns raised and have parents sign off on it as well as the student (parents will be more than willing to support a teacher here). By enlisting parents as partners here, students will have support on both ends to be successful.

Second, rewards don’t work. They send the wrong message that immediate gratification will do wonders, but it doesn’t because students only work for the immediate reward and learn little from the experience. Instead, a teacher may need to look at alternative intervention models. A teacher may wish to consider small group tutoring within the class (the majority of students are on task so the teacher can pull the few who are lost to a corner of the classroom and support them with additional materials or instruction). If small group setups don’t work, then one-on-one is the next option. In this setting, a student will be more likely to discuss his confusion. Again, keep parents informed throughout since with their support, a student is more likely to experience success in improving his/her grade.

Third, encourage peer support. Obviously, excellent students don’t need credit, but if they think that they can help a teacher they like and respect, they will gladly do it. Sometimes they have a way of making course content more accessible to struggling students. Provide them with a task and pair them up with students who are open to working with them (watch out for personality differences). Once the struggler feels more confident, a teacher can provide him with an alternative assessment to see if he has mastered the content. The grade he earns there would replace the failing one.

Last, here are some great openers for teachers to assist students who are failing and lost. By staying with the non-judgmental openers, students are far more willing to try.

Have a great Thanksgiving!

Denise

Marnie

Cheryl

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Happy Halloween Activities for ALL Grade Levels:)

2015-09-30T15:33:00.000-07:00

ELL Teacher Pros Newsletter October 2015

Halloween will be on every student’s mind this month; however, teachers can use this excitement to deliver fun academic activities that will lead to memorable experiences for their students! (Remember that some religious groups may be opposed to Halloween so some adjustments will be called for in some of the lessons.)

How does one proceed here? Well some background on the Halloween is necessary. HISTORY OF HALLOWEEN – This site provides its ancient history, appearance in US, growth of candy treats, just to name a few. The videos are short and to the point so they can be shown in classroom with ease. Since this a general description of the holiday, teachers at each level will need to decide videos are appropriate for their students. Below are some ideas for lesson plans for all students including English language learners.

High School

The New York Times learning log offers some incredibly innovative instructional activities for older students. One sample suggestion that is quite creative is to have students explore the horror genre in film and literature. Ideally, this might be approached in small groups with defined roles. This approach brings in the English language learner or others with special needs since support is built into all interactions.

Another activity might be to have students explore fears and phobias in an essay. This lesson would easily bring in internet skills as students identify their fears and then describe them including here how accurate the fears are in describing themselves.

Middle School

Bright Hub Education is a site with great ideas for middle school students for this holiday. Have them read The Tell Tale Heart. Then have them identify all the vocabulary words that they find scary and note them on index cards for them later to use in writing their own skits using teacher starter sentences. There are other ideas here also that teachers and students would enjoy.

Teachers might also have students create masks of the scary characters the students created in their group horror stories.

ESL/ELLs (at any grade level)

This holiday may be new for them so introducing them to the holiday and all the activities that come with it is well worth the time (and will probably benefit others in the class as well). ESL LIBRARY offers many fun (building language and content development while having fun).

For fun and as a great opener, try Michael Jackson’s song THRILLER. The lyrics are also available. Print out copies so that ELLs can fully benefit from the video.

Well, we hope you find some great ideas from these sites and have a fabulous Halloween!

Denise, Marnie, and Cheryl
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Here Are Some Great Tools To Use To Get To Know Your Students:)

2015-08-31T15:22:00.000-07:00

Hopefully, the start of the school year has been a good one for all of youJ. Students are still excited about being back in the classroom so teachers need to find activities to build on that enthusiasm!

Regardless of grade level or subject taught, there are many ways to kick off the year on a very positive note with the bottom line being that each and every student will feel fully confident, safe, and valued in the classroom. This is especially important in classes with English language learners at all levels of English proficiency (beginning through advanced). For ELLs, a new school year can be a bit intimidating at first so spending time on classroom procedures, rules, family atmosphere, etc. is time well spent.

Here are a few highly effective approaches that work quite well.

