In this century, the use of technology should play an integral part of any classroom, in any content area, and at any grade level. Teachers should be including its use throughout the day regardless of the subject taught because students are already quite familiar with it, and, in many cases, they may be more proficient in its use than some teachers are. This scenario should not intimidate a teacher. In fact, teachers will be empowering students by validating student expertise in this area and involving them in the class activities as "assistants" :)
So how does a teacher handle the use of technology in a classroom? How does a teacher keep students focused without wasting time? Well, such a setting still calls into play the usual classroom management routines just with a technology segment:)
Teachers use technology to enhance learning. It should never distract. The lesson plans are clearly followed with allowances made for those occasional times when tech glitches surface. Teachers comfortable with tech think on their feet and tend to student needs with ease. In fact, such teachers are pros at adapting without disrupting class routines. To be fully prepared, such teachers are always two steps ahead of students. They have fully prepared for a wide range of possible tech/internet site problems and in so doing, have already planned out various ways to solve almost any tech issue that arises in the class.
The infographic offers more descriptions of what effective teachers do with technology. Enjoy:)
Denise
ELL TEACHER PROS
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Showing posts with label common core standards. Show all posts
Showing posts with label common core standards. Show all posts
Tuesday, May 14, 2013
Sunday, February 24, 2013
How to Use Journal Writing to Build Subject Matter Mastery
As students become engaged in analyzing increasingly more complex informational text, they will need to not only reflect on what they read, but keep careful notes on what they understood from the content of the text.
How can this be achieved in the class? Incorporate reflective journal writing into every subject area on a daily basis and give students credit for maintaining them.
If it is a math class at any level, having students towards the end of the class write in their own language what they learned about in that lesson and include key notes along with examples on the mathematical concepts covered in class. Such an instructional tool would fully support students in better preparing for tests or assignments since students would have easy access to their not only their notes, but also sample equations along with explanations as to how the answers were arrived at. This technique takes them through the thinking process and that could boost self-confidence in doing future assignments based on those notes.
If it is a literature class, students could use their reflective journals for many activities. For example, they could track of characters in a novel as those characters. This would mean that they would respond to events in the novel as they would expect the character might respond. Teachers could also pose a host of "what if" scenarios where students would write about their interpretations of the outcomes of those scenarios. If teachers are looking for student buy-in, this is a must have tool.
The same approach could be used in science, social studies, and geography classes. Approach the journal activities as ways to fully engage all students (especially the strugglers). Weave in creative activities (new level of Bloom's Taxonomy) in every class and have students keep notes on all that is considered important in classroom lessons.
Below are two sources which offer more ideas on how to integrate journal writing into class.
REFLECTIVE JOURNAL WRITING IN THE CLASSROOM
HOW TO BUILD THE USE OF ACADEMIC LANGUAGE IN THE CLASSROOM
Denise
ELL TEACHER PROS
TWITTER @ell_teacherpros
How can this be achieved in the class? Incorporate reflective journal writing into every subject area on a daily basis and give students credit for maintaining them.
If it is a math class at any level, having students towards the end of the class write in their own language what they learned about in that lesson and include key notes along with examples on the mathematical concepts covered in class. Such an instructional tool would fully support students in better preparing for tests or assignments since students would have easy access to their not only their notes, but also sample equations along with explanations as to how the answers were arrived at. This technique takes them through the thinking process and that could boost self-confidence in doing future assignments based on those notes.
If it is a literature class, students could use their reflective journals for many activities. For example, they could track of characters in a novel as those characters. This would mean that they would respond to events in the novel as they would expect the character might respond. Teachers could also pose a host of "what if" scenarios where students would write about their interpretations of the outcomes of those scenarios. If teachers are looking for student buy-in, this is a must have tool.
The same approach could be used in science, social studies, and geography classes. Approach the journal activities as ways to fully engage all students (especially the strugglers). Weave in creative activities (new level of Bloom's Taxonomy) in every class and have students keep notes on all that is considered important in classroom lessons.
Below are two sources which offer more ideas on how to integrate journal writing into class.
REFLECTIVE JOURNAL WRITING IN THE CLASSROOM
HOW TO BUILD THE USE OF ACADEMIC LANGUAGE IN THE CLASSROOM
Denise
ELL TEACHER PROS
TWITTER @ell_teacherpros
Wednesday, January 16, 2013
21st Century Education--What Does It Look Like?
This photo for this video goes back to classrooms at the turn of the 20th century. For some schools, whiteboards have replaced chalkboards, but traditional instructional tools are still being used. This is not due to lack of interest on the part of teachers, but more times than not, it is a problem of limited school budgets, and little time to be fully trained in the use of the latest technology.
Students tend to be quite proficient in social media. They live and breathe technology. One could almost call the older ones experts in it:) So what can be done to better prepare students for success in school and beyond? Encourage the use of the tech skills that they are already proficient in and tie those skills to common core standards based lessons. The challenge is real since the rest of the world is not standing still while Americans try to catch up. Competition on a global scale is more competitive than 100 years ago.
Teachers should continue to find more ways to weave in technology into classrooms. This does not mean that teachers use it to lecture with exclusively, but rather teachers should set up tasks for students to encourage them to tap into their creativity. Once students are excited about the projects, teachers should be there to guide and support in assisting students in meeting challenging tasks. Team work with international members will be what today's students will be encountering in the business world after graduating from college or technical schools. The best place to prepare them for this new world is in school with student friendly tech tools to work with such as tablets, iPads, smart phones, laptops, smart boards, etc.
Further, teachers should collaborate across disciplines to show students how the knowledge of more than one discipline is required to solve problems. For example, if students set out to design a high school fifty years from now, they would need to know a bit about architecture, mathematics, environmental science, language communication skills (to effectively collaborate with partners in planning and in writing), nutrition, etc. With each decision, students must provide facts, figures, and justification for ideas.
Preparing students for careers that don't even exist yet sounds like a challenge, but if teachers build learning environments which support and nurture the naturally inquisitive nature of students in using technology, they will be preparing students to be able to successfully enter the expanding competitive global work force with confidence:)
Denise
ELL TEACHER PROS
Students tend to be quite proficient in social media. They live and breathe technology. One could almost call the older ones experts in it:) So what can be done to better prepare students for success in school and beyond? Encourage the use of the tech skills that they are already proficient in and tie those skills to common core standards based lessons. The challenge is real since the rest of the world is not standing still while Americans try to catch up. Competition on a global scale is more competitive than 100 years ago.
Teachers should continue to find more ways to weave in technology into classrooms. This does not mean that teachers use it to lecture with exclusively, but rather teachers should set up tasks for students to encourage them to tap into their creativity. Once students are excited about the projects, teachers should be there to guide and support in assisting students in meeting challenging tasks. Team work with international members will be what today's students will be encountering in the business world after graduating from college or technical schools. The best place to prepare them for this new world is in school with student friendly tech tools to work with such as tablets, iPads, smart phones, laptops, smart boards, etc.
Further, teachers should collaborate across disciplines to show students how the knowledge of more than one discipline is required to solve problems. For example, if students set out to design a high school fifty years from now, they would need to know a bit about architecture, mathematics, environmental science, language communication skills (to effectively collaborate with partners in planning and in writing), nutrition, etc. With each decision, students must provide facts, figures, and justification for ideas.
