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

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

ELL TEACHER PROS

Please follow us on TWITTER @ell_teacherpros (3500 followers), on PINTEREST as dmcyberteacher (4,550 followers), and on FACEBOOK as ELL Teacher Pros (135 followers).

Bringing Order to Group Projects:)

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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Learning English vs. Learning in English--Skillful Balancing Act

Since more ELLs are being mainstreamed in greater numbers nowadays, teachers will not only need to make their content comprehensible to these students, but also develop their English skills.  Though this may appear to be an overwhelming challenge, it doesn't have to be. 

Contacting the English Language Coordinator is a must.  This person will able to provide some information on the English proficiency levels of the ELLs in class as well as offer some suggestions on possible teaching strategies which can be used with them. 

With background information in hand, the next step is to decide on what approaches can be used to insert language skills into the content delivery.  For example, if teaching science, teachers must teach ELLs to learn how to write lab reports.  Though this writing skill might be new to English only as well, the structure of written English is not.  For the ELL, recording details to use in a lab report will necessitate language support on several levels:   sentence structure/sentence frames, format of a lab report, use of academic/content vocabulary, access to highly visible models/examples of what lab reports should look like, etc.  Though lab partners may help in some areas, they are not substitutes for the teacher's input and facilitation.  Collaborative learning is to be encouraged, but teachers will also need evidence of individual mastery. 

Content instruction is probably the feature of instruction teachers feel most comfortable with.  They know their disciplines inside and out and can probably teach it blindfolded.  However, now there are ELLs in class so how is a teacher to make content accessible to this group of students?  Here are some suggestions based on my own experiences.  Find out what their learning styles are:  visual, kinesthetic, or auditory.  Remember that ELLs are people first with each one having a preferred learning style.  With this information, teachers can design multiple activities that will make content comprehensible through their learning style preference.  Another approach is the use of word walls and concept maps.  With vivid images tied to academic vocabulary plastered around the room, ELLs have vivid reminders of the meanings of key vocabulary.  Next, cornell notes for them to take notes on key information that they will be held responsible for in the lesson.  This is a skill that will also help them in college.  Teachers should also limit "must-know" vocabulary to 7-10 words a week and  use daily in a variety of formats.  Only in this way will ELLs be able to retain them over the long term.   One more strategy is to provide multiple opportunities for ELLs to verbally express their grasp of the content using complete sentences with key academic vocabulary. 

LEARNING IN ENGLISH  This article provides more insight in some of the problems ELLs face in trying to learn a new language along with learning in a new language.  There is great insight here on what the ELLs struggle with.

 STRATEGIES TO SUPPORT ELLS IN MAINSTREAM CLASSES  Here you will find more practical advice on meeting the academic needs of ELLs.   Notice the use of cognates for ELLs from romance language backgrounds.

LEARNING STYLES AND INSTRUCTIONAL STRATEGIES   Here is an excellent refresher tool on student learning styles.  Include activities from all three styles and you will have a fully engaged classroom of ALL students:)

Denise

ELL TEACHER PROS


 

WOULD YOU LIKE AN ONLINE FREE RESOURCE ON TEACHING ELLS? LOOK NO MORE:)

As the student population changes in the U.S., teachers see their classrooms becoming increasingly more diverse linguistically.  Mainstream classes will have a small percentage of ELLs at different English proficiency levels.  Those students will need more support than "sit with a partner" if they are to successfully meet the academic demands of the "national" common core standards in English, math, science, and social studies.

So what does a teacher here who has never really had much interaction with ELLs in her/his classes?  Well, teachers always rise to the challenge so they may ask for support from colleagues, attend professional development sessions, search the net, etc.  If they go to colleagues, they should try to talk to the ones that ALL the students like first.  There is probably a good chance that those teachers have some ELLs scattered in their classes throughout the day.  Another resource would be to ask new teachers for advice here.  Often times, they have just finished the required teacher credentialing program at the local college so they have at their fingertips some proven strategies to deliver instruction to all.  Still another resource might be the professional development classes that almost all districts deliver.  Because many school districts are on notice from the government to provide educational equity to ELLs and others strugglers, they tend to offer after school and weekend classes on ways to promote equal access to content to all students.  Classes are free and in some cases, if held after school, teachers are compensated for attending.  A last resource is the internet.  This takes some time though in trying to find a source that delivers material in ways that suit the teacher's teaching style. (CHECK OUT THIS BLOG FOR ADDITIONAL IDEAS, LESSONS, AND TEACHING STRATEGIES)

Here is one online resource that provides a quality crash course on meeting the unique needs of ELLs in K-12 in the classroom.