1. Have students create a fake FACEBOOK page. Since FACEBOOK is international, everyone is already familiar with the format. Print them out and post them around the room in elementary school. Have students in high school (or middle) interview 3 other students on their FAKE FACEBOOK pages and share the results with the class.

2. Have students take a short quiz on multiple intelligences. The results can be charted as a class graph. Students could also write a short paragraph on how they were surprised (or not) by their findings. Most importantly, teachers will develop a deeper insight into what types of projects would best tap their skills.

3. Have students interview each other (teacher designs the questions). After a 10 minute or so interview, students must share the results with the class. Since there is no grade involved, students will approach this stress free.

4. Involve students in creating some class rules with consequences (there is much more buy in when they are involved in the process).

5. Have students write a letter to their future selves. This activity is one students really enjoy because they can actually see their growth by the end of the school year. Students go to FUTURE SELF, write a letter about their hopes, concerns, worries, strengths, etc., include their email addresses and the date they wish the letter sent to them (make it some time during the last month of school).

6. Ask teacher neighbors for any ideas they have as wellJ

Have great September and well-deserved Labor Day Weekend holiday.

Denise@ellteacherpros.com

Marnie@ellteacherpros.com

Cheryl@ellteacherpros.com

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Post-Its---Great Tools to Involve Students Who Hate Writing:)

2015-08-04T19:21:00.000-07:00

How can teachers motivate students to stay on task and enjoy the learning process along the way? POST-IT NOTES!

For students to process new information, they must take notes along the way of what they want to remember, what they don’t fully understand, what connections to prior learning, what they may wish to share with partners or small learning groups, etc.

Binder paper is bulky to work with. Further, students with limited English skills in both reading and writing (English language learners especially) may feel a bit intimidated by a sheet of paper. So what is a realistic alternative that every student will warmly welcome? POST-ITS!

How might teachers incorporate their use in the classroom? Here are some approaches:

1. Teachers give a pre-reading activity where students are expected to explore unfamiliar material (as a pre-curser to the lesson) in small groups. As they analyze the text in teams, they note their reactions, questions, and thoughts to share with their partners on the post-it. Such a small slip of paper is not intimidating since they can note anything from a complete sentence to a powerful vocabulary word. Students are also free to draw images that tie into what they understood as well. For some students a picture can be worth a thousand words. Once the small groups have gathered their notes and reached a consensus on their take on the reading, they can defend their interpretation citing their notes.

2. How about using post-its as EXIT TICKETS throughout the lesson? Instead of a raise of hands (not often very effective since students who don’t understand are not likely to admit it in front of the entire class), teachers can assign 3 numbers with each indicating a level of understanding (no names): 3-I understand everything and be able to explain it to a classmate without help, and 3-I really don’t understand most of it. The results would be posted on 1 wall. Since there is no grade, students would not be afraid to be truthful. The teacher could do a quick glance over and adjust delivery as needed.

3. What about using post-its as quick notes of recognition for hard work? These notes would not have grades. Instead, they would be attempts to recognize hard work and staying on task. This type of respect for student work boosts self-esteem and that leads to increased engagement in the lesson.

Edutopia video on using POST-ITS.

TEACHING CHANNEL ON USING POST-ITS

POST-IT IDEAS FROM POST-IT

There are also POST-IT apps that might be used if students have cell phones. Sharing could be done with ease and students would enjoy it. Here are 13 ways to bring in virtual post-its into a classroom and they are free!

POST-IT APPS

Enjoy the links and have fun with your students using post-itsJ

Denise, Marnie, and Cheryl

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Fun Ways to Launch the Start of the School Year:)

2015-07-31T17:04:00.000-07:00

Wow! It is hard to believe that summer vacation is almost over:). Hopefully your break was a restful one full of travel, play, and general recharging of batteries. We have been so busy with moving, renovating our website, and preparing for conferences that we fell behind on our postings to the blog and for that we deeply apologize.

So with school starting in the next few weeks, what can teachers do now to ensure a positive beginning of the year? Those first weeks have the potential to decide the course of the other 9 months. Now is the time to develop some strategies to build that crucial positive energy which will lead to a good year for both students and teachers. This is a profession that will probably never lead to riches, but will offer multiple opportunities to inspire students to reach their potential. Here is a video that in a humorous way validates what teachers do and why they should be valued over sports figures!