Preparing students for careers that don't even exist yet sounds like a challenge, but if teachers build learning environments which support and nurture the naturally inquisitive nature of students in using technology, they will be preparing students to be able to successfully enter the expanding competitive global work force with confidence:)
Denise
ELL TEACHER PROS
Thursday, January 3, 2013
Great Classroom Management + Accessible Quality Instruction = Academic Success for ELLs
With the demands of delivering quality instruction based on the new Common Core Standards, teachers might need to hone their classroom management skills to fully engage all students in an orderly productive fashion to master the content material. A willingness to try new approaches in this area has the potential of motivating all to want to succeed. Self-confidence soars in a setting where every student has multiple opportunities to interact with the content.
So how might classroom management look like in this 21st century classroom with Common Core Standards? It is one where students have multiple opportunities to share with partners their understanding of the key points of the lesson. These interactions are very short and the teacher maintains control throughout. Is the classroom a little noisier than usual? Yes, but the noise is evidence of students trying to process the content in a low stress setting.
SEE THE POWER OF SOLID CLASSROOM MANAGEMENT AND QUALITY INSTRUCTION--This 6 minute clip is just one example of how highly effective classroom management permits a teacher to deliver lessons. The teacher use of all three learning styles in her lesson leaves no one out of the instructional process. Her unique tools fully prep students for the focus of the lesson which is how to solve algebraic equations.
Weave in some fun approaches in the class routines and see the grades improve:)
Denise
ELL TEACHER PROS
Sharp EL377TB 10 Digit Basic Calculator (Google Affiliate Ad)
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Wednesday, December 19, 2012
COMMON CORE WILL TOTALLY REFORM ASSESSMENTS FOR ALL STUDENTS
Common core standards will usher in an array of new assessment techniques for teachers and their students. This new approach will offer a more accurate picture of a student's strengths and weaknesses. With instructional programs such as EXPLICIT DIRECT INSTRUCTION, teachers will have multiple opportunities to assess for understanding throughout a lesson. Such data will permit the teacher to create mini-lessons to address confusion on the part of struggling students (ELLs especially) while the rest of the class is free to continue other assignments. Project based learning will be a major part of instructional component of every class. Active student engagement through team collaborative activities like those found in the business world will prepare students to master those skills employers want in their employees.
So schools will move away from overuse of multiple choice questions and personal narratives to projects addressing real world problems where 21st century skills in math, science, engineering, etc. must be used to solve real world problems. In such settings, students will not only have to employ a wide range of skills to solve problems, but also be able to the necessary research to develop an answer, work with a team to develop a solution, and then, with sharp presentation skills, offer their solutions to the problem. School will be moving away from the humor in this video: I CHOOSE C
Planning team building and class discussion activities to fully prepare students for this new look at learning are in this video of high school students following an challenging urban planning curriculum in a fifteen-hour study unit. Teams of high school juniors and seniors were in a competition to offer the best plan for remodeling a poor neighborhood. All academic skills are tweaked to apply to the business task of remodeling. Quite impressive! PROJECT BASED LEARNING ACTIVITY
Denise
ELL TEACHER PROS
Boardwalk Butcher Paper, 36 x 900', White (Google Affiliate Ad)
Crayola Original Markers - Broad Line, Classic Colors, 10 ct. (Google Affiliate Ad)
Royal White Poster Board 28" x 22", 10/pk (Google Affiliate Ad)
So schools will move away from overuse of multiple choice questions and personal narratives to projects addressing real world problems where 21st century skills in math, science, engineering, etc. must be used to solve real world problems. In such settings, students will not only have to employ a wide range of skills to solve problems, but also be able to the necessary research to develop an answer, work with a team to develop a solution, and then, with sharp presentation skills, offer their solutions to the problem. School will be moving away from the humor in this video: I CHOOSE C
Planning team building and class discussion activities to fully prepare students for this new look at learning are in this video of high school students following an challenging urban planning curriculum in a fifteen-hour study unit. Teams of high school juniors and seniors were in a competition to offer the best plan for remodeling a poor neighborhood. All academic skills are tweaked to apply to the business task of remodeling. Quite impressive! PROJECT BASED LEARNING ACTIVITY
Denise
ELL TEACHER PROS
Boardwalk Butcher Paper, 36 x 900', White (Google Affiliate Ad)
Crayola Original Markers - Broad Line, Classic Colors, 10 ct. (Google Affiliate Ad)
Royal White Poster Board 28" x 22", 10/pk (Google Affiliate Ad)
Friday, November 2, 2012
Informative Assessments a Must for Common Core!
As national standards are fully integrated into class curricula, regular on-going informative assessments will become a necessary component of every lesson. With such monitoring on the part of the teacher, students (especially ELLs) receive steady feedback on their progress in working through the activities. When the teacher sees a student struggling, s/he can step in immediately to offer support/further explanations/additional examples, etc. to make the content more accessible.
Now, here are some additional tools to make checks-for-understanding even more engaging for all:) In this clip, the instructor goes beyond the traditional tools such as using whiteboards, identifying strugglers by walking around the room and looking for students having problems, asking for show of hands, etc. One is free and the other is $20.00. Both are easy to use! INFORMATIVE ASSESSMENTS (though Google Forms are listed, I didn't include them since they are a bit more complicated to use than the other two sites mentioned and listed below).
SOCRATIVE ASSESSMENT TOOL (FREE) Watch the demo here. "Socrative is a smart student response system that empowers teachers to engage their classrooms through a series of educational exercises and games via smartphones, laptops, and tablets." (from site). It is easy to use and students can respond via cell phones, laptops, iPads, tablets, etc. Teachers receive quick responses and, in the process, no student is signaled out as not knowing the correct answer. This opens up the floor to discuss why certain answers were picked and why they were wrong/right. Since no one knows who picked what, it becomes a risk-free discussion for all.
TESTMOZ ($20 a year) is similar to Socrative. Teachers generate quick multiple choice questions for students to answer. Teachers can monitor how well their lessons went by having students use any device of their own choosing to take the mini-assessments. Quickly, the teacher sees what questions students had difficulties with and what ones were not a problem. Such rapid feedback helps a teacher keep a "finger on the pulse" of the class with ease:)
Denise
ELL TEACHER PROS
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Now, here are some additional tools to make checks-for-understanding even more engaging for all:) In this clip, the instructor goes beyond the traditional tools such as using whiteboards, identifying strugglers by walking around the room and looking for students having problems, asking for show of hands, etc. One is free and the other is $20.00. Both are easy to use! INFORMATIVE ASSESSMENTS (though Google Forms are listed, I didn't include them since they are a bit more complicated to use than the other two sites mentioned and listed below).
SOCRATIVE ASSESSMENT TOOL (FREE) Watch the demo here. "Socrative is a smart student response system that empowers teachers to engage their classrooms through a series of educational exercises and games via smartphones, laptops, and tablets." (from site). It is easy to use and students can respond via cell phones, laptops, iPads, tablets, etc. Teachers receive quick responses and, in the process, no student is signaled out as not knowing the correct answer. This opens up the floor to discuss why certain answers were picked and why they were wrong/right. Since no one knows who picked what, it becomes a risk-free discussion for all.
