tag:blogger.com,1999:blog-60345208598834604042024-03-15T21:10:34.083-04:00The ESOL OdysseyThoughts, tips and anecdotes from a public school ESOL teacherMrs. Jhttp://www.blogger.com/profile/03531360288575179294noreply@blogger.comBlogger283125tag:blogger.com,1999:blog-6034520859883460404.post-38422007767330100522022-04-27T12:26:00.002-04:002022-04-27T12:26:50.074-04:00Direct Vocabulary Instruction for ELs: The Five Day Vocabulary ProtocolThis is one of my absolute favorite strategies when teaching vocabulary to English Learners. Grab the FREE <b><a href="https://www.teacherspayteachers.com/Product/Five-Day-Vocabulary-A-Vocabulary-Learning-Protocol-5226842" target="_blank">template here</a></b> and watch the video below to learn more!<div><br /></div><div><div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen="" class="BLOG_video_class" height="266" src="https://www.youtube.com/embed/J1dRRoOpv6Q" width="320" youtube-src-id="J1dRRoOpv6Q"></iframe></div><div class="separator" style="clear: both; text-align: center;"><br /></div><br /><br /><footer><img src="http://1.bp.blogspot.com/-DT4-INm-UWg/T1DYH00v4QI/AAAAAAAAAKI/Ps6ptG84SLc/s1600/Signature.jpg" /><br /><a href="https://www.facebook.com/tools4teachersbyLaurahJ"><img height="90" src="https://lh6.googleusercontent.com/-q_iJLdRFvRI/VOJjtjUjxQI/AAAAAAAAEgI/n4jYis2-hRU/s200-no/Facebook.png" /></a>
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</span></li><ul><li><span style="font-variant-ligatures: none; white-space: pre-wrap;">What are we looking at?</span></li><li><span style="font-variant-ligatures: none; white-space: pre-wrap;">What do you notice?</span></li><li><span style="font-variant-ligatures: none; white-space: pre-wrap;">What makes you say that?</span></li><li><span style="font-variant-ligatures: none; white-space: pre-wrap;">What do you wonder?</span></li></ul><li><span style="font-variant-ligatures: none; white-space: pre-wrap;">Students then share their image or object with the class. This can be done virtually with a tool like Padlet or Jamboard, or with sticky notes and chart paper.
</span></li><li><span style="font-variant-ligatures: none; white-space: pre-wrap;">The teacher then leads students in a whole group discussion. Students can volunteer to discuss their own picture, or choose one shared by another student that gives them ideas.</span></li></ol></span><span style="font-variant-ligatures: none; white-space: pre-wrap;"></span><span style="font-variant-ligatures: none; white-space: pre-wrap;"></span><span style="font-variant-ligatures: none; white-space: pre-wrap;"></span><span style="font-variant-ligatures: none; white-space: pre-wrap;"></span><span style="font-variant-ligatures: none; white-space: pre-wrap;"></span><span style="font-variant-ligatures: none; white-space: pre-wrap;"></span></div></span><div><span style="font-family: arial;">This is a great way to jump start discussion in your classroom. To add additional scaffolds for discussion, consider including sentence frames also! </span></div><span style="font-family: arial;"><br /></span><footer><span style="font-family: arial;"><img src="http://1.bp.blogspot.com/-DT4-INm-UWg/T1DYH00v4QI/AAAAAAAAAKI/Ps6ptG84SLc/s1600/Signature.jpg" /><br /><a href="https://www.facebook.com/tools4teachersbyLaurahJ"><img height="90" src="https://lh6.googleusercontent.com/-q_iJLdRFvRI/VOJjtjUjxQI/AAAAAAAAEgI/n4jYis2-hRU/s200-no/Facebook.png" /></a>
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One way to do that is with an anticipation guide. Anticipation guides stimulate students' interest in a topic and set a purpose for reading or learning. They also teach students to make evaluate statements in terms of their existing knowledge.</span></span></span></span></div><p dir="ltr" style="line-height: 1.56; margin-bottom: 0pt; margin-top: 12pt; text-align: center;"><span style="font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="color: #212121;"><a href="https://1.bp.blogspot.com/-SNwCi2IqnrI/YPm3xIx9jrI/AAAAAAAAbnQ/Ex7fKzb0KN8DjfEytMS9OHH4w-aEAPuWACLcBGAsYHQ/s1446/Screen%2BShot%2B2021-07-22%2Bat%2B2.24.47%2BPM.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="922" data-original-width="1446" height="255" src="https://1.bp.blogspot.com/-SNwCi2IqnrI/YPm3xIx9jrI/AAAAAAAAbnQ/Ex7fKzb0KN8DjfEytMS9OHH4w-aEAPuWACLcBGAsYHQ/w400-h255/Screen%2BShot%2B2021-07-22%2Bat%2B2.24.47%2BPM.png" width="400" /></a></span></span></p><p dir="ltr" style="line-height: 1.56; margin-bottom: 0pt; margin-top: 12pt;"><span style="font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="color: #212121; font-family: arial;">By evaluating a statement about a topic or related to a topic, students are able to assess their own knowledge and determine which information they're lacking. This helps them to set goals for their own learning during the lesson or unit. At the end of the lesson/unit, they're able to reevaluate the statements and see if their answers have changed. This allows them to determine if they met their learning goals and see their own growth.</span></span></p><p dir="ltr" style="line-height: 1.56; margin-bottom: 0pt; margin-top: 12pt;"><span style="color: #212121; font-family: arial;"><span style="white-space: pre-wrap;"><b>How do I use it?</b></span></span></p><p dir="ltr" style="line-height: 1.56; margin-bottom: 0pt; margin-top: 12pt;"></p><ol style="text-align: left;"><li><span style="color: #212121; font-family: arial;"><span style="white-space: pre-wrap;">Construct the anticipation guide by writing 6-8 statements about key ideas in the text (4 for younger or lower proficiency students). Some statements should be true and some false. Include a blank for students to enter a check or an x to show whether the agree/think the statement is true or disagree/think the statement is false.</span></span></li><li><span style="color: #212121; font-family: arial;"><span style="white-space: pre-wrap;">Introduce the text or topic and share the guide with the students. The first time you introduce this, model the process of responding to the statements and marking the columns.