Well, here are a few tips to ease into those first few days with zero stress:

1. Stand at the door, ask for each for his/her name, and then greet each student with a hello, handshake, and smile upon entering the room. Most students will be surprised by this approach. It will also lower their stress levels as well.

2. After the bell rings and everyone is seated, share a corny clip on the excitement that permeates every classroom on day one. Giggles will spring up around the room and that opens up the room to discussions on what they feel about the new year. From this point, teachers might pair students up to discuss what they are looking forward to and why. From this (5 minutes), students will share what their partners said remembering that there is no right or wrong.

3. Try to print out a roster with student pictures to speed up the process of learning every student’s name. Assign seats early on (especially with middle school and high school where teachers see 130-180 students every day) to help with name recall. Let students know that they will be able to test the teacher’s memory after a week. If the teacher earns a “grade” of less than 90%, each student will receive 10 extra points in class participation (or whatever type of prize works for you). Allowing students to test the teacher is always fun.

4. With parental OK, set up a class FACEBOOK page, start a Twitter feed on the goings-on in the class, develop an Edmodo classroom. Involve parents early on and they will love you for it.

5. Decide on a cellphone policy. Many teachers allow their use (especially for students with very limited tech support at home), but with conditions. If you are comfortable with cellphone use, develop rules for their use in your class, and consequences for breaking those rules (clear consequences for breaking the rules).

6. Have extra supplies on hand for students who don’t have them. Discreetly provide them when appropriate. Your school may have materials for this purpose as well. A student who lacks the basics will start the year embarrassed and that could negatively impact his/her progress in class.

We hope the year will be a great one for all of you and your students.

denise@ellteacherpros.com

cheryl@ellteacherpros.com

marnie@ellteacherpros.com

Liven Up the Review Process With GAMES!

2015-04-04T08:08:00.002-07:00

This is the month of our well-deserved spring break! It is because of this upcoming break that teachers will also be grappling with how to keep students on task as images of vacation dance in their heads:)

Break time might be a good time to check out a fun review site tool that will keep students fully engaged as they master the content of the lesson. Once you feel comfortable with the site and can manage it like a pro, you will be ready to bring it the class in after spring break. Since it will probably take the students a few days to settle in, it will be a great tool to motivate full class participation in a fun format.

What is this incredible tool? JEOPARDY (but VERY easy to create)! There are many formats that can be used in presenting this game. I have selected 3 of my favorite approaches below:

Create the game yourself so you are thoroughly familiar all of the questions and answers. Such an in-depth knowledge of the “game board” does not allow for students to argue over what they feel is correct or not. Split the class into small groups of 4 or 5 who will compete as teams. If you want to allot prizes, make them creative (not expensive) onesJ
Have students create their own game board in small groups. For this, they would use Google Docs to create the questions and answers. Students will check each other’s work BEFORE they go on the board.
Split the class into two teams. The goal here is that each team creates the game. The teacher then has each group deliver their game to the class on different days. Further, the class taking part as the audience will follow a checklist to see if the game covered all the points that were assigned.

Another game similar to JEOPARDY, but slightly easier to set up is FLIPQUIZ. Think of this as a 21^st century version of JEOPARDY. It is equipped with a built in timer. Boards can be shared with fellow teachers or students. For some students, this would be a highly effective study tool for them and they are having fun reviewing! Click here for a quick explanation of some key features.

Care to use a non-quiz format for review? Why not FAKEBOOK (like FACEBOOK but for students)? Either alone or with partners, students could create detailed FACEBOOK pages on their assigned characters (or whatever subject you want). Since all the students know FACEBOOK, you won’t have to spend too much time going over how to use it.

For non-tech scenarios, there is always academic bingo! Teachers identify the key concepts or terms for students to place on their bingo cards and then the rest is chance. Further, when a student wins, he or she must define each term (with support from peers of course) or use it correctly in a sentence. Again, students are having fun while learning. For teachers, they can quickly see what areas need a review and what ones don’t.

Hope you have a great restful spring break!