TESTMOZ ($20 a year) is similar to Socrative. Teachers generate quick multiple choice questions for students to answer. Teachers can monitor how well their lessons went by having students use any device of their own choosing to take the mini-assessments. Quickly, the teacher sees what questions students had difficulties with and what ones were not a problem. Such rapid feedback helps a teacher keep a "finger on the pulse" of the class with ease:)
Denise
ELL TEACHER PROS
Virgin Mobile LG Optimus Elite VML696LGKIT476 (Google Affiliate Ad)
Acer A200 Iconia Tablet, 16 GB, Titanium Gray XE.H8QPN.001 (Google Affiliate Ad)
HP g6-1d60us Notebook PC (Google Affiliate Ad)
Thursday, November 1, 2012
Moving Students From SENTENCE to PARAGRAPH and BEYOND!
With the emphasis on writing found in the new Common Core Standards, teachers from all content areas will need to build a writing component into all courses. Again, for English language learners they will need to master a writing style that may be different from their own.
So how can teachers move all students from a basic simple sentence to a paragraph and beyond? Here are some practical approaches which are highly effective.
1. Class journal writing with the teacher guiding the discussion and writing everything down that the class says. This "I DO" phase allows the students to see how a paragraph can be developed from a small thought. With everyone sharing and all comments being recognized by the teacher, anxiety levels drop.
2. Offering students overly simplistic paragraphs with no details to have them rewrite them. Again, the teacher models, then the students work with partners on their own version, and last, students try it on their own (or in small groups if the teacher thinks that they still need more support). I have written a book in this technique. There is a sample passage on ELL TEACHER PROS-THE DETECTIVE. Here, students are to add details to make the passage one would want to read. Again, teacher starts things off, charts results, scaffolds as needed, etc. (more detailed directions are in the book). Students are always impressed with what they generate in such writing activities ($12.95-ebook).
3. Break up the 5 sections of an essay topic. Give students the THEME of the essay. Divide the class into 5 groups and let each group on their own write a paragraph on their assigned section. Bring the class together, review the group paragraphs and then discuss how they can be woven together to make a convincing essay. This activity opens the door to lots of discussion.
4. Create puzzles of cut up sentences from paragraphs to have students reassemble as small teams.
5. Ask colleagues for more ideas. The more ways teachers can trick students into liking writing, the better:)
MOVING FROM SENTENCE TO PARAGRAPH With the Common Core Standards, every teacher will become a writing teacher. Some will take to it easily while others may need some assistance. This site cuts the process of writing down to a few short comprehensible chunks. Teachers who might not be that comfortable with teaching writing to students will feel a bit more confident after this:)
WATCH 3 WORD SIMPLE SENTENCE GROW INTO A PARAGRAPH!
Need a visual on how to move from a 3 word sentence to a 10 sentence paragraph? Click here and be prepared to be amazed:)
Denise
ELL TEACHER PROS
Boardwalk Butcher Paper, 36 x 900', White (Google Affiliate Ad)
Crayola Original Markers - Broad Line, Classic Colors, 10 ct. (Google Affiliate Ad)
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Wednesday, October 31, 2012
Great Strategies to Support ELLs in Accessing Geometry
As most teachers already know, geometry has quite a bit of challenging specific subject vocabulary in it. Though many students have a difficult time with it, English language learners struggle the most since they are tackling unfamiliar content being taught through a language which they are not yet proficient in.
To support geometry teachers of English language learners, here are some fresh ideas in making the complex understandable. In GEOMETRY PROJECT WITH ALGEBRA CONNECTIONS, students in London explore geometric figures used in local buildings. Imagine the impact of seeing geometry in the real world. This experience breathes life into any geometry textbook. Those figures really do have meaning. It is as though the math takes on an ordered life of its own:) Note the observations the students make in studying these beautiful geometrical figures in their classes. Then there is the fun project of origami. Japanese paper art is full of geometry. Many cultures enjoy it and include it in math classes. Students of all ages enjoy it and they are working with both algebra and geometry in creating their paper art.
MATH OPEN RESOURCE SITE Everything math related is included in this open resource site. It is a good tool to have on class computers for students to refer to as needed. Homework centers might like it as well just in case the textbook is not enough.
The U.S. is number 27 in the industrialized world in mathematics. Common Core offers the potential to reverse this sliding trend:)
Denise
ELL TEACHER PROS
P.S. Our website was just listed one of the top 25 websites for English Buffs!
Alex Toys 290186 Origami Paper 60-Pkg-Assorted Sizes & Colors (Google Affiliate Ad)
Yasutomo 4307 Fold 'Ems Origami Paper 5.875" 2 (Google Affiliate Ad)
To support geometry teachers of English language learners, here are some fresh ideas in making the complex understandable. In GEOMETRY PROJECT WITH ALGEBRA CONNECTIONS, students in London explore geometric figures used in local buildings. Imagine the impact of seeing geometry in the real world. This experience breathes life into any geometry textbook. Those figures really do have meaning. It is as though the math takes on an ordered life of its own:) Note the observations the students make in studying these beautiful geometrical figures in their classes. Then there is the fun project of origami. Japanese paper art is full of geometry. Many cultures enjoy it and include it in math classes. Students of all ages enjoy it and they are working with both algebra and geometry in creating their paper art.
MATH OPEN RESOURCE SITE Everything math related is included in this open resource site. It is a good tool to have on class computers for students to refer to as needed. Homework centers might like it as well just in case the textbook is not enough.
The U.S. is number 27 in the industrialized world in mathematics. Common Core offers the potential to reverse this sliding trend:)
Denise
ELL TEACHER PROS
P.S. Our website was just listed one of the top 25 websites for English Buffs!
Alex Toys 290186 Origami Paper 60-Pkg-Assorted Sizes & Colors (Google Affiliate Ad)
Yasutomo 4307 Fold 'Ems Origami Paper 5.875" 2 (Google Affiliate Ad)
Friday, October 26, 2012
Excellent Resource to Tap for Common Core Lesson Support!
If teachers are looking for sample lessons of common core lessons, they need look no further. Here they will find not only lessons, but also videos of those lessons being implemented in classrooms with real students:)
COMMON CORE: AMERICA ACHIEVES!
(details taken directly from site):
NOW--a humorous look at what the common core will change in students:) In this cartoon, a high school student is looking for a job. The interviewer is asking about real world skills which the job requires, but the student has no idea about what he is talking about. Watch and enjoy:)
COMMON CORE "I CHOOSE C"
Denise
ELL TEACHER PROS
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COMMON CORE: AMERICA ACHIEVES!
(details taken directly from site):
- Lesson videos illustrating the Common Core key shifts
- Videos of teachers discussing their lessons
- Editable lesson plans
- Quality instructional resources from the EQuIP project
- PD on assessing the quality of resources
- Links to great websites
NOW--a humorous look at what the common core will change in students:) In this cartoon, a high school student is looking for a job. The interviewer is asking about real world skills which the job requires, but the student has no idea about what he is talking about. Watch and enjoy:)
COMMON CORE "I CHOOSE C"
Denise
ELL TEACHER PROS
Acer A200 Iconia Tablet, 16 GB, Titanium Gray XE.H8QPN.001 (Google Affiliate Ad)
HP g6-1d60us Notebook PC (Google Affiliate Ad)
Friday, October 19, 2012
PBS PROJECT BASED LEARNING Video Library for Most Grade Levels (Perfect Support for Common Core)
The video library in this site is an excellent resource on project based learning initiatives around the United States. Their projects cover all 3 grade spans: elementary, middle, and high school. Closed captioning allows full access to content and dialogue. When opening a link, click on QT since that is the only one which allows full screen access. The FLASH one does not.