</span></span></li><li><span style="color: #212121; font-family: arial;"><span style="white-space: pre-wrap;">Read each of the statements and ask the students to mark if they agree or disagree. Provide the opportunity for discussion. The emphasis is not on right answers but to share what they know and to make predictions.</span></span></li><li><span style="color: #212121; font-family: arial;"><span style="white-space: pre-wrap;">At the end of the unit, lesson, or text, have students review and reevaluate the statements. Discuss whether anyone changed their answer, and what they learned that changed their minds.</span></span></li></ol><p></p><p dir="ltr" style="line-height: 1.56; margin-bottom: 0pt; margin-top: 12pt;"></p><p dir="ltr" style="line-height: 1.56; margin-bottom: 0pt; margin-top: 12pt;"><span style="font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline;"><span style="font-family: arial;"><span style="color: #212121;"></span></span></span></p><div class="separator" style="clear: both; text-align: center;"><span style="font-family: arial;"></span></div><p dir="ltr" style="line-height: 1.56; margin-bottom: 0pt; margin-top: 12pt;"><span style="font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline;"><span style="font-family: arial;"><span style="color: #212121;"><span style="font-size: 12pt; white-space: pre-wrap;">Do you use this strategy in your classroom? Have you found it successful?</span></span></span></span></p><p dir="ltr" style="line-height: 1.56; margin-bottom: 0pt; margin-top: 12pt;"><span style="font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline;"><span style="font-family: arial;"><span style="color: #212121;"><span style="font-size: 12pt; white-space: pre-wrap;"><br /></span></span></span></span></p><footer><img src="http://1.bp.blogspot.com/-DT4-INm-UWg/T1DYH00v4QI/AAAAAAAAAKI/Ps6ptG84SLc/s1600/Signature.jpg" /><br /><a href="https://www.facebook.com/tools4teachersbyLaurahJ"><img height="90" src="https://lh6.googleusercontent.com/-q_iJLdRFvRI/VOJjtjUjxQI/AAAAAAAAEgI/n4jYis2-hRU/s200-no/Facebook.png" /></a>
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And the students....well, they're not talking about what they're learning.</span><div><span style="font-family: arial;"><br /></span></div><div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhY4q7Fd4dF3_KOHa5t9BGXMEMuJ8oMnuIuer_HT1LOuN7UaMxfeB1jI9Jy_c1v4OGrzF3DgrvFbGNfnlUy5slQ681WZkKgTHAUEeiZvPkP-aEdzNrfyvsIqM7_2zmgS06qU89Yn4QvTaM/s518/Twitter+Template+2+%25281%2529.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="256" data-original-width="518" height="177" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhY4q7Fd4dF3_KOHa5t9BGXMEMuJ8oMnuIuer_HT1LOuN7UaMxfeB1jI9Jy_c1v4OGrzF3DgrvFbGNfnlUy5slQ681WZkKgTHAUEeiZvPkP-aEdzNrfyvsIqM7_2zmgS06qU89Yn4QvTaM/w358-h177/Twitter+Template+2+%25281%2529.jpg" width="358" /></a></div><div><span style="font-family: arial;"><br /></span></div><div style="text-align: left;"><span style="font-family: arial;">I'm always a little baffled by this! After all, a<span style="color: #212121; font-size: 16px; font-variant-ligatures: none; white-space: pre-wrap;">cademic discussion is a critical part of learning and a key factor in language growth for ELLs. Rich discussion gives them opportunities to use the language authentically to answer important questions, share key ideas, explain their thinking, and more. It also builds important speaking skills that will, in turn, support writing as well.</span></span></div><div><span style="font-family: arial;"><span style="color: #212121;"><span style="font-variant-ligatures: none; white-space: pre-wrap;"><br /></span></span></span></div><div><span style="font-family: arial;"><span style="color: #212121;"><span style="font-variant-ligatures: none; white-space: pre-wrap;"><b>What IS Academic Discussion?</b></span></span></span></div><div><span style="font-family: arial;"><span style="color: #212121;"><div><span style="font-variant-ligatures: none; white-space: pre-wrap;">Academic discussion demonstrates the following characteristics:</span></div><div><ul style="text-align: left;"><li><span style="font-variant-ligatures: none; white-space: pre-wrap;">Purposeful and sustained conversations about content</span></li><li><span style="font-variant-ligatures: none; white-space: pre-wrap;">Anchored in grade-level texts and tasks</span></li><li><span style="font-variant-ligatures: none; white-space: pre-wrap;">Use of tier 2 and tier 3 vocabulary as appropriate</span></li><li><span style="font-variant-ligatures: none; white-space: pre-wrap;">Students working together to co-construct knowledge and negotiate meaning</span></li><li><span style="font-variant-ligatures: none; white-space: pre-wrap;">Students using discussion techniques such as asking for clarification, paraphrasing, and building on or disagreeing with a previous idea</span></li></ul><div><span style="font-variant-ligatures: none; white-space: pre-wrap;"><b>Features of Academic Language</b></span></div><div><span style="font-variant-ligatures: none; white-space: pre-wrap;">When it comes to academic language for ELLs, WIDA breaks it down into three levels or dimensions- the word level, the sentence level, and the discourse level. The chart to the below identifies key features in each dimension. As students move through the proficiency levels, we want to see growth in all three dimensions. For example, students at the beginning proficiency level will be generally using basic vocabulary and simple words, sentences and phrases to communicate. As they grow their academic language skills, they will produce more language, add details, begin to use more complex grammar, and begin effectively using tier 2 and tier 3 vocabulary. When designing activities and supports, it is important to consider all three dimensions.</span></div><div><div class="separator" style="clear: both; text-align: center;"><a href="https://i.pinimg.com/originals/92/fd/57/92fd574cb3f4e3eb527d0aa203c03314.