(taken directly from the site)

Best Practices for English Language Learners was developed by teachers and educational administrators as a resource for teachers, principals, and district leadership to:

• Provide a framework for sheltered instruction for all teachers. 
• Increase use and improve the quality application of research-based
  strategies in content and English Language Development (ELD) classrooms.
• Support districts in the implementation of proven research based
  practices to increase language proficiency and academic content
  knowledge for culturally and linguistically diverse students.
• Demystify terminology and initiative confusion in the field by using
  a framework for understanding school improvement

In this site, you will find teaching videos highlighting successful strategies with ELLs,  This material would offer teachers many opportunities to see real educators in their classrooms with ELLs.  The highly effective delivery of instruction is a result of teachers looking at all aspects of their classroom instruction and then reflecting on how to make sure that ALL students are benefiting from it.

Look through the site and decide on which areas most meet your needs or address your concerns.  If you know teachers who need help, pass the website along to them.  ELL RESOURCES

Denise

ELL TEACHER PROS

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Common Core Standards--English Language Arts and USE OF PRIMARY SOURCES

With the new common core standards being rolled out for English, teachers at the high school level will need to spend 70% of instructional time on informational text/non-fiction materials.  This is long overdue since universities have been urging schools to spend more time better preparing students for college.  In fact, most incoming freshmen must take remedial writing classes in their first year to prepare them for university work.

What will be quite different for students will be working with primary sources on a regular basis.  Many students are foggy on what they are, but this site explains what they are on a student level and then provides examples of primary sources throughout the site. To offer an overview of the key forms primary sources, go to OVERVIEW.  Each form is explained in detail and then students take on "detective" roles to search for evidence to use for solving "problems."  Isn't that what is asked of students in many universities--to THINK, ANALYZE, SYNTHESIZE, PERSUADE, etc.?  Notice that PERSONAL NARRATIVE is no where to be found and yet this writing style is still heavily used in all grades.

In the SPEED ROUND, students have to use their knowledge of all forms of primary sources addressed throughout the site to answer questions against a timer.  If you have struggling learners mixed in your mainstream classes, you could do a numbered heads together (cooperative learning in mixed ability groups) and then do a team competition.  It would be a WIN-WIN opportunity for all (and a bit of fun in the process).

PRIMARY SOURCES   ---  Here is the link to the entire site.  Bookmark it to hold for the unveiling of common core standards:)

Denise

ELL TEACHER PROS

PS  If you would like a detailed view of the common core ELA standards and how they will be implemented in school, you should subscribe to ELL TEACHER PROS to receive our monthly newsletter.  I will be providing both overall description of the process as well as providing videos and sample unit lessons in our JUNE NEWSLETTER to be released on May 31st.

INCREDIBLE FREE QUIZ GENERATOR!

As final exams approach, teachers often times try to furnish students with lots of practice quizzes to prep them for the upcoming major finals.   Frequently,  this can be a very time-consuming activity for the teacher though well worth it for the students.

How would you like to have a site that would not only help you design your exams, but also provide  you with a secure place to store every one in any order you desire?  Of course, the answer is yes.  What is even more unbelievable is that such a service is absolutely FREE (some special features will be added shortly for a fee, but the majority of the sites great features will continue to be free)!

Here are three reasons (click on link to left OR just read the content below) why teachers will love this site:

"1.  Teachers and Instructors often teach many different classes, at many different levels. Each class and level has its own set of worksheets and exams, usually spread across many traditional file based documents.

  Quizinator breaks all that information into a categorized library of questions and their answers. You can then quickly create and update your documents within Quizinator using the drag and drop question library. Any changes to the library instantly update all documents that contain them."

