Fun Starts to a New School Year!

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):
 

1. 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.
2. 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.
3. 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):
 

1. 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).
2. 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.
3. 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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Great FREE Academic Support Sites for ELLs and other Struggling Students!

 

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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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 ELL TEACHER PROS Visit our blog at TEACHING SUCCESSES WITH ELLS Follow us on Twitter @ell_teacherpros (3,950 followers) Follow us on Pinterest User Name dmcyberteacher (4,600 followers) Follow us on Facebook as ELL Teacher Pros P.S.  We will be presenting at CABE in San Francisco in March 24th.  Come by and say hi:)

Academic Lifesavers For Struggling Students:)

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:)

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 ELL TEACHER PROS Please don’t forget to follow us on TWITTER (@ell_teacherpros  3,682 followers), Pinterest (dmcyberteacher 4,369 followers), Facebook (ELL Teacher Pros)

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

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Fabulous Use Of Student Cell Phones in ANY Classroom:)

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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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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Fun Opening Day Activities for Both Teacher and Students!

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:)

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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