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="369" data-original-width="600" src="https://i.pinimg.com/originals/92/fd/57/92fd574cb3f4e3eb527d0aa203c03314.jpg" /></a></div><br /></div></div></span><b>Scaffolding Academic Discussion</b></span></div><div><span style="font-family: arial;">In order for ELLs to effectively participate in academic discussions, they will need scaffolds. Check out these posts on <a href="http://esolodyssey.learningwithlaurahj.org/2021/09/sentence-frames-102-differentiating.html">sentence frames</a> and <a href="http://esolodyssey.learningwithlaurahj.org/2020/02/word-walls-supporting-ell-language.html">word walls</a> to learn how to incorporate these supports. Such scaffolds are key to making academic discussion in the classroom accessible for English learners. </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">Next time, we'll discuss how to use questioning to encourage academic discussion, and touch on differentiating questions by proficiency level, so be sure to tune in next week!</span></div><div><span style="font-family: arial;"><br /></span><footer><span style="font-family: arial;"><img src="http://1.bp.blogspot.com/-DT4-INm-UWg/T1DYH00v4QI/AAAAAAAAAKI/Ps6ptG84SLc/s1600/Signature.jpg" /><br /><a href="https://www.facebook.com/tools4teachersbyLaurahJ"><img height="90" src="https://lh6.googleusercontent.com/-q_iJLdRFvRI/VOJjtjUjxQI/AAAAAAAAEgI/n4jYis2-hRU/s200-no/Facebook.png" /></a>
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We want to be sure to differentiate our sentence frames to make them appropriate for learners at all levels of proficiency.</span><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;"><b>What's appropriate for each level?</b></span></div><div><span style="font-family: arial;">Since 40 US states currently use the WIDA standards for ELLs, I'm going to show how we can use the WIDA performance definitions to help differentiate our sentence frames. </span></div><div><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-DlD3IKkreA4/YPMnP5_rkoI/AAAAAAAAblg/DVpwa3V8HHcYziK76f3PpwrXe8fUcY-DgCLcBGAsYHQ/s1320/Screen%2BShot%2B2021-07-17%2Bat%2B2.56.05%2BPM.png" style="margin-left: 1em; margin-right: 1em;"><span style="font-family: arial;"><img border="0" data-original-height="1040" data-original-width="1320" height="315" src="https://1.bp.blogspot.com/-DlD3IKkreA4/YPMnP5_rkoI/AAAAAAAAblg/DVpwa3V8HHcYziK76f3PpwrXe8fUcY-DgCLcBGAsYHQ/w400-h315/Screen%2BShot%2B2021-07-17%2Bat%2B2.56.05%2BPM.png" width="400" /></span></a></div><span style="font-family: arial;">As you can see, at levels 1 and 2, students are able to use words, phrases, and simple sentences. As we move up to levels 3 and 4, students are able to use longer and more complex sentences. Therefore, the sentence frames we provide to lower proficiency students should help students construct simple responses, while the sentence frames we provide higher proficiency students should elicit longer, more complex responses. </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;"><b>Examples</b></span></div><div><span style="font-family: arial;">Below is an example of how a sentence frame for "predicting" might change across proficiency levels.</span></div><div><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-lN9MVldnuQA/YPMq4g4uBBI/AAAAAAAAblo/FMtg93-GK2EUigFgspY2nmjJiVMA_0seQCLcBGAsYHQ/s1052/Screen%2BShot%2B2021-07-17%2Bat%2B3.09.24%2BPM.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="601" data-original-width="1052" height="229" src="https://1.bp.blogspot.com/-lN9MVldnuQA/YPMq4g4uBBI/AAAAAAAAblo/FMtg93-GK2EUigFgspY2nmjJiVMA_0seQCLcBGAsYHQ/w400-h229/Screen%2BShot%2B2021-07-17%2Bat%2B3.09.24%2BPM.png" width="400" /></a></div><br /><span style="font-family: arial;">It's easy to see how the complexity evolves from Level 1 through Level 5. Below you can see an additional example- these sentence frames for discussing main idea are differentiated for Levels 1-2 (top) and Levels 3-4 (bottom).</span></div><div><span style="font-family: arial;"><br /></span></div><div><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-5av1LrnPEkQ/YPMrpk9jrII/AAAAAAAAbl8/X6uIVEPQ9bU4hf7IAsqpIo673tFwls1UACLcBGAsYHQ/s1478/Screen%2BShot%2B2021-07-17%2Bat%2B3.08.32%2BPM.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="822" data-original-width="1478" src="https://1.bp.blogspot.com/-5av1LrnPEkQ/YPMrpk9jrII/AAAAAAAAbl8/X6uIVEPQ9bU4hf7IAsqpIo673tFwls1UACLcBGAsYHQ/s320/Screen%2BShot%2B2021-07-17%2Bat%2B3.08.32%2BPM.png" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-ebs0DMNESUA/YPMrprSHGGI/AAAAAAAAbl4/AvK8OHDdYBkzx-CxAwUkTDh5O_8HQgMoQCLcBGAsYHQ/s1484/Screen%2BShot%2B2021-07-17%2Bat%2B3.08.42%2BPM.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="822" data-original-width="1484" src="https://1.bp.blogspot.com/-ebs0DMNESUA/YPMrprSHGGI/AAAAAAAAbl4/AvK8OHDdYBkzx-CxAwUkTDh5O_8HQgMoQCLcBGAsYHQ/s320/Screen%2BShot%2B2021-07-17%2Bat%2B3.08.42%2BPM.png" width="320" /></a></div><br /><span style="font-family: arial;"><br />It does seem like extra work up front, but once you've created a set centered around a particular skill or topic, you can reuse those when reviewing the skill or topic in the future. Also, the more practice you get at creating sentence frames, the easier and quicker it becomes.<br /><br /></span><footer><span style="font-family: arial;"><img src="http://1.bp.blogspot.com/-DT4-INm-UWg/T1DYH00v4QI/AAAAAAAAAKI/Ps6ptG84SLc/s1600/Signature.jpg" /><br /><a href="https://www.facebook.com/tools4teachersbyLaurahJ"><img height="90" src="https://lh6.googleusercontent.com/-q_iJLdRFvRI/VOJjtjUjxQI/AAAAAAAAEgI/n4jYis2-hRU/s200-no/Facebook.png" /></a>
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Sentence frames are designed to encourage the use of academic, content and technical vocabulary, to increase the linguistic complexity (how detailed and connected the ideas are) and to help develop fluency in language forms and conventions. </span><div><span style="font-family: arial;"><br /></span></div><div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgEUWXL-ld6a37zK4eD4hHZd2AiNDY5qmUqGXfzjzsDyEZ7MRzyBHyIGJ135qw8tM39mWu3A9Db80KIaLy3pwJmHkZi6hSAQxnYBXUT8KIlKyUeCAIF3PM7Mc4g4jp_tO2gOjK3pyjrpbU/s1484/Screen+Shot+2021-07-17+at+2.46.25+PM.