Project based learning is the ideal tool to building connections between content and the real world. Imagine the delight in eyes of students as they discover through the learning process how math, science, and language (for example) are interrelated! For ELLs especially, this will break down the barriers of content language which sometimes muddies the waters when it comes to tackling grade level content course materials. Now, small teams of students will combine all the skills and content knowledge of the group to explore projects in engineering, aerospace, 21st century energy, education in the next 50 years, etc. ELLs will not only develop a deeper understanding of the content, but also sharpen their English skills. Actually, it is truly an exciting time to be both a teacher and a student.
Hopefully these short videos will inspire teachers new to project based learning to give it a go:)
PBS FREE VIDEO LIBRARY
Denise
ELL TEACHER PROS
Boardwalk Butcher Paper, 36 x 900', White (Google Affiliate Ad)
Project based learning is the ideal tool to building connections between content and the real world. Imagine the delight in eyes of students as they discover through the learning process how math, science, and language (for example) are interrelated! For ELLs especially, this will break down the barriers of content language which sometimes muddies the waters when it comes to tackling grade level content course materials. Now, small teams of students will combine all the skills and content knowledge of the group to explore projects in engineering, aerospace, 21st century energy, education in the next 50 years, etc. ELLs will not only develop a deeper understanding of the content, but also sharpen their English skills. Actually, it is truly an exciting time to be both a teacher and a student.
Hopefully these short videos will inspire teachers new to project based learning to give it a go:)
PBS FREE VIDEO LIBRARY
Denise
ELL TEACHER PROS
Boardwalk Butcher Paper, 36 x 900', White (Google Affiliate Ad)
Sunday, October 14, 2012
Film in the Classroom Thanks to the Learning Network from The New York Times
The New York Times' Learning Network is a must-have for any classroom teacher at any grade level for any content area. It includes a multitude of lessons on all subject areas, graphic organizers, templates, additional resources, incredible websites...and everything is free.
FILM + CONTENT=POWERFUL INSTRUCTION Every lesson or activity found here is linked to the common core standards. In fact, the NYT considers itself a partner with teachers in implementing the common core through all grade levels. Everything offered here is free including subscribing to their blog. Teachers may also access lessons by subject category (16 groups are listed). Here is also a link with suggestions on how to use this incredible tool: HOW TO USE THIS BLOG.
BIOLOGY IN FILM: USING ANIMATION TO STUDY CELL STRUCTURE
For biology teachers, this is an amazing link. Though the lesson is meticulously planned out, the animation on CELLS is breathtaking. The details are amazing. Students, especially ELLs, in watching the clip will develop a deeper knowledge of what the inner components of cell structure. Textbooks can not capture this type of detail (from Harvard University). This should be part of every biology lesson in cells. Here is the animation clip by itself: CELL STRUCTURE.
Inspire students with a new way at looking at course content material. Learning can indeed be fun:)
Denise
ELL TEACHER PROS
Acer A200 Iconia Tablet, 16 GB, Titanium Gray XE.H8QPN.001 (Google Affiliate Ad)
HP g6-1d60us Notebook PC (Google Affiliate Ad)
FILM + CONTENT=POWERFUL INSTRUCTION Every lesson or activity found here is linked to the common core standards. In fact, the NYT considers itself a partner with teachers in implementing the common core through all grade levels. Everything offered here is free including subscribing to their blog. Teachers may also access lessons by subject category (16 groups are listed). Here is also a link with suggestions on how to use this incredible tool: HOW TO USE THIS BLOG.
BIOLOGY IN FILM: USING ANIMATION TO STUDY CELL STRUCTURE
For biology teachers, this is an amazing link. Though the lesson is meticulously planned out, the animation on CELLS is breathtaking. The details are amazing. Students, especially ELLs, in watching the clip will develop a deeper knowledge of what the inner components of cell structure. Textbooks can not capture this type of detail (from Harvard University). This should be part of every biology lesson in cells. Here is the animation clip by itself: CELL STRUCTURE.
Inspire students with a new way at looking at course content material. Learning can indeed be fun:)
Denise
ELL TEACHER PROS
Acer A200 Iconia Tablet, 16 GB, Titanium Gray XE.H8QPN.001 (Google Affiliate Ad)
HP g6-1d60us Notebook PC (Google Affiliate Ad)
Thursday, October 11, 2012
Project Based Learning--More Effective Assessment/Learning Tool Than Traditional Paper and Pencil Tests
By 2014, project based assessments will play a major role in testing. To ensure that students are ready for this, teachers will need to start thinking about how they will shift from the more traditional testing instruments to hands-on projects.
Project based learning offers many creative avenues for students to demonstrate their comprehension of core content material by applying that knowledge to solve real world problems. Imagine using geometry to layout the groundwork of a playground for children. Bring in some physics students to assist in the design of safe playground material. What about having students design a solar powered car (students in engineering programs are already doing this on a small scale)? For younger students, have them design a community garden where the produce they grow could be given to food banks or to the school cafeteria to create more healthy meals for students. For tech students, have them design educational apps for Google or Apple. Students ARE doing this already with grants from high tech firms under the guidance of their teachers. For students in English and social studies classes, why not have them start letter campaigns to spur their political leaders to correct environmental problems affecting the globe such as water pollution, CO2 emissions, global climate change, rising water levels around the world, poverty, drought, refugees, etc. For civics classes, have them identify problems in their cities, and how those problems might be corrected. Assist students in "connecting the dots" so to speak between the concepts learned in school with the global community outside the classroom.
With Common Core project based learning activities, students will be better prepared to to enter the university and actually graduate. This will be a major plus for especially ELLs since of those who do make it to college generally end up in 2 year colleges and generally drop out before the end of the first year.
Below are two links. One is a video on what project based learning looks like in practice, and the other is an article on it.
Denise
ELL TEACHER PROS
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Friday, September 7, 2012
Blogging - Great Tool to Change Student Attitudes About Writing:)
With the numbers of long-term English language learners rising, schools are exploring all venues to see what can be done to reverse the trend. These students have been in school since the early grades and now in middle school and high school are failing. Their academic language skills in reading and writing are far below those of their American peers (those from English speaking homes). Conversational language is fine, but that skill will not make the language in a textbook more accessible or an academic writing assignment easier to complete.
So how can a teacher re-introduce the skill of writing in a way that will spark interest? Blogging might be just the ticket to show students that writing is a skill that the vast majority of people have and that they should not consider themselves and exception to the rule:) There are blogging sites available to teachers to use with their students.