"2.  With all the documents they maintain, Teachers and Instructors often have trouble moving them around from computer to computer, synchronizing any changes they make, etc.

  Since Quizinator is a centralized, online repository for all documents and their resource components, you have everything in one place. Your browser is all you need. Any changes you make follow you where ever you go."

"3.  It's an unfortunate fact that some students cheat.

  It's easy to make different versions of an exam if you want. With Quizinator's drag and drop sorting capabilities, you can reorder questions and even their answers in two seconds flat." 

The Guide to the site is teacher friendly and will take you through all the rich features of the site.  For me, I tend to keep things simple until I feel confident enough to build in more features.  With this site, it didn't take too long before I could use most of its options with only a few hiccups:) 

QUIZINATOR  -- please share it with colleagues.

I will continue to look for more test prep tools for your students over this month.

Denise


ELL TEACHER PROS

GREAT Study Tool for ALL Students-ELLs and EOs Alike!

As the school year draws to a close, students are looking for ways to do well on final examinations.  Many have created study cards which some teachers will let them bring to their exams.  Here students are given one 3 X 5 index cars on which they write all the notes they think they will need for the exam.  Only 1 card can be used however.   Another strategy some use is to make their own decks of study cards to prep for exams. These cards are used to help students memorize key concepts.  Some teachers allow kids to bring their organized binders in which students have been adding key notes all year long.  These binders teachers have been checking (and grading) every 3 or 4 weeks to assess for completeness.  Now, the big reward comes---if they have been keeping it current with all the course content,  they will be able to refer to it in doing their finals.

To add some variety to the review tools just mentioned, teachers may want to consider adding the following online site:  STUDY STACKS  Here, teachers can create flashcards on as many subjects as they wish for their students to use in a variety of ways.  Offer students options using formats that appeal to them and they will do well on their examinations.   Teachers may also use flashcards created by other teachers if they like.  Further, if teachers have really ambitious students, charge them with creating flashcards for the class!  This site will take the pain out of studying:)  Remember that the site is FREE to join.

Example GEOGRAPHY

Flashcards

StudyStack

Study Table

Matching

Crossword

Unscramble

Type In

Quiz

Test

Hangman

Chopped

Bug Match

Hungry Bug

Targets

Apps

Questions

Hmm...

Denise

ELL TEACHER PROS

The OLYMPICS--A Teaching Opportunity In All Content Areas!

With the summer Olympics fast approaching, teachers may want to bring it into their classes in some unusual ways. 

First, teachers may want to have students look at the history of the games.  Here you will find a short animated cartoon on it.  It covers its earliest origins in just enough detail for students (about 8 minutes).  All main points are addressed in student friendly fashion while also delivering content.  In this same section, students can also get the names of every medalist going back to 1896.

Second, if you teach world history, you will enjoy taking a look at clips of past Olympic games going back to 1896.  I spent some time looking at the 1936 games.  The video clip is 2 minutes 25 seconds long and focuses not only on Jesse Owens, but on Jesse's German rival who helped him to qualify for the long jump.  In fact, the two remained friends until Jesse's friend was killed in World War 2.  Take whatever time period you are covering and weave in the games!  Another plus here is that ELLs will feel validated when their country is covered as a past host country.  Imagine being Mexican and seeing how Mexico welcomed the games back in 1968!

Third, if mathematics is the focus, why not look at any one of the 35 SPORTS (Winter OR Summer) and pick one the students like.  Create questions with more than one correct answer if possible such as "How much faster should the number two person have run so that he could have won?" "At what angle, should the bow have been raised so the arrow would hit the target?  (archery)"  Have students try making up their own math questions.  ELLs can fully participate here since drawing out sketches with numbers would be the basics needed to make their case:)

Fourth, if you teach science, take a look at the summer or winter games to show science in action.  If it is the winter games, try the luge events.  How does the knowledge of physics add excitement to luge?  If skiing is a favorite, how does one score a gold using science?

OLYMPICS  This site has so much more than I could address here.  Explore it and share it with your students.  It is truly an inspirational site.

Denise


ELL TEACHER PROS

Take Your Class on VIRTUAL FIELD TRIPS and Go ANYWHERE for FREE!