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="828" data-original-width="1484" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgEUWXL-ld6a37zK4eD4hHZd2AiNDY5qmUqGXfzjzsDyEZ7MRzyBHyIGJ135qw8tM39mWu3A9Db80KIaLy3pwJmHkZi6hSAQxnYBXUT8KIlKyUeCAIF3PM7Mc4g4jp_tO2gOjK3pyjrpbU/s320/Screen+Shot+2021-07-17+at+2.46.25+PM.png" width="320" /></a></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">In my opinion, when working with ELLs, <b>sentence frames should be provided for every speaking and writing activity</b>. They provide students with quality language models, which can be assimilated into the student's own lexicon. </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;"><b>Using Sentence Frames </b></span></div><div><span style="font-family: arial;"><div>It is best to consider the target language- the language you want students to be understanding and using to read, discuss, and write about a topic- and to prepare your frames when planning your lesson. Follow these steps:</div><div><ul style="text-align: left;"><li>Plan your questions/tasks</li><li>Anticipate the content and complexity of the student response</li><li>Create your frames based on responses students might give</li><li>Differentiate your frames by proficiency level</li><li>Add supports (visuals, word walls)</li><li>Model sentence frames <b>every time</b></li></ul></div></span></div><div><span style="font-family: arial;">For more advanced students, you may be able to work together to create appropriate sentence frames. The last item on the list may be the most important- be sure to model the frames for students every time you introduce a set. Just putting them up isn't enough- students </span></div><div><span style="font-family: arial;">need to see and hear them modeled by fluent speakers.</span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;"><b>Creating your frames</b></span></div><div><span style="font-family: arial;">The truth is, this is not as hard as it seems. For example, say we are reading the story Cinderella and talking about character traits. I might ask students "What kind of person is Cinderella?". Students might give some of the following answers:</span></div><div><ul style="text-align: left;"><li><span style="font-family: arial;">Cinderella is hardworking.</span></li><li><span style="font-family: arial;">Cinderella is hardworking because her stepmother makes her do all the housework.</span></li><li><span style="font-family: arial;">The text says that Cinderella does everything for her stepmother and sisters, so I think she is hardworking.</span></li></ul><div><span style="font-family: arial;">From that, I can get some basic frames:</span></div></div><div><ul style="text-align: left;"><li><span style="font-family: arial;">Cinderella is _____.</span></li><li><span style="font-family: arial;">Cinderella is _____ because _____.</span></li><li><span style="font-family: arial;">The text says _____, so I think _____.</span></li></ul></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;"><b>Does it make it too easy?</b></span></div><div><span style="font-family: arial;">This is often a concern I hear from teachers. They feel that providing sentence frames and other supports "dumb down" the task or activity. I assure you, this is <b>not the case</b>! Remember that our ELLs are learning both the language and the content at the same time. Providing sentence frames still requires the student to plug in the key content ideas (the "meat"), but it also reduces the language demand so the student can focus on content skills. </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">Often times, I see sentence frames provided for lower proficiency students, but not for higher proficiency ELLs. We don't want to take away this scaffold entirely as students acquire more English, instead, the scaffold should evolve along with the proficiency level. That's where differentiation comes in!</span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">Next week, we'll talk a little about differentiating sentence frames based on proficiency levels.</span></div><div><span style="font-family: arial;"><br /></span><footer><span style="font-family: arial;"><img src="http://1.bp.blogspot.com/-DT4-INm-UWg/T1DYH00v4QI/AAAAAAAAAKI/Ps6ptG84SLc/s1600/Signature.jpg" /><br /><a href="https://www.facebook.com/tools4teachersbyLaurahJ"><img height="90" src="https://lh6.googleusercontent.com/-q_iJLdRFvRI/VOJjtjUjxQI/AAAAAAAAEgI/n4jYis2-hRU/s200-no/Facebook.png" /></a>
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If you're not using it, it's just decoration, friends!</span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">There are a number of word wall activities that you can do to get students actively using the word wall. Here are a few suggestions:</span></div><div><span style="font-family: arial;"><br /></span></div><div><b><span style="font-family: arial;"><u>List-Group-Label</u> </span></b></div><div><span style="font-family: arial;">This strategy can be used for building or organizing your word wall. Select a topic- for example, plant reproduction.</span></div><div><span style="font-family: arial;"><br /></span></div><div><ul style="text-align: left;"><li><span style="font-family: arial;">List: Have students brainstorm all the words they think relate to the topic.Visually display student responses.</span></li><li><span style="font-family: arial;">Group: Divide your class into small groups. Each group will work to cluster the class list of words into subcategories. As groups of words emerge, challenge your students to explain their reasoning for grouping words as they have.</span></li><li><span style="font-family: arial;">Label: Invite students to suggest a title or label for the groups of words they have formed. These labels should relate to their reasoning for the grouping.</span></li></ul></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;"><b><u>Mystery Word</u></b> </span></div><div><ol style="text-align: left;"><li><span style="font-family: arial;">Divide students into groups of 3-4 and give each group a whiteboard. One person in the group is the word wall runner, one is the recorder and these roles should switch each round. </span></li><li><span style="font-family: arial;">The teacher gives clues to a word wall word. </span></li><li><span style="font-family: arial;">Students discuss and try to determine which word the clues are about. The word wall runner makes trips to the word wall as necessary and the recorder writes the group's answer on the whiteboard. </span></li><li><span style="font-family: arial;">The team to identify the mystery word first gets a point, the team with the most points at the end of the game wins.