The other day, I posed a question to my Twitter PLN. I asked what their non-negiables were for teaching English Learners. The responses were overwhelming. Just imagine if we set aside time as campus or district teams to develop non-negiables and then live by them. This would be a great practice for ESL and bilingual teams. Here are some of the responses from Twitter followers:
What is the difference and Why should we care?
Well, first and foremost, we should care if we want our students to speak like scholars. If we want our students to be marketable after they graduate. If we want them TO graduate! Then we should care! Sentence stems and frames are scaffolds as students learn language and content.
Sometimes educators use the terms sentence stems, sentence starters and sentence frames interchangeably. You may wonder...are they the same thing? The answer is no, they are are not the same. They have their own form and function.
Core beliefs should anchor what we do. We all have beliefs about life, about learning, about people, about all things. It's important that we reflect and think critically about what are CORE, essential beliefs are about the things that are important to us.
Once we identify our CORE beliefs, we can use those to help ensure that we are doing what is right for students.
Take a moment before you read on, to think and jot down 3-5 of your CORE beliefs about language or language acquisition. Then I will share mine with you.
18 ways to Support English Learners in your classroom in 2018 (or EVER!)
2018 is going to be a year where your English Learners thrive! Your ELs need some extra scaffolds and supports to level the playing field. They are learning a new language while navigating content at the same time.
Here are 18 ways that you can help support them with their journey. Not every EL will need all of these scaffolds. Some will need more than others. And once they no longer need the scaffold, remember to release it and let them soar!
Whether you are a campus lead teacher, ELL specialist, instructional coach, or administrator, you can benefit from conducting a learning walk on your campus.
Learning walks are arguably of the greatest forms of job embedded professional development. I'm a huge believer in the power of learning from colleagues. As a campus ESL Instructional Specialist for five years, I traveled to various classrooms on a daily basis and co-taught with teachers in k-5th grades. This was an amazing experience for me. It allowed me to see some powerful instructional practices and also some that needed support.
Back in the day, not too long ago, the only way to receive professional development was to attend a training or workshop. No longer is that the case. Now, there are many options for us. So, with Twitter, online learning, and newer opportunities out there, is face-to-face professional development a thing of the past? As a professional development specialist, I find this an interesting question to ponder.
A huge part of balanced literacy and a workshop setting is conferring with students. Conferring allows for maximum differentiation to meet specific instructional needs for students. But when we serve students who are also learning English, there is a need to accommodate the way we confer. After years of conferring with ELLs and tons of reading in the field, here are my tips for conferring with ELLs.
Let's back up a little and break it down. What is culture? Culture has many meanings and it depends on who you ask or which source you use. If you review most definitions, they all have somethings in common. Zion and Kozleski describe culture as the "shared beliefs, views, values, customs, behaviors and artifacts that the members of society use to interact with their world and with one another (as cited in Fenner & Snyder, 2017).
From this definition, I know we can gather that everyone has a culture. We all have beliefs and views. We all carry values and customs. We all have certain behaviors and artifacts related to our own society that we use to interact with the world and with others. This leads me to the conclusion that being culturally responsive is not only going to benefit my English Learners, it will benefit every child in my classroom.
Create a Welcoming Environment
1. The BEST ESL teachers know how to make their students feel safe and valued. They are able to break down the walls of anxiety and fear so students feel ready and eager to learn. These teachers do this by using verbal and nonverbal cues. The way they speak with their students tells them that they are wanted, valued, and loved. These teachers make room for all students.
The courses offered include:
The ELPS Linguistic Instructional Alignment Guide or LIAG is aresource also available to educators. It is not a course but a resource that is handy for planning instruction. As a classroom teacher, the LIAG can a used to tailor listening, speaking, reading, and writing goals and instruction for each English Learner in your classroom.
Sheltered Instruction videos are coming soon! So be on the look out! And share this awesome resource with your colleagues.
Just wondering...for those of you who don't live in the GREAT state of Texas, does your state/country have something like this for teachers? Please comment.
TEXAS teachers!! Have you heard about Texas Gateway???
This is an AMAZING, FREE resource library for all Texas educators and parents created by the Texas Education Agency. The courses offered are self-paced, online courses. Some even include videos and classroom support documents. As an advocate for English Learners, I truly love that the Texas Gateway offers several courses related to supporting teachers and administrators of ELs. Teachers can take the courses and receive professional development credit for them too! But BEST of all, teachers and administrators will gain valuable knowledge about how to effectively support English Learners in their classrooms and schools utilizing the English Language Proficiency Standards aligned with the TEKS.