Spring is here!  Often times, this is the ideal time for teachers to take students on field trips, but with the economy still being quite soft, field trips are minimal at best.  So teachers need to bring the wonders of the world to the classroom.  How?  The internet of course!

Many ELLs rarely have the opportunity to explore national museums, state parks, aquariums, etc. due to monetary constraints.   To build some background knowledge in these areas, teachers should create virtual field trips.  From a classroom, teachers can take students to every corner of the world with a mouse click.

For ELLs especially to truly reap major benefits from these virtual excursions, teachers will need to preview the sites first and then design activities that will not only peak interests, but also be accessible to every level of English language proficiency.  In other words, a beginner might follow a checklist of every item he saw and then write 5 sentences (using sentence frames) on one display that impressed him the most.  An early intermediate student may have a checklist of key displays and then would need to write 2 or 3 sentences on the exhibits he studied.    An intermediate might have to do a presentation on an exhibit that fascinated him.  This would include pictures, note cards for his speech, etc.  He could also do a power point.  Early advanced and advanced are closer to English only so they would not need as much support or scaffolding from the teacher.

5 BEST VIRTUAL FIELD TRIPS  This link has some absolutely incredible websites here.  The Smithsonian actually allows a student the opportunity to "walk around" the entire museum.  Also, where ever there is a small camera icon, students can zoom in on artifacts.

GOOGLE EARTH AND MORE  From this site you can see the world!  I just finished exploring the Giza Pyramid!  See Google's description of all of its features below:

• Discover the Earth: Fly to any location in the world, learn about a city and it's geographic features, find local businesses, and create tours.

• Explore the Sky: Enjoy the wonders of the heavens and learn about our solar system.

• Dive in the Ocean: Go beneath the surface and visit the depths of the ocean and explore the planet's deepest underwater canyons. Learn about ocean observations, climate change, and endangered species. You can even discover new places to surf, dive and fish.

• Walk on the Moon: Take tours of landing sites narrated by Apollo astronauts and view 3D models of landed spacecraft.

• Visit Mars: Travel the Red Planet and explore NASA's latest imagery of our galactic neighbor.  (from Google EARTH website)

Imagine student excitement in exploring the depths of the oceans or the wonders of the universe---all from this site!  This site could be used in history, science, and geography classes with ease.


As an instructional coach, I selected sites that my teachers would be able to use immediately.  You may like the other 3 sites and see a way to use them in your classrooms:)


Denise


ELL TEACHER PROS

PS  If you like what you see in my blog, please vote for me by clicking on the VOTE FOR ME BADGE:)  Thanks.

Use Writing to Spur Imagination (and thereby Boost Vocabulary Base)!

With spring break over, students will probably be still in vacation mode when they return. So what is a teacher to do in English class to motivate them to start writing again? How does a teacher show kids that writing can be fun and still boost academic skills in language structure and vocabulary? Imaginative writing assignments fit the bill:)

When teachers find and use in their classes fun assignments, such as many of the prompts in CREATIVE WRITING TOPICS, they will see more students being actively engaged in the task. The ideal setting is in small cooperative learning groups (4 per group). Here the ELL has an opportunity to "play" with language in working with his/her group. Since English is not the home language of the ELL, language skills are not as sharp as those of the English only student. The ELL often relies on overly simplistic vocabulary (nice, good, bad, was/were, etc.) and very basic sentence structure because of this. So, since the listening and speaking skills of ELLs are better than their reading and writing abilities, teachers should have ELLs approach writing and reading through their strongest skills of listening and speaking. Group work makes this possible with ease.

Using the material from this site, the ELL can share her/his thoughts and then take part in writing down the ideas of the group with peer support. An ELL could also be assigned a role as a proof reader with the rest of the group chiming in as needed. A teacher could have the ELL read the result of the group's collaborative efforts aloud to the class. One other option might be to have the students within groups create comic strips (or story boards) on their topic. Here the writing pressure is eased a bit, but the content remains the same---to address the prompt. As an ELL's confidence grows in writing so will quality in more traditional assignments improve.