</span></li></ol></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;"><b><u>Flip It</u></b></span></div><div><span style="font-family: arial;">Have students work individually or in pairs to create a short video on Flipgrid for each vocabulary word. Videos can include explanations, examples, definitions, and more- possibilities are endless! Add the FlipGrid QR codes to your word wall to make an engaging, student-created word wall. </span></div><div><span style="font-family: arial;"><b><u><br /></u></b></span></div><div><span style="font-family: arial;"><b><u>Word Wall Information Gap</u></b> </span></div><div style="text-align: left;"><span style="font-family: arial;">Create a table of information or a graphic organizer based on your word wall. Fill in some of the information, but leave other information out, so that students must use the word wall to complete the organizer. See an example below:</span></div><div style="text-align: left;"><span style="font-family: arial;"><br /></span></div><div style="text-align: left;"><span style="font-family: arial;"><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-m9bFiBEFtV8/YP24HJuR8-I/AAAAAAAAboU/R7RH4GzuK3gGZfr_HVND6hVyWA6Ro7O5ACLcBGAsYHQ/s1280/EmbeddedImage.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="865" data-original-width="1280" height="270" src="https://1.bp.blogspot.com/-m9bFiBEFtV8/YP24HJuR8-I/AAAAAAAAboU/R7RH4GzuK3gGZfr_HVND6hVyWA6Ro7O5ACLcBGAsYHQ/w400-h270/EmbeddedImage.png" width="400" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><br /></div><br />How do you USE your word wall in your classroom? What strategies do you incorporate to ensure students use the word wall during learning?</span></div><div><span style="font-family: arial;"><br /></span></div><span style="font-family: arial;"><br /></span><footer><span style="font-family: arial;"><img src="http://1.bp.blogspot.com/-DT4-INm-UWg/T1DYH00v4QI/AAAAAAAAAKI/Ps6ptG84SLc/s1600/Signature.jpg" /><br /><a href="https://www.facebook.com/tools4teachersbyLaurahJ"><img height="90" src="https://lh6.googleusercontent.com/-q_iJLdRFvRI/VOJjtjUjxQI/AAAAAAAAEgI/n4jYis2-hRU/s200-no/Facebook.png" /></a>
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<br />
Word walls can be an amazing tool for supporting ELL language growth- if used correctly! They're also one of the most basic changes you can make to support ELLs. Often, when I visit classes, I find word walls, but they fall short in a few basic ways.<br />
<br />
For a word wall to be effective, it needs to have a few basic qualities. It should be:<br />
<br />
</span><ul>
<li><span style="font-family: arial;">Highly visible</span></li>
<ul>
<li><span style="font-family: arial;">In an area of the classroom where students frequently look</span></li>
<li><span style="font-family: arial;">Not hidden behind other items (easels, anchor charts, etc)</span></li>
<li><span style="font-family: arial;">Reachable to students so they can interact with it</span></li></ul></ul>
<ul>
<li><span style="font-family: arial;">Highly visual</span></li>
<ul>
<li><span style="font-family: arial;">Visuals or realia included for each (or most) words</span></li>
<li><span style="font-family: arial;">Organized in a way that is both visual and visually appealing</span></li>
</ul>
</ul>
<ul>
<li><span style="font-family: arial;">Relevant</span></li>
<ul>
<li><span style="font-family: arial;">Contains the <b>current</b> words students need to know</span></li>
<li><span style="font-family: arial;">Related to the <b>current</b> unit/topic/focus</span></li>
</ul>
</ul>
<ul>
<li><span style="font-family: arial;">Interactive (choose one or more):</span></li>
<ul>
<li><span style="font-family: arial;">Students generate or organize key terms</span></li>
<li><span style="font-family: arial;">Organized as a graphic organizer</span></li>
<li><span style="font-family: arial;">Includes QR codes for additional info</span></li>
<li><span style="font-family: arial;">Includes REAL objects students can view, touch or interact with</span></li>
<li><span style="font-family: arial;">Words are removable or have flaps to lift for additional information </span></li>
</ul>
</ul>
<div>
<b><span style="font-family: arial;">Can you provide an example?</span></b></div>
<div><span style="font-family: arial;">
While working with one school in particular, I decided it might be a good idea to create a live, working model that teachers could see and interact with. Something concrete to hopefully inspire them!</span></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://1.bp.blogspot.com/-swIxPSYh01A/XloMbQWFz8I/AAAAAAAAa7o/PeZjF1hBG5Q97v00PVwzjJa0V-lKXplPQCLcBGAsYHQ/s1600/Area%2Band%2BPerimeter%2BWord%2BWall.jpeg" style="margin-left: 1em; margin-right: 1em;"><span style="font-family: arial;"><img border="0" data-original-height="1200" data-original-width="1600" height="300" src="https://1.bp.blogspot.com/-swIxPSYh01A/XloMbQWFz8I/AAAAAAAAa7o/PeZjF1hBG5Q97v00PVwzjJa0V-lKXplPQCLcBGAsYHQ/s400/Area%2Band%2BPerimeter%2BWord%2BWall.jpeg" width="400" /></span></a></div>
<div class="separator" style="clear: both; text-align: center;">
<span style="font-family: arial;"><br /></span></div>
<div class="separator" style="clear: both; text-align: left;"><span style="font-family: arial;">
Therefore, I created this word wall based on our county curriculum for 3rd grade mathematics- Area and Perimeter. There are several interactive elements included:</span></div><div class="separator" style="clear: both; text-align: left;"><ul style="text-align: left;"><li><span style="font-family: arial;">QR codes leading to additional information</span></li><li><span style="font-family: arial;">The ability for students to organize it in a way that makes sense to them</span></li><li><span style="font-family: arial;">Hands-on option to measure a piece of paper and calculate area and perimeter (with an option to self-check their answer!)</span></li></ul></div>
<div>