Denise

ELL TEACHER PROS

Hello Spring! Now to Re-energize Students By Stimulating Creativity in Just 5 Minutes a Day:)

2015-02-28T17:32:00.001-08:00

Oh beautiful March! Spring will soon be in the airJ. With that happy thought in mind, this newsletter is dedicated to igniting student interest on issues outside of the traditional curriculum.

Edutopia’s article on making curiosity a integral part of the classroom setting is well worth a read. Imagine a student’s face walking into a classroom and seeing this.

Of course, we know that there is no up and down in space, but most students will have the reaction that the map is “upside down.” Questions would quickly surface as to WHY the map of the world was never given as this and WHO benefited from it.

(upside down map of the world)

In a science class, why not have a picture of fully bloomed flowers in February-two months early due to climate change or shots of Boston under several feet of snow? Pull shots from National Geographic or the internet to have students review and

question. (Climate change and impact on polar bears)

In a history or social studies class, why not a photo such as this one. What messages can they pull from these images? Is discrimination still a problem in schools today?

(Racism in America’s schools today) (Dropout rates by race today)

(Racism 1)

(Racism 2)

The list of items to bring in is probably endless. You know your students as well as what items would peak their interest. Such activities would not take a class period. It might only take a few minutes and would intellectually energize them for the lessons that followJ

Denise

Marnie

Cheryl

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Fabulous February--A History Bonanza:)

2015-02-01T15:47:00.000-08:00

It was our intention to have information on Quizlets a wonderful site that helps you form “flashcards” for your learners which can be used both for teaching and review. There are a number of games on the site that give variety to studying. However, the time to develop a quality newsletter about the site passed too quickly and so, we will cover it in a later edition.

Since I have been unable to meet that assignment, I spent time looking for interesting resources for Presidents’ Day for all grade levels. I was thinking that having M.L. King Jr Day as background, the exploration of the social justice aspects of Lincoln’s & Washington’s presidencies would be a great continuation. However, there was little I could find that compared the three men so I decided to go with information on each of the presidents separately, and in comparison where I could.

All Three:

The Freedom Three: Song about Washington, Lincoln & King

http://www.songsforteaching.com/curriculumrocks/freedomthree.htm

Contributions of People who Defended American Principles

http://civics.pwnet.org/3/3.3.html

Both Presidents:

Lincoln & Washington, 2^nd grade lesson plan

http://rampages.us/abigailcwilliams/wp-content/uploads/sites/2962/2014/12/Whole-Unit-Plan.pdf

Comparing Lincoln & Washington personalities more than politics

http://www.newsmax.com/Newsfront/abrahamlincoln-georgewashington-presidentsday/2010/02/12/id/349760/

President’s Day Activities, K-6

http://www.nea.org/tools/lessons/presidents-day-grades-k-5.html

President’s Day Activities, 6-8

http://www.nea.org/tools/lessons/presidents-day-grades-6-8.html

Internet for Classrooms: Presidents’ Day links

http://www.internet4classrooms.com/links_grades_kindergarten_12/presidents_day.htm

George Washington:

Washington Quotes:

http://www.brainyquote.com/quotes/authors/g/george_washington.html

Washington Theme Lessons:

http://www.atozteacherstuff.com/Themes/George_Washington/

Elementary Lessons:

http://www.ducksters.com/biography/uspresidents/georgewashington.php

Secondary Resource:

http://www.biography.com/people/george-washington-9524786

Abraham Lincoln

Elementary:

http://www.ducksters.com/biography/uspresidents/abrahamlincoln.php

Bulleted general Information

Short reading passages about his life and career

Lincoln theme Lessons

http://themes.atozteacherstuff.com/511/abraham-lincoln-president-lesson-plans-printables-units-teaching-ideas/

Lincoln Quotes:

http://www.imdb.com/title/tt0443272/quotes

Secondary Resource:

http://www.biography.com/people/abraham-lincoln-9382540

Video

Bulleted general information

We hope you find resources among these sites to help you plan lessons for February.

