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

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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

ELL TEACHER PROS

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Fabulous February--A History Bonanza:)

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

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

All Three:

The Freedom Three:  Song about Washington, Lincoln & King

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

Contributions of People who Defended American Principles

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

Both Presidents:

Lincoln & Washington, 2^nd grade lesson plan

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

Comparing Lincoln & Washington personalities more than politics

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

President’s Day Activities, K-6

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

President’s Day Activities, 6-8

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

Internet for Classrooms: Presidents’ Day links

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

George Washington:

Washington Quotes:

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

Washington Theme Lessons:

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

Elementary Lessons:

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

Secondary Resource:

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

Abraham Lincoln

Elementary:  

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

Bulleted general Information

Short reading passages about his life and career

Lincoln theme Lessons

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

Lincoln Quotes:

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

Secondary Resource:

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

Video

Bulleted general information

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

Marnie marnie@ellteacherpros.com

Denise denise@ellteacherpros.com

Cheryl cheryl@ellteacherpros.com

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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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Common Core and Technology--a Powerful Duo!

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

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

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

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

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

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

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

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

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

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

California Association of Bilingual Educators--My Presentation on Social Media in the Classroom:)

Edmodo, Twitter, Pinterest

The Common Core will demand building higher literacy skills for English language learners if they are to academically survive in school and beyond.    For this to be realized, teachers should become familiar with the technology that students are already well versed in:  Facebook, Twitter, and Pinterest (to name only 3).  Imagine how more engaged students could be if the "known" became part of class routines.

This workshop will demonstrate how EDMODO (FACEBOOK for classrooms), TWITTER, and PINTEREST (academic themes here) enhance instruction for all students.  We will explore options each offers in building literacy, conducting academic research, delivering academic arguments, and writing with conviction--goals of common core as well.

I.  Introduction: 

Social media is very popular with many students.  With such popularity, I decided to start making it work for me in the classroom--students (with strict rules) are allowed to use their cell phones in the classroom!

For TWITTER, I use it with my university students.  It provides a lively feed on what students wish to share on concepts taught in class.  Such feeds may help students who struggle or offer crucial information to me on what to reteach.  Also responses are no more than 140 characters which prevents wordiness on anyone's part (including me).

II.  Pinterest -- it is not just cooking and fashions:).  Think of this site as one of VIRTUAL bookmarks.  You find pictures (which lead you to links) tied to subject areas you created with your boards.

I have 32 boards covering social studies, science/space, English literature, mathematics, diversity, Spanish, French, etc.  To date, I have over 1,250 and climbing.

How do these boards help?  I use selected pictures to provide background information on topics that may be new for students.  Remember that a picture is still worth 1,000 words.

If teachers want students to have access to boards (just to see them), teachers can create private boards that only their students can see.

PINTEREST (English Language Learners' Support)

III. Twitter -- I use this link to stay on top on what fellow educators are doing in teaching ELLs, working with the latest technology, keeping up with science, etc.  It is very useful in my university classes.

Go to my favorites to explore anything and everything on teaching.  

To date, I have 2,225 followers (@ell_teacherpros).   To see my awesome retweets and favorites, you will need to create an account and then look for @ell_teacherpros:) 

I look for links to teaching resources or to colleagues around the world dealing with the same issues I am trying to address with my students.

Though I have tried TWITTER with high school students, I found EDMODO more effective since I have total control on what gets posted:)

IV. Edmodo -- think of this as an awesome virtual classroom which students can access from anywhere with an internet connection.  Since the cell phone is popular, I have students actively use their phones in class when we are not in the computer room (if in the computer room, we are using computers to access EDMODO).  You will need a school email address to access it.  Further, your students' parents can access the site to see what their children are doing.  They can only observe though.

What can teachers do with EDMODO?  Almost anything!

1.  Set up differentiated classrooms within the same class.

2.  Allow students to TWITTER (all safely within EDMODO only) in a safe environment.

3.  Set up assignments with lock out dates.

4.  Create quizzes (multiple choice, true/false, short answer, matching) that can be timed no less.

5.  Take in class polls (great exit ticket).

6.  Keep parents informed on what their child is doing (students must give parents an access code first).

7.  Network with teachers around the world on Edmodo.  International collaboration is possible with this tool.

Try out anyone of these tools and be prepared to be amazed:)

Denise

http://www.ellteacherpros.com

http://www.teachingsuccesseswithells.blogspot.com