Denise

ELL TEACHER PROS

P.S. This blog is a nominee for the MOST FASCINATING BLOG OF 2012. If you would like to vote for me, just click on the "VOTE FOR ME" badge on the right side of the blog just above my profile. Thanks:)

ACCESS THE NYC Public Library Digital Picture Collection ONLINE for FREE!

No matter what subject you teach, you generally need visual supports to help students access the main point of your lesson. Sometimes a textbook may have good materials, but often times it may fall a bit short in presenting a full picture of a concept or event. This leads teachers to trying to locate other sources to help clarify for students the concepts being taught.

To ease the work load in this area, check out NYC Public Library Digital Picture Collection. This is a photograph collection spanning hundreds of years and topics. To use the site, go to the long white slim rectangular box in the middle of the page. Click on drop down menu and then select the area of interest. You can save the images on your laptop unless your district blocks it. It is possible to print them out to use with a document camera. A last option is to save the links in a bookmark or favorite folder to pull from as needed.

These powerful images can be used by students too in creating reports, powerpoints, etc. In fact, if you have ELLs, you could pass out 1 photo to small groups of 2 or 4. Provide the students with some reflection questions. Allow them 5-7 minutes to discuss what the photo reveals to them without any writing. Once the small group discussions are completed, you can add to the vocabulary and content material by conducting a whole group discussion and charting the key points (and vocabulary) generated by the class. This approach fully equips the ELL to then take this knowledge and apply it to more demanding activities such as navigating key parts of the textbook or writing about the subject. MIND MAPS will help here (see MIND MAPS post for details). The more support you provide the ELL with in class, the more success the ELL will experience in doing any assignments based on the lesson you delivered.

Enjoy!

Denise

ELL TEACHER PROS

Proven Successful Teaching Strategies to Reach Your ELLs!

How would you like to have at your fingertips detailed successful teaching strategies with ELLs accompanied by FREE videos of those strategies in action? Wonder no more! Here is the site: WELCOME TO ELL BEST PRACTICES

Here you will examples of proven approaches for both elementary and secondary students. Would you like to cooperative learning at its best? Would you like to see how graphic organizers help ELLs organize their data and therefore take more accurate notes in class? How about the importance of setting clear objectives and providing clear feedback? CLICK HERE You are free to also share the videos through email.

Further, along with these excellent teaching videos, you can also access written descriptions of the strategies. The details are succinctly laid out (i.e. bullet format). Many times the video is linked to the resource to make it easier for the teacher to tie the two together. The topics also come with graphic organizers and other teaching tools used in the videos.

If your administrators are looking for resources in this area, you may pass the following link on to them: ADMINISTRATORS. It covers legal requirements, the differences between ELD and SDAIE, suggestions for observing teachers, and much more.

I hope you enjoy this site. I was impressed with the quality of instruction present and the active involvement of the students:)

Denise

ELL TEACHER PROS

Is Writing a Challenge for Your ELLs? If Yes, Try Paragraph/Essay Frames:)

If your ELLs or ESL students struggle with writing, this site might be helpful. It is a collection of 78 pages of every writing graphic organizer imaginable AND for all content areas. It can also be used at anywhere from elementary through high school (especially helpful for new arrivals).

Why are such supports needed for ELLs? Some students are totally new to the English linear writing style. They must go from the familiar to the new. Such changes can be difficult at best hence the need to make the change as painless as possible. Others have very limited literacy skills in their own language so there is nothing for a teacher to relate to in trying to teach writing. Writing frames provide a model which they can steadily rely on until they have enough language and are confident in their abilities to write on their own. These tools supplement instruction. They are those necessary scaffolds which allow students to survive in content classes.

PARAGRAPH/ESSAY FRAMES This document is 78 pages long. I would suggest that teachers print it out, hole punch it, and place it in a binder for easy reference. Share it with colleagues.

Denise:)

ELL TEACHER PROS

Google Lit Trips--A New Way to Motivate Students to Read:)

Google literature trips are a whole new way of engaging students in reading literature. Google Lit Trips highlight the journeys characters take using Google Earth so that students can "see" the terrain, architecture, etc. which the characters have to navigate through. All along the way, students will see placemarks with information about “real world” references made in whatever book they are reading. This is an example of adding real context to a story and that is a must for ELLs especially so that they can truly appreciate the novel that they are reading.