Marnie marnie@ellteacherpros.com

Denise denise@ellteacherpros.com

Cheryl cheryl@ellteacherpros.com

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Fabulous Use Of Student Cell Phones in ANY Classroom:)

2014-12-31T21:40:00.000-08:00

Well, after a fabulous vacation, we are back in the classroom fully energized and ready to continue to build an enthusiasm for learning within our students:)

Students love technology so what better place than that to start off the new year! After all, the BYOD movement (Bring Your Own Device) is radically transforming the classroom to one where almost every student can access the internet through a wide variety of tools. With this as the focus of this newsletter, we will explore a site that is building quite a strong following among educators and it is FREE! That site is INFUSED LEARNING.

We will start off with a quick introduction through a video. Immediate feedback to the teacher is crucial so that strugglers can be quickly identified and supported. This site also allows different ways for students to demonstrate mastery. Students may draw responses for example. For English learners especially this choice opens up a chance to demonstrate grasp of a concept without being hampered by a language that they may not yet be very familiar with. For classes not involving language development, being able to draw would allow these students to transfer knowledge from their home language to the teacher with ease (think math for example). After all, a picture is worth 1,000 words they say. For older students who are literate in their home languages, they may use a translation tool on the site. For such students, this site permits them to earn the grades they deserve-grades based on actual content knowledge and not on full understanding of English.

Here are some simple guidelines to get started:

1. Teachers need to set up a class. Teachers can manually input all the names or use some tips from this site on using a Microsoft Excel template.

2. Types of assessments are varied. We have the traditional such as True/False and Multiple Choice as well as short answer, sort and order, drawing, numeric, and likert scales. Let us look at how to create a quiz for students first.

3. Interactive tools video lays out the process for using all of the interactives in any class setting.

4. Quick assessments can now be easily interwoven throughout any lesson so teachers can keep a finger on the pulse with a snap.

I intend to kick the new year off with this since I believe that cell phones can serve a higher purpose. After all, students will bring them so I might as well put them to good use:)

Happy New Year!

Denise, Marnie, and Cheryl

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Balancing Truth and Fiction in Celebrating "Thanksgiving"

2014-11-01T19:40:00.000-07:00

Well, Halloween is finally over! November is here and with it, the start of major holidays through the end of the year.

So, with Thanksgiving around the corner, we are faced with how to teach the myth of the first Thanksgiving while acknowledging the living history and diverse cultures of Native Americans. Can it be done? In the New York Times LEARNING BLOGS, many suggestions along with supports are offered to help teachers walk that delicate line between fact and fiction in such a way that the message of the holiday remains while also weaving in some of the facts behind that “first Thanksgiving.”

For middle and high school students, there are several links (along with graphic organizers) to review several links with each offering a different political perspective (from Libertarians/Tea Party members to Native Americans). Students must visit the sites on the post and carefully note the different viewpoints. What makes this an exciting assignment is that the opinions of respected, well-known indigenous people are offering their valuable insight for a change.

Use the holiday to address diversity in American culture. Yes, we have definitely stumbled along the way, but America continues to evolve in the hope that one day all its members will be acknowledged and valued as truly equal.

On another happy note, it is only 6 weeks or so until we are on winter break!

Denise, Marnie, and Cheryl

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Bringing Order to Group Projects:)

2014-10-01T18:32:00.000-07:00

We are looking at ways to keep this meme below from happening again. One of the biggest issues for both teachers and learners is the potential for a lack of balance in participation within a group. Moreover, group work can be noisy and confusing for some teachers and learners, and yet has developed the deserved reputation for being research-based practice. We want all learners engaged during group work; the ideas that follow are based on our personal experience and training.

As far as the learners who are uncomfortable and unwilling to participate we always allow for that option, but those learners are held to the same standards and expectations as the groups and have the same target and content dates. Since the participants receive both an individual grade and a group grade, those who insist on doing all the work on their own are also held accountable to the rubric given at the beginning of the project, and receive two grades – albeit the same ones.

We have learned some easy and practical ways to keep learners actively engaged during group work. These are presented in random order; they are of equal use.

· Keeping ways to call on learners in a random form can be done with one of many randomizers, but we prefer the use of popsicle sticks. These are inexpensive, require no tech, are readily available and can be stored in any sort of container you prefer. Each learner’s name is on one stick and they can be completely random each time, or you can go through a class and then refill the holder with the previous names.