<span style="font-family: arial;">Many schools are requiring word walls now, so if you're going to take the time to put one up anyway, you might as well get some academic bang for your buck as well. Be sure to grab the free <a href="https://www.teacherspayteachers.com/Product/Word-Walls-for-ELLs-Planning-Sheet-and-Checklist-7154348">Word Walls for ELLs: Planning Sheet and Checklist</a> from my TpT store. These documents can help you ensure you're following the tips discussed above. </span></div><div><span style="font-family: arial;"><br /></span></div><div class="separator" style="clear: both; text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Word-Walls-for-ELLs-Planning-Sheet-and-Checklist-7154348" imageanchor="1" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="1040" data-original-width="1040" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjbqCMnymzJikk_5QlqAhfcmXooZOkAHpf_yrO0GdpTcIOPHHidOnFjMinwdRXHCrl6LoRPJhvH54TsPz3jVm9n9kxBN4HtJzhyphenhyphenv97ClWMfmbcaB1HzSunHELoEJphkUFmQ4-xZv4NG4es/w200-h200/Square+Cover+Template.png" width="200" /></a></div><br /><div><br /></div><div><span style="font-family: arial;">I hope these tips help you to construct effective word walls for your own students. Tune in next week when I talk about activities you can do with your word wall. </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">Also, check out the post about <a href="https://bit.ly/3gblWpS" target="_blank">Digital Word Walls</a> on my technology blog!</span></div>
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This year, I've been providing monthly after-school PD "Spark Sessions". These are 25-minute PDs about various strategies for supporting ELLs. When I conduct PD, I like to give teachers solid strategies that are <b>easy</b> to implement. I want them to be able to walk into the classroom the next day and use what they've learned.<br />
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One of the most recent sessions I did was on Vocabulary Instruction for ELLs, where I introduced several strategies for teaching and practicing vocabulary. One of the strategies I introduced was a Five-Day Vocabulary Protocol that I developed.<br />
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Today, a 2nd grade teacher at that school told me how she'd been regularly using the protocol with her students over the last several weeks as part of center time, and she was noticing a measurable increase in their ability to retain and use new vocabulary words. I also have used it with great success, so I decided to share the protocol with you in hopes that it can help your students expand their vocabulary as well. I've seen this strategy used successfully from grade 2- grade 12!<br />
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<b>Research Basis</b><br />
Research shows that students need to interact with a word <i>multiple times</i> and in <i>multiple ways</i> in order to master that word in incorporate it into their vocabulary. Additionally, ELLs need more explicit instruction in vocabulary- especially academic vocabulary- through predictable routines and activities (<a href="https://www.brown.edu/academics/education-alliance/teaching-diverse-learners/vocabulary-development" target="_blank">Brown University</a>).<br />
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It's important to give students the opportunity to explore vocabulary words in depth by:<br />
<ul>
<li>stating the meaning of the word in their own words*</li>
<li>using the word correctly in context</li>
<li>exploring synonyms or examples</li>
<li>exploring antonyms or non-examples</li>
<li>associating the word with a non-linguistic representation (usually an image or movement)</li>
</ul>
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*When students write the definition for the word, it is particularly important that they do so <i>in their own words</i> rather than copying a definition.<br />
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Other ways to "dig into" a word:</div>
<ul>
<li>identifying homophones/homonyms</li>
<li>identifying prefixes, suffixes and roots</li>
<li>multiple meanings </li>
</ul>
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This vocabulary protocol gives your students the opportunity to do the first five on the list over the five day period, with a bonus spot for your particular focus (see "other ways to dig into a word" above). </div>
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There's a <i><b>FREE</b> </i>set of printable cards for <a href="https://www.teacherspayteachers.com/Product/Five-Day-Vocabulary-A-Vocabulary-Learning-Protocol-5226842" target="_blank">Five-Day Vocabulary</a> in my TpT store. I recommend that you choose <i>no more than 4-5 words</i> for each unit/topic/story. Give students a card for each word (print double sided to save paper). If desired, punch a hole and put them on a ring (you can build a growing vocabulary reference throughout the year). As a warm up or part of your center time, have students complete the daily task for each word. Click below to get your copy!</div>
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<a href="https://www.teacherspayteachers.com/Product/Five-Day-Vocabulary-A-Vocabulary-Learning-Protocol-5226842" target="_blank"><img border="0" data-original-height="1040" data-original-width="1040" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhMr-JzKeqOHCGB_XYVBP0IAqs_PUa3ZTVYdjzonpA-NFJaQEPuPkjcXm-o-CIDq24wTtWnakXOffR97_gSyGm3HWEXFCaYOyT6B4d1Ybp9mtu1N2OQ_qbjEl04iqKqNSBrp6oQj5TGt3o/s320/Vocabulary+cover.jpg" width="320" /></a></div>
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If you use this with your students, please let me know how it goes!</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgivfrSrE5Psd3tVZXFPLvGE2H-uQIe1-1ZF1yQKI-IezIrgkMG7BGeE2Z99RS-i_JVZ9N39jTNh4vjYvfE3wz0GEJUpu156xnQ3LtA2RULP6kBxx6tB73QCKY_rRFekJR83WOUHjQchlQ/s1600/Wait+time.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="720" data-original-width="960" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgivfrSrE5Psd3tVZXFPLvGE2H-uQIe1-1ZF1yQKI-IezIrgkMG7BGeE2Z99RS-i_JVZ9N39jTNh4vjYvfE3wz0GEJUpu156xnQ3LtA2RULP6kBxx6tB73QCKY_rRFekJR83WOUHjQchlQ/s400/Wait+time.png" width="400" /></a></div>