One of my favorites is BLOGGER (this site). Several teachers at my site have class blogs up with details from their lectures, power points, notes, etc. loaded on it. Students must create GMAIL ACCOUNTS and then they can create small group blogs on their class projects. These blogs are stored on the teacher's class blog to share with every student in the class. Students are describing, noting, clarifying, generating hypotheses, etc. online. It should also be noted that the teacher assigns the usernames and passwords so that parents can see what their children are doing at any time. Further, the teacher can prevent strangers from entering the blog since s/he sees the comments first and can decide what does or does not get published so students can write and then publish their results to the web safely! Long term ELLs are provided with sentence stems to set them up to eventually write up their own lab reports using academic English formats. Over time and with lots of scaffolding, long term ELLs see their use of academic English improve. Their blogging entries will develop over time with patience, support, class charts, notes, etc.
EDUBLOGS is also a free blogging site for classrooms. Like BLOGGER, it is another tool to use to have students publish to the internet. It claims to be the largest educational blogging site on the internet. Here, blogging is just as easy as sending an email. If something is stress free to use, more students will use it. Further, teachers can create as many student blogs as they like. Managing the sites is also not an issue for the teachers. Some of the features here--discussion tools, video embedding, Facebook and Twitter integration, and calendars--are also in BLOGGER. Again, research based assignments are possible here. Students can collaborate with classmates through them using computers, iPads, OR cell phones/smart phones. With common core project based learning assignments on the way, this is a tool that will enable students to develop those life long skills to survive in the real world where team work is valued.
Other advantages to having struggling students blog? Teachers can have students use them as "notebooks." Just think about it. No more will students be able to say, "I left my binder home." No longer will teachers have to struggle in trying to read illegible handwriting. More importantly, students will be able to embellish more with pictures, videos, links, etc. These additional supports will enhance their writing efforts. As mentioned at the start, this is a tool that might excite them about writing.
BLOGGING -- GET STUDENTS EXCITED ABOUT WRITING!
Denise
ELL TEACHER PROS
Acer A200 Iconia Tablet, 16 GB, Titanium Gray XE.H8QPN.001 (Google Affiliate Ad)
HP g6-1d60us Notebook PC (Google Affiliate Ad)
So how can a teacher re-introduce the skill of writing in a way that will spark interest? Blogging might be just the ticket to show students that writing is a skill that the vast majority of people have and that they should not consider themselves and exception to the rule:) There are blogging sites available to teachers to use with their students.
One of my favorites is BLOGGER (this site). Several teachers at my site have class blogs up with details from their lectures, power points, notes, etc. loaded on it. Students must create GMAIL ACCOUNTS and then they can create small group blogs on their class projects. These blogs are stored on the teacher's class blog to share with every student in the class. Students are describing, noting, clarifying, generating hypotheses, etc. online. It should also be noted that the teacher assigns the usernames and passwords so that parents can see what their children are doing at any time. Further, the teacher can prevent strangers from entering the blog since s/he sees the comments first and can decide what does or does not get published so students can write and then publish their results to the web safely! Long term ELLs are provided with sentence stems to set them up to eventually write up their own lab reports using academic English formats. Over time and with lots of scaffolding, long term ELLs see their use of academic English improve. Their blogging entries will develop over time with patience, support, class charts, notes, etc.
EDUBLOGS is also a free blogging site for classrooms. Like BLOGGER, it is another tool to use to have students publish to the internet. It claims to be the largest educational blogging site on the internet. Here, blogging is just as easy as sending an email. If something is stress free to use, more students will use it. Further, teachers can create as many student blogs as they like. Managing the sites is also not an issue for the teachers. Some of the features here--discussion tools, video embedding, Facebook and Twitter integration, and calendars--are also in BLOGGER. Again, research based assignments are possible here. Students can collaborate with classmates through them using computers, iPads, OR cell phones/smart phones. With common core project based learning assignments on the way, this is a tool that will enable students to develop those life long skills to survive in the real world where team work is valued.
Other advantages to having struggling students blog? Teachers can have students use them as "notebooks." Just think about it. No more will students be able to say, "I left my binder home." No longer will teachers have to struggle in trying to read illegible handwriting. More importantly, students will be able to embellish more with pictures, videos, links, etc. These additional supports will enhance their writing efforts. As mentioned at the start, this is a tool that might excite them about writing.
BLOGGING -- GET STUDENTS EXCITED ABOUT WRITING!
Denise
ELL TEACHER PROS
Acer A200 Iconia Tablet, 16 GB, Titanium Gray XE.H8QPN.001 (Google Affiliate Ad)
HP g6-1d60us Notebook PC (Google Affiliate Ad)
Wednesday, September 5, 2012
How Can Assessment Be Addressed Fairly in Today's Diverse Classroom?
With common core will come a new look at assessments. The traditional bubble sheets may still play a part in creating grades, but it will have a smaller influence. This is crucial when talking about ELLs (and other struggling students) who will not have the academic English proficiency that their English speaking classmates possess. How can they demonstrate to a teacher's satisfaction that they DO understand the key concepts covered in the lesson? If teachers take creative, out-of-the-box approaches to designing effective, targeted, content vs. language dependent assessments, they will receive a more accurate picture of how well their ELLs and others understood the lesson.
ASSESSMENT Teachers need to do regular checks-for-understanding often throughout a lesson. This approach allows a teacher to see who understands the concepts and how well as well as who is struggling in the lesson and where. For ELLs, it will often times be language issue--the language of the text as well as the English language needed to share their understanding of concepts with their peers in academic discourse. If teachers can identify strugglers before homework or independent assignments are doled out, they will be able to supply crucial mini-lessons to those who need them the most while the others continue on with the final assignment.
MULTIPLE INTELLIGENCES ARE SUPPORTED BY ALTERNATIVE ASSESSMENTS Multiple intelligences should be welcomed as an important instructional tool to develop assessments or assignments which tap the gift or those gifts that all students possess including the ELLs. Remember that ELLs are students or kids first and students second. Not all students learn the same way. Not all show their understanding in the same way. When teachers weave multiple intelligences into the mixture, they have the potential to set up each student to be successful with the assignment. This approach boosts student confidence and that leads to good grades and good grades open the door to career choices. (For more on multiple intelligences, search within this blog for earlier postings on it).
Denise
ELL TEACHER PROS
Acer A200 Iconia Tablet, 16 GB, Titanium Gray XE.H8QPN.001 (Google Affiliate Ad)Post-It 3M Flip Charts with Bleed Resistant Paper (Google Affiliate Ad)
Crayola Washable Pip-Squeaks Markers, 64-Count (Google Affiliate Ad)
ASSESSMENT Teachers need to do regular checks-for-understanding often throughout a lesson. This approach allows a teacher to see who understands the concepts and how well as well as who is struggling in the lesson and where. For ELLs, it will often times be language issue--the language of the text as well as the English language needed to share their understanding of concepts with their peers in academic discourse. If teachers can identify strugglers before homework or independent assignments are doled out, they will be able to supply crucial mini-lessons to those who need them the most while the others continue on with the final assignment.
MULTIPLE INTELLIGENCES ARE SUPPORTED BY ALTERNATIVE ASSESSMENTS Multiple intelligences should be welcomed as an important instructional tool to develop assessments or assignments which tap the gift or those gifts that all students possess including the ELLs. Remember that ELLs are students or kids first and students second. Not all students learn the same way. Not all show their understanding in the same way. When teachers weave multiple intelligences into the mixture, they have the potential to set up each student to be successful with the assignment. This approach boosts student confidence and that leads to good grades and good grades open the door to career choices. (For more on multiple intelligences, search within this blog for earlier postings on it).