· Almost all learners now have cell phones and will do their best to use them in class, so why not have a use for them that fits within your lessons. We advocate the use of Google Drive, which can be accessed through their phones. The groups can send drafts of their work to their team members and teacher, with each learner having a unique color during composing and editing. It allows the teacher a quick and easy way to know who is doing what, and who isn’t doing anything. The learners “choose” to share their documents with each other as part of the drive functions. This helps to hold all accountable.

· The teacher creates the groups and there is no changing from the assigned group. It is essential that the teacher maintain control over this part of the process.

· All work is time limited – work in class, due dates for stages of the project and final due date.

· Present a syllabus with clear dates at the beginning of the project, along with the rubric(s) through which the grades will be generated. The syllabus and rubrics need to be reviewed at the beginning of the process so that all are aware of the requirements and the time frame within which they function.

· There can be rubrics for self-assessment, peer assessment and teacher assessment. Our preference is for all three sources of assessment being counted.

· All prep work is done by the teacher outside of class be it at home or in the classroom in non-class time. Asking learners to spend time in class cutting and pasting is a waste and inappropriate.

· The time table includes regular monitoring and interaction with steps due at specific times, if only for the teacher to check if they are done. For example: topics and a list of potential resources/references, research notes/index cards, outline, rough draft, non-written parts of the project, final draft, revisions. Each step has its own due date and may be graded or checked off, depending on your preference.

· Groups are limited to four participants. Three tends to lead to conflict and more than four tends to be unwieldy. Of course, given the size of your class and how many choose to not participate, will have an effect on this. Never form a group with all “A” level learners. Make groups as balanced as possible.

· Whenever possible have an example of a well-done finished product and a non-example – a poor, non-passing one. You may be able to get some of these from the internet if this is first time you’ve assigned this content.

We know that the time for end-of-semester assignments is coming up and hope this review of what has worked for use gives you ideas to make yours run more smoothly.

We just found out that our presentation for the annual CABE conference in the Spring of 2015 in San Diego, “Reduce Student Paperwork Load With 5 Free Awesome Tech Tools”, has been accepted and we hope to see you there.

Marnie Schwartz (marnie@ellteacherpros.com)

Denise Stewart (denise@ellteacherpros.com)

Cheryl Sawyer (cheryl@ellteacherpros.com)

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Fun Opening Day Activities for Both Teacher and Students!

2014-08-04T21:46:00.002-07:00

It is so difficult to believe that our summer vacation will be history in a matter of days. Hopefully everyone has truly had enough time to regenerate his/her batteries:)

The first day of school, teachers will have lots of excited students who, for the most part, are tired of summer and anxious to see their school friends again. So, with such an enthusiastic crowd, what can teachers do to capitalize on this energy so that they can begin to know their students as people.

Here are some suggestions:

1. Give students a multiple intelligences assessment. Though assessment here is for middle school, it can be used from upper elementary through high school (just white out the grade level). Once student complete the assessment, have the follow the scoring routine. Students are always shocked by this new knowledge about their talents. Then, calm the class down and start taking totals for each group. With this data, the class will generate a graph with labels and numbers. Once that is complete and some discussion has ensued, have them write a paragraph on how this information could be used by a teacher in creating projects for students.

2. Since the students don't know each other, have them interview each other and then report out to the class on what they learned about their new classmate. Students should take notes on the answers their partners provide to use when they share with the class what they learned about their new classmate.

3. Students love social media (especially Facebook) so why not try having them create Facebook pages on themselves? Of course, it would great if the teacher (with document camera) created one for her/himself to address questions along the way. Then have them work on their own either with a partner if it is new for them. Once everyone has finished, teachers can use document cameras to share a few of the student work with the class and then post all of them at the end. Parents will love it for Back-To-School night.

4. Here are 19 other icebreakers for the first day. There is something for every grade level and all are crowd pleasers. My favorite is FOOD FOR THOUGHT. Students introduce themselves by first name and then select a food that starts with the same letter of their first names. Example: Hello, my name is Marsha and I eat mangos. The next student gives his name and favorite food item and then must repeat what the other student said and so forth.