The free downloadable files cover grades K-5, 6-8, 9-12, and higher education. The novels covered are found on the SITE MAP. Every item listed there has a downloadable file that covers the novel. Please note that the files are not like Cliff Notes. These files are designed to augment instruction and facilitate a student's understanding of the novel.

Take the video tours of the site here: VIDEOS The google earth one gives you an overview of how GOOGLE LIT TRIPS breathes life into any novel:)

GOOGLE LIT TRIPS

Enjoy your journey:)

Denise

ELL TEACHER PROS

Scaffold Student Instruction With These Graphic Organizers (For ALL SUBJECTS and GRADES)

How often have you had students who had a difficult time trying to figure out what was important in your lesson? This issue pops up quite often in mainstream classes where ELLs are hesitant to expose their limited grasp of a topic in a room full of English only or more proficient speakers of English. This weakness is reflected in poor test results due to what may be more a result of limited understanding of the lesson than of poor English abilities.

One way to provide better access to core content and academic language is through the use of graphic organizers. These learning tools offer ELLs many opportunities to become familiar with academic language BEFORE they take a formal assessment. With these tools and lots of regular checks for understanding, you will see their confidence grow.

Graphic organizers build reading skills through note-taking organizers. Such tools lay out what to look for in the textbook and how to take notes on what they have just read. Let us not forget language graphic organizers such as outlines where students learn how to follow the English linear system of writing.

The organizers here are for all content areas: science, math, English, and social studies. One is particularly geared to vocabulary development (FRAYER MODEL) and is back in vogue in the US of late. It can be used in any content area. I had students use a modified version of this on 3 X 5 index cards held together with a binder ring. This was a way for them to build their own dictionaries!

GRAPHIC ORGANIZERS FOR ALL SUBJECTS (don't feel limited to this---create some of your own and share them with colleagues).

ELLs need all the help possible to succeed in English speaking schools. This is not an impossible or overwhelming task. It just takes some different approaches:) Add some academic and language scaffolding to your lessons and you will see quite an improvement on their part:)

Denise

ELL TEACHER PROS

Free Library of Worksheets and Instructional Resources for Teachers of ELLs:)

Leave it to teachers to put together a website like this:) The site offers an incredible variety in the basic language skill areas of listening, speaking, reading, and writing. Membership to access the materials is required, BUT it is FREE to join:)

Their section on writing essays was quite thorough. The explanations as to how to write the various essay types are geared to teachers of any discipline. Most times, the explanations are geared to teachers of English (English literature/language arts), but not here. They are written in a friendly manner and therefore accessible to a teacher of any discipline.

There is also a wide selection of posters that teachers submitted to be shared. Some of them are subject specific, others inspirational, others fun, etc. As a member, you can enlarge most of them and print them out with ease. The ones that don't fill up your screen entirely, you can print out and have enlarged at any copy center if you wish to keep the vivid colors.

As far as worksheets go, they are all teacher designed (and, as a member, YOU may submit your own worksheets to share with others). It seems that any teacher of ELLs (aka ESL students) will find the ready-to-go materials a major asset for both students who need more practice as well as those who wish to be challenged.

The site also contains some creative teacher tips. This month offered 10 great sources for real listening practice. Each suggestion is one that can easily be implemented in any classroom-guest speakers, another teacher, radio, TV commercials, etc. Hearing English spoken by many different people in many different situations boosts their listening skills.

BUSY TEACHERS

I hope this site helps make your job a little easier:)

Denise

ELL TEACHER PROS

Writing Games That Are Fun And With a Purpose!

Here you will find some fun writing games for kids. These fun writing tasks cover letter writing, stories, news articles, debates, advertising, etc. Often times, ELLs need time to play with language if they are to ever become proficient in its use. Though these activities would never take the place of classroom instruction, they would be a wonderful supplemental activity for those who needed more time to practice writing. Ideally, a computer lab center in the classroom would provide an option for the teacher to offer more time for ELLs or others who struggle with writing.

If students have access to the internet at home, encourage them to find writing topics that either interest them OR provide more practice in developing the writing skills needed to complete a class writing assignment. All activities are untimed so students can take them over and over again without penalty.