Denise
ELL TEACHER PROS
Acer A200 Iconia Tablet, 16 GB, Titanium Gray XE.H8QPN.001 (Google Affiliate Ad)Post-It 3M Flip Charts with Bleed Resistant Paper (Google Affiliate Ad)
Crayola Washable Pip-Squeaks Markers, 64-Count (Google Affiliate Ad)
Sunday, August 26, 2012
TIMELINES OFFER POTENTIAL AS EXAMPLES OF ALTERNATIVE ASSESSMENTS FOR ELLS
Mainstream content teachers may like this form of an alternative assessment--a timeline. Students in teams or with partners could opt to generate a detailed timeline on a topic of their choice which is tied to the content lesson or theme. This can be done on paper, in a power point, via a student designed website, etc.
Once the timeline is created, teachers can proceed to having students do research on each of the elements included in the timeline. With the use of a graphic organizer, ELLs (and others) can select the key points for each item that they will later have to develop into a sentence or two which will be added to the timeline. Since ELLs with be working with partners or in small structured cooperative groups, writing such sentences should proceed along without many, if any, glitches. After all, the teacher will be facilitating as needed.
After the timeline is complete, students could be required to complete an essay graphic organizer around a central theme in their timeline. Once they decide on a theme, they would move on to generating a thesis statement on the importance of their event, invention, etc. selected. Again, especially with ELLs, allow ELLs to create this essay as a member of team. Eventually, they will need to produce their own, but initially, this type of support builds skills and self-confidence.
Below is a timeline I found fascinating:
THE EVOLUTION OF CLASSROOM TECHNOLOGY
As a teacher, I could not resist this one:) Technology has definitely improved over the last 362 years! Imagine using this as a example of what students should be aiming for in creating their own. Further, teachers can model the process of creating a timeline so students will know what is expected of them in designing their own. If students select topics of importance to them, they are more likely to experience success:)
Denise
ELL TEACHER PROS
P.S. Follow us on FACEBOOK for more great sites!
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Once the timeline is created, teachers can proceed to having students do research on each of the elements included in the timeline. With the use of a graphic organizer, ELLs (and others) can select the key points for each item that they will later have to develop into a sentence or two which will be added to the timeline. Since ELLs with be working with partners or in small structured cooperative groups, writing such sentences should proceed along without many, if any, glitches. After all, the teacher will be facilitating as needed.
After the timeline is complete, students could be required to complete an essay graphic organizer around a central theme in their timeline. Once they decide on a theme, they would move on to generating a thesis statement on the importance of their event, invention, etc. selected. Again, especially with ELLs, allow ELLs to create this essay as a member of team. Eventually, they will need to produce their own, but initially, this type of support builds skills and self-confidence.
Below is a timeline I found fascinating:
THE EVOLUTION OF CLASSROOM TECHNOLOGY
As a teacher, I could not resist this one:) Technology has definitely improved over the last 362 years! Imagine using this as a example of what students should be aiming for in creating their own. Further, teachers can model the process of creating a timeline so students will know what is expected of them in designing their own. If students select topics of importance to them, they are more likely to experience success:)
Denise
ELL TEACHER PROS
P.S. Follow us on FACEBOOK for more great sites!
Boardwalk Butcher Paper, 15 x 900', White (Google Affiliate Ad)
Binney & Smith Crayola Classic Colors Markers - Craft Pens & Pencils (Google Affiliate Ad)
"36"" Aluminum Yard Stick 10331" (Google Affiliate Ad)
Friday, August 24, 2012
COMMON CORE SUPPORTS REGULAR CHECKS-FOR-UNDERSTANDING
With the start of the new school year, holding students accountable for learning with the new common core standards will be every teacher's goal. To pull this off, teachers will need to have a few CFU (checks for understanding) strategies in their toolkits. Though there are lots of them out there from the internet, colleagues, students themselves, etc., teachers will need to find the ones that most resonate with them, their personalities, and teaching styles. CFUs respresent forms of formative assessments--the assessments that guide instruction. These tools tell teachers what kids know and how well they know it. They also reveal to the teacher how close the class is to taking a summative assessment. After all, what is the point of giving a summative assessment at the end of the lesson only to find out that a majority of kids failed? Instead, by giving several mini-cfus throughout the lesson, teachers are in effect preparing their students for test on the lesson. CFUs will build student confidence along with content knowledge. This is a win for both the teacher and the students (ELLs benefit greatly here).
PRIMER FOR CHECKS-FOR-UNDERSTANDING Here is one that though geared to elementary school works equally well in upper grades. In fact, many of these tools have been in use in grade school for years. They are not necessarily new. However, for upper grades, it is a fairly new area:) When common core is fully implemented, long lectures should be a thing of the past. Mini-lectures are far more effective because they hold and maintainstudent interest unlike long ones where students stop listening after 10 minutes (lecture is too long). If teachers mix up the routines and do random call-ons, they will see test scores improve since students will be more focused in class.
HOW TO HOLD ALL STUDENTS ACCOUNTABLE FOR LEARNING
This video shows a teacher doing a common (and highly effective) CFU with popsicle sticks. Notice how kids are all sitting upright because they know that they could be called on. Also, if called on, the popsicle stick with the student's name goes back in the cup. Message here? Stay alert because you can be called on again:)
I also have another CFU on facebook (ELL TEACHER PROS). Please note that there are NO duplicates so feel free to LIKE US and explore there as well:)
Denise
ELL TEACHER PROS
PRIMER FOR CHECKS-FOR-UNDERSTANDING Here is one that though geared to elementary school works equally well in upper grades. In fact, many of these tools have been in use in grade school for years. They are not necessarily new. However, for upper grades, it is a fairly new area:) When common core is fully implemented, long lectures should be a thing of the past. Mini-lectures are far more effective because they hold and maintainstudent interest unlike long ones where students stop listening after 10 minutes (lecture is too long). If teachers mix up the routines and do random call-ons, they will see test scores improve since students will be more focused in class.
HOW TO HOLD ALL STUDENTS ACCOUNTABLE FOR LEARNING
This video shows a teacher doing a common (and highly effective) CFU with popsicle sticks. Notice how kids are all sitting upright because they know that they could be called on. Also, if called on, the popsicle stick with the student's name goes back in the cup. Message here? Stay alert because you can be called on again:)
I also have another CFU on facebook (ELL TEACHER PROS). Please note that there are NO duplicates so feel free to LIKE US and explore there as well:)
Denise
ELL TEACHER PROS
Thursday, August 23, 2012
Cooperative Learning PLUS--A Path to Academic Success for ELLs and Other Struggling Students
Now that the school year has started, teachers are already grappling over what types of instructional strategies will most effectively reach their very diverse student population. More often than not, teachers are also facing classes that are mixed with English language learners at all English language proficiency levels. Therefore a question most frequently pondered by most educators is how to meet the needs of all 36 students successively including those few English language learners at several different proficiency levels.
Well, until those English language assessment results arrive, here are some approaches to use that will deliver content to all and some English language development to the ELLs.
1. Have a clear content standard on the board rewritten in student friendly language. Common core standards are very easy to follow as opposed to the earlier content standards which were incredibly wordy and almost impossible for students to follow.