Have fun with students in the first few days. Get to know them and them you.

Denise
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School Is Fast Approaching-Here Are Some Ideas To Ease the Transition:)

2014-07-20T22:53:00.001-07:00

We hope you are enjoying your last few weeks of vacation:). This school year, all the content areas will be fully engaged in delivering common core lessons with rich ELD components woven throughout. In effect, every teacher, regardless of subject matter taught, will also be a language teacher. Though this may seem on the service to be extra work, it really isn't. In fact, this "switching of the gears" so to speak will be the focus of this newsletter. We will provide you with some quality websites to ease the transition and assist you in building academic language within content areas for your students.

English-New York Times THE LEARNING NETWORK BLOG Not only does the NY Times offer a wide range of informational text in all content areas, but also provides lessons which deliver common core material, vocabulary development, literacy development, and language development for ELLs. It is also FREE. All content areas are addressed here.

Science and Mathematics-CK12 offers free, standards-aligned STEM teaching resources, free online textbooks, simulations, flashcards, and much more. All items are standards aligned and support in 80 languages!

Social Studies-New York University offers some excellent resources for teaching social studies/history to ELLs. Building content and language are addressed.

Mathematics-In addition to the link in SCIENCE and MATHEMATICS above, try this teaching support from NYC public schools. The site contains contributions from MIT, stock market, NCTM, and more. Everything is free.

Additional supports for ELLs that are easy to implement are posting common academic vocabulary in highly prominent places in their classrooms. These lists would contain words such as COMPARE, ANALYZE, SYNTHESIZE, DEMONSTRATE, CLARIFY, etc. Models of what you expect them to write should also be provided for them to reference as needed. Visuals of finished products placed around the room (or if you use technology, in classroom websites or teacher blogs).

Last of all is to check for understanding regularly. Engage them in activities that require them to use the new language in as many ways as possible so that their literacy skills will grow.

Enjoy your new school year!

Denise, Marnie, and Cheryl

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Common Core and Technology--a Powerful Duo!

2014-06-13T19:55:00.001-07:00

For teachers, summer vacation is here--time to recharge their batteries:). Some of them will be reading, others traveling, while others working. Yet, over this short break, teachers might want to explore some new approaches to building lessons with technology woven throughout. For such an approach to be successful, the teacher must first become an expert in using these tech tools. To achieve this, time must be spent exploring the program or playing with it. The teacher must become proficient in its use if the lesson is to proceed smoothly with minimal to no classroom behavior issues.

Active engagement is a key to academic success for students. They must be involved throughout is activities that stimulate academic discussion, thinking, discovery, etc. To assist students in this exciting journey of self-discovery, technology should be built into activities whenever possible. If they are to become life-long learners, they must be allowed to stumble along the way, learn from their mistakes, make the needed corrections, and then move on with new confidence to handle similar situations on their own.

So how does technology fit in the picture here? Think about those powerful mini-computers all the students carry in their backpacks everyday--cell phones! Since most students from every socioeconomic group carries them, teachers might wish to consider bringing them into classroom instruction.

How can they be used with little to no classroom instruction? Establish clear rules for their use and even clearer consequences for breaking them (ex. third offense-take phone and hold til end of day OR call parents from confiscated phone about the infraction, etc.). Once the class fully understands what IS and IS NOT acceptable use of cell phones, teachers can now proceed with educational apps which stimulate learning.

Here are apps that teachers enjoy using. They can be used to administer quick assessments, take polls, chart class growth as well as individual student growth, inform parents of their child's progress, provide approved content related internet resources for students to work with in class or at home, provide students with subject related games to reinforce instruction, and more.