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Often times when observing teachers, I notice that they will ask a question and then call on the first child to raise his or her hand. If that child doesn't have an answer, they'll quickly move on to the next child with their hand up. This is a mistake!<br />
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As teachers, it can be hard to provide adequate wait time, because we wrongly feel that if the child "gets it" they'll be able to answer quickly. This isn't the case. Like good coffee needs time to percolate, our students also need time to “percolate” the information they take in. They need extra time to internalize information, process questions, and formulate responses.<br />
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Unfortunately, research tells us that even the best teachers often fail to provide enough wait time for students- the average in most studies is 1 second (Stahl, 1994). Wait time is important for all students- the average student will be able to formulate a response in about 10 seconds. Wait time is <b>particularly</b> important for our English learners, who not only have to internalize what they’ve learned, they often have to process and produce new language to show their understanding as well- these students will need closer to 20-30 seconds, depending on their English proficiency level.<br />
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When students have enough wait time, they are able to answer questions with more confidence, which in turn increases their motivation to learn more and answer more! So, how can we ensure that we're providing enough wait time? Here are a few strategies to try.<br />
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<b>1. Wait Time is Egg-cellent</b><br />
Go to the dollar store closest to you and grab a cheap egg timer. When you ask a question, set the egg timer to at least 20 seconds (30 or 45 is better for lower proficiency ELLs). Tell students to think quietly without raising their hands for the time you set. When the timer goes off, if they feel they know the answer, they can raise their hands.<br />
<div style="text-align: center;">
<img alt="Image result for egg timer" height="200" src="https://images-na.ssl-images-amazon.com/images/I/61ZcE4S8CvL._SY450_.jpg" width="148" /></div>
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<b>2. Give Me a Hand</b></div>
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Another simple (and free!) way to ensure wait time is to hold up 5 fingers and slooooowly count down. This gives you and students a visual indicator of think time, and can help keep you from rushing forward too quickly. Use 10 fingers with lower proficiency students. </div>
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<img alt="Related image" height="141" src="https://i.pinimg.com/originals/69/8c/09/698c09659bde5a999a008c6d13c72142.jpg" width="200" /></div>
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<b>3. Get Back to Me</b><br />
I love the way that the teacher in <b><a href="https://www.teachingchannel.org/videos/give-students-think-time-nea#" target="_blank">this video from The Teaching Channel</a></b>, upon realizing that the child isn't ready to answer, gives him more time and then does circle back around to allow him to answer. You can tell the additional wait time really gave the student time to process a response. Even better, you can tell this is a <i>habit </i>for this teacher- the student himself says "you should get back to me".<br />
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<b>4. Sit With It</b><br />
I often had students who would pop up a hand before I even finished asking a question, regardless of whether they had an answer prepared or not. With younger students, one way I successfully increased wait time was to have students sit on their hands when I asked a question. After about 20 seconds, I would say, "If you think you have an answer, please raise your hand". Then I would wait a few more seconds, if necessary, until most students had their hands raised.<br />
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Research also shows that increasing the amount of time between the student's answer and your response has a better effect because it allows the student to process longer give a more complex response, if they have anything to add to their initial response. The teacher can then ask additional questions, or even better, invite additional student response by saying something like "Hmm...let's think about that answer."<br />
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I hope these practical strategies will help you improve wait times in your classroom.<br />
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<footer><img src="https://1.bp.blogspot.com/-DT4-INm-UWg/T1DYH00v4QI/AAAAAAAAAKI/Ps6ptG84SLc/s1600/Signature.jpg" /><br /><a href="https://www.facebook.com/tools4teachersbyLaurahJ"><img height="90" src="https://lh6.googleusercontent.com/-q_iJLdRFvRI/VOJjtjUjxQI/AAAAAAAAEgI/n4jYis2-hRU/s200-no/Facebook.png" /></a>
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<a href="https://twitter.com/ESOL_Odyssey"><img height="90" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhPm7poaF69nBqXyr9XRzSUwT_p2KFWJAVlZET9YmnmshQzid3miqK8-htOVrXkQiIxDTDinXPh2yZIGlDLCGcp4Bk072clnxE_VdWZWp2NPK86ZePKgaXK4UCMJAx3oKU_wBjk2szDpO4/s200-no/twitter.png" /></a></footer><footer><br /></footer><footer>References:</footer><footer><footer>Stahl, R J 1994, ‘Using “Think-Time” and “Wait-Time” Skillfully in the Classroom. ERIC Digest.’ Viewed on 15 April 2015, http://files.eric.ed.gov/fulltext/ED370885.pdf</footer><footer><br /></footer><footer>TeacherVision 2015, Your Secret Weapon: Wait Time, Teaching Methods and Strategies, TeacherVision, viewed on 15 April 2015, https://www.teachervision.com/teaching-methods/new-teacher/48446.html</footer></footer>Mrs. Jhttp://www.blogger.com/profile/03531360288575179294noreply@blogger.com1tag:blogger.com,1999:blog-6034520859883460404.post-57400624980225160622018-04-08T12:56:00.001-04:002018-04-08T18:52:21.178-04:00Sketchnoting with ELLs<div class="MsoNormal">
<span style="color: black; font-family: "inherit" , "serif"; font-size: 13.5pt;">You may have noticed a
recent trend in education toward visual notetaking, also called Sketchnoting.