2. Make sure that there is a clear, easy-to-understand learning objective on the board again in student friendly language. Have the students listen to you read the objective. Have them read it back to you. Call on random kids to read it and so on. Inform students that this is the focus of the lesson and they will be held accountable for learning it (with your help).
3. Before a lesson is started, see what students already know. Activate any prior knowledge so that students can explore past experiences to see if there are any connections. Teachers may show visuals, video clips, games, etc. Basically whatever works to get them excited about the lesson will work:)
4. Model, model, model! Before any work is assigned to students to do, teachers must model it while students follow along. Then, before students are left to try a similar activity on their own, they should do it with a partner. This is one type of teaching strategy which helps ELLs since they have time to try the assignment with a partner. In this scenario, they are free to ask clarification questions of their partner and vice versa.
5. LOTS of CFUs (checks for understanding) should be conducted throughout the class. Such checks should not be more than a few minutes to keep them on track. What are some sorts of checks? Exit slips, whiteboards, appointments, give one/get one, wooden popsicle sticks with student names on them, structured cooperative learning groups, rally, carousel, numbered heads together, jigsaw, cornell notes, journaling, word walls, concept maps, mind maps, etc. (search within this blog for details on each)
6. If 80%-90% are on task, students can proceed to independent work. For those who are still not clear, teachers can provide mini-lessons.
7. Now, homework may be issued and that homework will follow what the students did in class--no surprises.
There are still more ideas in the video below. These approaches do work. They will also lower classroom anxiety for your ELLs and other strugglers.
ENGAGING ALL STUDENTS IN LEARNING
Denise
ELL TEACHER PROS
Boardwalk Butcher Paper, 15 x 900', White (Google Affiliate Ad)
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Wednesday, August 22, 2012
Performance Based Assessments Will Play a Major Role In Common Core Lessons
Do standardized tests truly reflect the academic abilities of students in general? How are the skills of ELLs accurately projected with these tools? The answers to both questions are that such tests do not truly portray a full picture of student potential.
Common core standards in ALL content areas will offer teachers many opportunities to design lessons with multiple types of assessments. These assessments can take on many different forms with something that will appeal to each of the learning styles (kinesthetic, visual, and auditory). Technology and team-building will become instrumental tools for students to use in accomplishing their goals here. In such a setting, the ELL will be actively engaged in a subject of interest to him/her so anxiety will be low. Further, this type of activity builds academic language, provides access to content in a non-threatening learning environment, and addresses English language development. Skills acquired here are those that are requirements in the global workforce of today.
What types of projects might teachers consider trying? Here are a few. A class students might present a power point on farming techniques of the future that will feed more while using less land. This will involve use of reputable resources on the internet plus their own creative ideas to arrive at a plan with potential to meet the rising need for food on this planet. Another project idea might be to plan out the ideal city for 2050. They could take the city they currently live in and address the changes which would be needed to accommodate a 20% increase in population. They could also design a new city set off the land--the sea. Again, lots of research must be done on what effects a jump in population would have on schools, housing, sanitation, water, etc. They must identify specific potential problems and well thought out solutions.
With every project, common core content standards would be addressed so the teacher would have more than enough material to grade (still a must in any school system), but more importantly, all students would be actively engaged in addressing a problem of importance to them. Teachers may find talents in their students (especially the quiet ones) that they never knew existed:)
PERFORMANCE BASED ASSESSMENT WILL BE PART OF COMMON CORE LESSONS
Denise
ELL TEACHER PROS
Boardwalk Butcher Paper, 15 x 900', White (Google Affiliate Ad)
Crayola Washable Fine Line Markers, 8 Colored Markers (Google Affiliate Ad)
Common core standards in ALL content areas will offer teachers many opportunities to design lessons with multiple types of assessments. These assessments can take on many different forms with something that will appeal to each of the learning styles (kinesthetic, visual, and auditory). Technology and team-building will become instrumental tools for students to use in accomplishing their goals here. In such a setting, the ELL will be actively engaged in a subject of interest to him/her so anxiety will be low. Further, this type of activity builds academic language, provides access to content in a non-threatening learning environment, and addresses English language development. Skills acquired here are those that are requirements in the global workforce of today.
What types of projects might teachers consider trying? Here are a few. A class students might present a power point on farming techniques of the future that will feed more while using less land. This will involve use of reputable resources on the internet plus their own creative ideas to arrive at a plan with potential to meet the rising need for food on this planet. Another project idea might be to plan out the ideal city for 2050. They could take the city they currently live in and address the changes which would be needed to accommodate a 20% increase in population. They could also design a new city set off the land--the sea. Again, lots of research must be done on what effects a jump in population would have on schools, housing, sanitation, water, etc. They must identify specific potential problems and well thought out solutions.
With every project, common core content standards would be addressed so the teacher would have more than enough material to grade (still a must in any school system), but more importantly, all students would be actively engaged in addressing a problem of importance to them. Teachers may find talents in their students (especially the quiet ones) that they never knew existed:)
PERFORMANCE BASED ASSESSMENT WILL BE PART OF COMMON CORE LESSONS
Denise
ELL TEACHER PROS
Boardwalk Butcher Paper, 15 x 900', White (Google Affiliate Ad)
Crayola Washable Fine Line Markers, 8 Colored Markers (Google Affiliate Ad)
Monday, August 20, 2012
Proven Successful Strategies to BUILD Academic Vocabulary Base for the Long-Term ELL
Long term ELLs (those students who are still identified as English language learners after more than 7 years in the country) are struggling at best in mainstream classes. They come to class with conversational skills in place, but are 2-4 years behind in reading and writing skills. Coming to school with such major gaps in academic language leads to failing grades. Such low grades lead to high dropout rates from high school. Dropping out of school drastically limits life choices. No teacher wants a child to fail, but how can this special group not just survive in a mainstream class, but also thrive? One approach is to start building their knowledge of more academic language so that they can not only recognize it when they see it, but also use it in their speech (class discussions) and their writing (making solid arguments on paper).
So, how can the explicit teaching of vocabulary be addressed in class of 32?
First, teachers need to preview readings to identify those academic vocabulary words that will surface in other content areas (ex. compare, analyze, expect, decide, etc.). Ideally, if teachers share the same students, they could select common academic words that surface in all of their classes and draw student attention to them whenever they present themselves in a lesson. Also, such key academic vocabulary could be charted on butcher paper and placed in a very prominent place in class for ready reference. Each word listed there would be accompanied by a visual, a sentence (specific to the individual teacher's content), and possibly word parts (affixes: compare, comparatively, comparison---draw student attention to common word parts/affixes). Have students write those words, use them in academic discussions, understand them when used in lectures, etc.
Second, with content classes, teachers must also identify key vocabulary specific to the course. For example, if teaching biology, what are 10 key vocabulary words a student must know in a week long lesson? Presenting that student with a list of 40+ words per week to master in order to pass the class (slight exaggeration here) is an overwhelming situation for the long-term ELL. Teachers don't need to compromise on the concepts delivered in the lesson, but instead they must decide on what words are absolutes (i.e. "must be taught and memorized") vs. what words can just be explained quickly in the reading. Concept maps on large sheets of butcher paper build mental links for ELLs. Having students develop these maps (under teacher supervision to make sure that they are accurate) will stimulate academic conversation, involve the kinesthetic learner, the visual learner also artist, and the auditory learner as s/he listens and responds to the discussion on layout of the map. Teachers can then draw student attention to the concept maps throughout the week to build academic key vocabulary background. When the week is over, teachers should keep the sheets as a sort of "student-generated dictionary).