Every activity is FREE!

WRITING GAMES

Enjoy:)

Denise

ELL TEACHER PROS

Care To Jazz Up Your Geography Classes a Bit? If Yes, Read On:)

Geography is taught at all grade levels. For most students, it is an eye-opener to the world around them. After all, students quickly learn that there is more to the subject than maps:) Here, students explore humanity's rich diversity in cultures, traditional costumes, languages, traditions, foods, histories, etc. Teachers always attempt to weave in realia whenever possible to make the lessons not only enriching, but also more memorable. After all, students in our classes nowadays will shortly become members of a vast global workforce where diversity will predominate. What better way to prepare them for this international community than by providing them with as much information as possible on cultures other than their own so that they will be able to fully blend into the international workforce as highly productive team members.

To further enhance your geography lessons or projects, take a look at SIGHTS MAP. With the heat map off, students will see a layout of all the continents. With it on, students will see how much energy is being used around the planet. Europe consumes quite a bit while other areas of the world only a small fraction. One of the major highlights is the photo feature. Click on any area of the world you are studying and then select the PHOTO option. Pictures of all the major sites will pop up. Students will see man made wonders as well as natural ones. You will also have the option of zeroing in on some of the world's major cities/countries quickly (20 in all).

How else can this site be used? If students have to do projects for class, why not have them select a specific site to do research on? With the option of photos, students would be able to have a bit more direction in what to select to report on. A picture is indeed worth a 1000 words:)

Denise
ELL TEACHER PROS

30 Ideas for Teaching Writing for ELLs and EOs Alike

Of the 4 language skills (listening, speaking, reading, and writing), writing is the one that ELLs struggle with the most. In fact, in many cases, it is the last skill to be mastered. Sometimes full mastery never seems to come no matter what supports teachers have built into their classes. Low scores in this language skill area also bring down annual test scores on standardized examinations such as the CST (California Standards Test) and low scores can lead to state/federal interventions on a multitude of levels affecting funds and staff.

So what should be done? Teaching to the test is not the answer. Instead, focusing on their weakest skill through creative modern-day prompts may be and that is where the NATIONAL WRITING PROJECT comes in. In the article I have attached, you will find 30 very original ideas to make writing accessible and even enjoyable for your ELLs and other struggling students. Each suggestion is linked to an in-depth article on the inspiration for the idea. They are all free resources which you may explore at will.

Writing needs to be done frequently with meaningful feedback highlighting strengths while offering suggestions in only 1 or 2 areas (too many suggestions will destroy self-confidence). ELLs also need to have time to play with language and writing. After all, they are writing in a language that is not theirs so they need more time to explore the nuances of English. Developing writing assignments that spark interest and offer inspiration should be the goal:)

Denise

ELL TEACHER PROS

A Look at CHILD LABOR in the US in 1908-1912

Though child labor is a thing of the past for the most part in the US, it is still an issue in some countries. This site offers a window to the loss of childhood that these children experienced. Children today might develop a deeper appreciation for the lives they lead now--school, a home, parents taking care of their many needs, laws that protect them from unfair labor practices, etc.

This site (at end of post) could easily enhance a lesson in social studies, geography, world history, economics, writing, etc. If this surfaced in an English class, it could be tied to Upton Sinclair's THE JUNGLE (you may download this book for free from this link). As students progressed through the book, they could be reminded of what life was really like for these children--children who didn't know how old they were, who could barely reach the work assigned work area without a box to stand on, who toiled long hours selling newspapers often catching pneumonia (no health insurance), who looked much older than their years due to the harsh working environment, etc.

In an ELD class, these photos could be used to build a comparison/contrast composition. With a double-bubble graphic organizer, students would look at a child's life in 2012 vs a child's life then. This could be done as a small group activity where students could work as teams to complete the graphic organizer. Once the teacher had an opportunity to make sure that everyone was on the same page, s/he could have them start developing their essay outlines. The actual writing of the essay could be done with a partner (if the process is semi-new for them) or individually with teacher support as needed.

CHILD LABOR IN US (photographs and captions from Lewis Hine)

I hope you can use these photos in some of your lessons.

Denise:)

ELL TEACHER PROS