1. SOCRATIVE--For a quick overview, teachers should view the quick video. This tool is one where quick quizzes on subject material just learned can be presented to students as a quiz which they can solve on their own or with partners. The results can be tabulated on the teacher's phone and then presented to the class as a graph with each of the columns representing one of the 4 choices (for example). If the majority of the students have the right answer, the teacher can proceed to the next level of the lesson. If not, the teacher knows which material has to be retaught. Since this might be an exit ticket, there is no grade so students are less anxious. Quick quizzes build student self-confidence for the REAL exam:)

2. EDMODO--An app that over 35 million students and teachers are using all over the world. Some of its features are similar to SOCRATIVE, but there are some additional components that teachers will be impressed with. After a teacher joins, s/he can join educational communities around the world in any subject area. Within theses groups, teachers can ask for help in a given subject area OR assist someone asking for support. Also, any quiz given is saved. This comes in handy when students were absent. Quizzes/tests can also be timed. Adults have time limits in completing their job assignments so why shouldn't students? :) Another teacher plus is that assignments can be differentiated with ease. This allows a teacher to stay on the lesson's theme while allowing every student to complete assigned tasks on a level that they can handle. One awesome new feature is that common core standards based quickie quizzes for ELA and Math have been added. Impressive!

3. POLL EVERYWHERE--If a teacher would like immediate feedback on a concept taught, s/he would have students pull out their phones, and text their feedback to a number provided by the teacher. Students could also have fellow students provide feedback on their presentations right after they have finished (no grade--just feedback). This type of active involvement stimulates instruction and motivates students to want to learn (as well as demonstrate what they understand and how well).

Note: With students all using cell phones, teachers may need to buy some power strips so students can keep their phones charged. Small price to pay to maintain student excitement:)

Denise
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I will be addressing ways to keep a paperless classroom over the next 7 days:)

De-Stressing Ideas For Your Well-Deserved Summer Break:)

2014-06-01T18:44:00.000-07:00

Well summer break is days away and with it, time to "recharge our batteries":). With the pressure of common core, the rising rate of poverty, the ever expanding digital divide, the low numbers of minorities (Latinos, African-American students, Pacific Islanders, Native Americans, homeless students, students from low socio-economic family backgrounds of all races, etc.) attending 4 year universities/colleges, and increasingly shrinking school budgets, teachers have been inundated with priority mandates throughout the year and still doing a great job dealing with all of this. So how can teachers fully prepare mentally and physically for the new school year? Here are some of my own thoughts as well as some excellent ideas from EDUTOPIA:)

1. Leave your classroom during your prep and socialize a bit with colleagues. Share your successes and close successes with colleagues to get feedback from them as well as offer your own insight on their concerns. It does truly do wonders for the soul to know that maybe some of the issues that you struggled with so did others. When teachers collaborate to find solutions to common problems, they arrive at practical and easy-to-implement solutions. This reduces stress and offers ideas to successfully revise lesson delivery problems for the new school year. Even more beneficial to teachers is that they can start their break without any nagging issues on unresolved lesson issues:)

2. Spend first couple of weeks relaxing--no 6:00 AM alarms:) Reset your biological alarm clock for a later start. Take a brisk daily walk, a morning swim, a jog, a refreshing hike, etc. Grab a coffee/tea at Starbucks and then hit the mall, go to the movies, visit a friend, explore a museum, etc. These activities re-energize with ease. Grab a book you have not have the time to read during the school year and read it now. Set your opening summer schedule to fit your needs and no one else's.

3. Try a few possibly new activities. How about a star party? I have been to several of them with my spouse who is an astronomer. Whole families meet in open areas with minimal light with their telescopes to watch the wonders of the night sky. If you don't have a telescope, it is not a problem. Stargazers will happily share theirs with you. There is a link to finding star parties in the EDUTOPIA (page 4).

4. Take a few fun weekend trips to places you have always wanted to visit, but never had the time to do so due to school demands. There are many travel website deals out there: EXPEDIA, TRIVAGO, HOTELS.COM, ORBITZ, AAA, TRAVELOCITY, KAYAK to name but a few. I am planning a 3 day trip to San Francisco to hit museums, theatre, movies, shopping and 5 star restaurants:). Since BART is available, I will not need to drive.

5. Care to visit another country, go camping, explore a major American city? Save that for July:). You will be in excellent shape at this point to fully benefit from all the rewards that come from such dream outings! I plan on visiting Hawaii in July for a week. My goal is to do nothing but relax by the beach with a good book and take an occasional dip in the ocean:)

Have a great well-deserved summer break--you earned it:)

Denise, Marnie and Cheryl

ELL TEACHER PROS