Third, teachers might wish to create tiered vocabulary lists. Tier one are the common words that most ELLs bring to class. It basically consists of the everyday language they use outside of school. On the other hand, tier two words are those words that teachers need to weave into the class to move students away from tier one words. Those are the words students need to use in academic settings. The same words they will on college applications or in the business world. If students don't learn these words in school, they will be at a distinct disadvantage in the real world. As tier two words are addressed, teachers address key content vocabulary aka tier three words. Tier three vocabulary consists of content specific vocabulary such as for biology: mitosis, photosynthesis, DNA, rh factor, etc.
Below are two sites that address the teaching of academic vocabulary. You may want to bookmark them for easy reference.
TEACHING VOCABULARY
ACADEMIC VOCABULARY
Denise
ELL TEACHER PROS
Boardwalk Butcher Paper Roll, 18 x 900', White (Google Affiliate Ad)
Crayola Washable Pip-Squeaks Markers, 64-Count (Google Affiliate Ad)
So, how can the explicit teaching of vocabulary be addressed in class of 32?
First, teachers need to preview readings to identify those academic vocabulary words that will surface in other content areas (ex. compare, analyze, expect, decide, etc.). Ideally, if teachers share the same students, they could select common academic words that surface in all of their classes and draw student attention to them whenever they present themselves in a lesson. Also, such key academic vocabulary could be charted on butcher paper and placed in a very prominent place in class for ready reference. Each word listed there would be accompanied by a visual, a sentence (specific to the individual teacher's content), and possibly word parts (affixes: compare, comparatively, comparison---draw student attention to common word parts/affixes). Have students write those words, use them in academic discussions, understand them when used in lectures, etc.
Second, with content classes, teachers must also identify key vocabulary specific to the course. For example, if teaching biology, what are 10 key vocabulary words a student must know in a week long lesson? Presenting that student with a list of 40+ words per week to master in order to pass the class (slight exaggeration here) is an overwhelming situation for the long-term ELL. Teachers don't need to compromise on the concepts delivered in the lesson, but instead they must decide on what words are absolutes (i.e. "must be taught and memorized") vs. what words can just be explained quickly in the reading. Concept maps on large sheets of butcher paper build mental links for ELLs. Having students develop these maps (under teacher supervision to make sure that they are accurate) will stimulate academic conversation, involve the kinesthetic learner, the visual learner also artist, and the auditory learner as s/he listens and responds to the discussion on layout of the map. Teachers can then draw student attention to the concept maps throughout the week to build academic key vocabulary background. When the week is over, teachers should keep the sheets as a sort of "student-generated dictionary).
Third, teachers might wish to create tiered vocabulary lists. Tier one are the common words that most ELLs bring to class. It basically consists of the everyday language they use outside of school. On the other hand, tier two words are those words that teachers need to weave into the class to move students away from tier one words. Those are the words students need to use in academic settings. The same words they will on college applications or in the business world. If students don't learn these words in school, they will be at a distinct disadvantage in the real world. As tier two words are addressed, teachers address key content vocabulary aka tier three words. Tier three vocabulary consists of content specific vocabulary such as for biology: mitosis, photosynthesis, DNA, rh factor, etc.
Below are two sites that address the teaching of academic vocabulary. You may want to bookmark them for easy reference.
TEACHING VOCABULARY
ACADEMIC VOCABULARY
Denise
ELL TEACHER PROS
Boardwalk Butcher Paper Roll, 18 x 900', White (Google Affiliate Ad)
Crayola Washable Pip-Squeaks Markers, 64-Count (Google Affiliate Ad)
Saturday, August 11, 2012
Design Websites For Your Classes--Great Instructional Support Tools For ELLs:)
With more ELLs entering mainstream classrooms, teachers might want to think about creating class websites. Websites here could hold the lesson materials used in class by the teacher. Imagine how such a tool would boost an ELL's (or any other student who was experiencing difficulty with the classwork) self-confidence in tackling academic materials.
Here, the ELL would have that much needed additional time to review the day's work without the time pressures of the school bell schedule. Using the website, the ELL would also be free to identify the areas of the lesson that were unclear. Equipped with notes on issues which were unclear, the student would be able to share specific problems experienced in trying to fully grasp the content of the lesson. Such details would give the teacher the information needed to offer mini in-class "tutorials" to bring the ELL up to speed with the lesson content.
Another use of class created websites is through project based learning assignments. Pick a subject, any subject, and offer students the opportunity to create a website. Here language is a wonderful byproduct as kids work as a team using what they all enjoy--technology. In the process of meeting their goal, the ELLs are becoming increasingly fluent in English. Further, this is an opportunity for students to use their creativity to "think outside the box." ELLs would be working with peers in designing the site. When the ELL encounters a language issue, his/her peers would assist him/her. After all, the entire group would earn one grade so it pays off to make sure that every member of the group stays on task. The new common core standards will expect to see more of project based learning activities in classes as well as active involvement on the part of all students including ELLs.
Here is a YOUTUBE video from Google on how to create a website through Google. It is just under 3 minutes in length and easy to follow: HOW TO CREATE A GOOGLE WEBSITE
This link takes you directly to the link where the creation process begins:) GOOGLE SITES
If any problems are encountered in creating your class website, just ask your students to help. I bet that they already feel comfortable in working with them regardless of whether or not they speak English:)
Denise
ELL TEACHER PROS
ASUS Transformer Pad TF300T, Black TF300T-B1-BL (Google Affiliate Ad)
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Here, the ELL would have that much needed additional time to review the day's work without the time pressures of the school bell schedule. Using the website, the ELL would also be free to identify the areas of the lesson that were unclear. Equipped with notes on issues which were unclear, the student would be able to share specific problems experienced in trying to fully grasp the content of the lesson. Such details would give the teacher the information needed to offer mini in-class "tutorials" to bring the ELL up to speed with the lesson content.
Another use of class created websites is through project based learning assignments. Pick a subject, any subject, and offer students the opportunity to create a website. Here language is a wonderful byproduct as kids work as a team using what they all enjoy--technology. In the process of meeting their goal, the ELLs are becoming increasingly fluent in English. Further, this is an opportunity for students to use their creativity to "think outside the box." ELLs would be working with peers in designing the site. When the ELL encounters a language issue, his/her peers would assist him/her. After all, the entire group would earn one grade so it pays off to make sure that every member of the group stays on task. The new common core standards will expect to see more of project based learning activities in classes as well as active involvement on the part of all students including ELLs.
Here is a YOUTUBE video from Google on how to create a website through Google. It is just under 3 minutes in length and easy to follow: HOW TO CREATE A GOOGLE WEBSITE
This link takes you directly to the link where the creation process begins:) GOOGLE SITES
If any problems are encountered in creating your class website, just ask your students to help. I bet that they already feel comfortable in working with them regardless of whether or not they speak English:)
Denise
ELL TEACHER PROS
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