This practice has many benefits and applications in education, but I can see
this tool as especially beneficial for our English language learners.</span><span style="color: black; font-family: "times"; font-size: 13.5pt;"><o:p></o:p></span></div>
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<span style="color: black; font-family: "inherit" , "serif"; font-size: 13.5pt;"><br />
<b>What are sketchnotes?</b></span><span style="color: black; font-family: "times"; font-size: 13.5pt;"><o:p></o:p></span></div>
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<span style="color: black; font-family: "inherit" , "serif"; font-size: 13.5pt;">Sketchnotes are rich,
visual notes created with a combination of drawings, handwritten notes, and
other visual elements such as shapes and arrows. There is no set
"format"- your imagination is the limit. Here's an example I created
about the elements of fiction:</span><span style="color: black; font-family: "times"; font-size: 13.5pt;"><o:p></o:p></span></div>
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<div class="separator" style="clear: both; text-align: center;">
<a href="https://4.bp.blogspot.com/-UYpAobcEGaY/WspJW58CQMI/AAAAAAAAPS0/6PAwDECsyeE3clti_NS8DiXU69j0pFBOQCLcBGAs/s1600/Screen%2BShot%2B2018-04-08%2Bat%2B11.36.35%2BAM.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1058" data-original-width="1196" height="353" src="https://4.bp.blogspot.com/-UYpAobcEGaY/WspJW58CQMI/AAAAAAAAPS0/6PAwDECsyeE3clti_NS8DiXU69j0pFBOQCLcBGAs/s400/Screen%2BShot%2B2018-04-08%2Bat%2B11.36.35%2BAM.jpg" width="400" /></a></div>
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<b><span style="color: black; font-family: "inherit" , "serif"; font-size: 13.5pt;">What are the
benefits? </span></b><span style="color: black; font-family: "times"; font-size: 13.5pt;"><o:p></o:p></span></div>
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<span style="background: white; color: #444444; font-family: "inherit" , "serif"; font-size: 13.5pt;">The
value of sketchnoting is supported by several theories, such as the dual coding
theory. The dual coding theory (Paivio, 1971), states that both verbal and
nonverbal processing are essential for learning. According to the theory, our
minds have two separate stores of information (verbal representations and
mental images) and learners require both to adequately retain and retrieve
knowledge.</span><span style="color: black; font-family: "times"; font-size: 13.5pt;"><o:p></o:p></span></div>
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<span style="background: white; color: #444444; font-family: "inherit" , "serif"; font-size: 13.5pt;">By
drawing pictures of what they are hearing, students’ minds are engaging
multiple modalities which leads to increased retention of information.
According to author Wendy Pillars (<a href="https://www.amazon.com/Visual-Note-Taking-Educators-Teachers-Creativity/dp/0393708454/ref=sr_1_1?s=books&ie=UTF8&qid=1523202670&sr=1-1&keywords=visual+note+taking+for+educators"><span style="color: blue;">Visual Notetaking for Educators</span></a>),
sketchnoting or ’edusketching’ can improve retention by up to 55%. </span><span style="background: white; color: #444444; font-family: "inherit" , "serif"; font-size: 13.5pt;">This is especially important
for students who are learning the content alongside the language. </span><span style="color: black; font-family: "times"; font-size: 13.5pt;"><o:p></o:p></span></div>
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<span style="background: white; color: #444444; font-family: "inherit" , "serif"; font-size: 13.5pt;">The
visuals that they create during Sketchnoting can help them make important
linguistic connections and support their language growth while helping them
retain important content concepts. Since sketchnoting requires students to use
both receptive and productive skills, along with higher-order thinking to
synthesize information into a sketchnotes, students are being stretched
linguistically and thinking critically. </span><br />
<span style="background: white; color: #444444; font-family: "inherit" , "serif"; font-size: 13.5pt;"><br /></span>
<span style="background: white; color: #444444; font-family: "inherit" , "serif"; font-size: 13.5pt;">Sketchnotes also allow lower
proficiency beginners to make notes they can understand, while connecting
essential vocabulary to rich drawings and visuals, with the opportunity to
incorporate their native language as needed for additional support. </span><span style="color: black; font-family: "inherit" , "serif"; font-size: 13.5pt;"><br style="mso-special-character: line-break;" />
<!--[if !supportLineBreakNewLine]--><br style="mso-special-character: line-break;" />
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<b><span style="color: black; font-family: "inherit" , "serif"; font-size: 13.5pt;">How do I get started?</span></b></div>
<div class="MsoNormal">
<span style="font-family: inherit , serif;"><span style="font-size: 18px;">This video reviews the basics of creating visual notes:</span></span></div>
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<div class="separator" style="clear: both; text-align: center;">
<iframe allowfullscreen="" class="YOUTUBE-iframe-video" data-thumbnail-src="https://i.ytimg.com/vi/gY9KdRfNN9w/0.jpg" frameborder="0" height="266" src="https://www.youtube.com/embed/gY9KdRfNN9w?feature=player_embedded" width="320"></iframe></div>
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<b><span style="color: black; font-family: "inherit" , "serif"; font-size: 13.5pt;"><br /></span></b></div>
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<b><span style="color: black; font-family: "inherit" , "serif"; font-size: 13.5pt;">Which tools should I
use? </span></b><span style="color: black; font-family: "times"; font-size: 13.5pt;"><o:p></o:p></span></div>
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<span style="color: black; font-family: "inherit" , "serif"; font-size: 13.5pt;">While there are many tools
out there, I like the idea of sketchnoting by hand with paper and pens.
According to Muller & Oppenheimer (2014), students who took notes by
hand outperformed those who were using laptops for notetaking in conceptual understanding
and long-term recall. If you must use technology for sketchnoting, I'd
recommend using a tool like Adobe Draw- Sylvia Duckworth has a <a href="https://docs.google.com/presentation/d/19JMGED4kDScSJavog_0SSP96_-0FT3WqWdGkA1QHag8/edit?usp=sharing"><span style="color: blue;">great presentation</span></a> on using this tool for
sketchnoting.</span><span style="color: black; font-family: "times"; font-size: 13.5pt;"><o:p></o:p></span></div>
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<span style="color: black; font-family: "inherit" , "serif"; font-size: 13.5pt;">I prefer to use my
<a href="https://getrocketbook.com/collections/all-products/products/rocketbook-wave" target="_blank">RocketBook Wave</a> for sketchnoting (mine was gifted to me at the Google Innovator
Academy). I can easily digitize the notes as an image or pdf and send them off
to any number of destinations (Drive, email, etc.). When my notebook is full, I
can throw it in the microwave with a glass of water and erase it all so that I
can reuse the notebook. Super cool!</span><span style="color: black; font-family: "times"; font-size: 13.5pt;"><o:p></o:p></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjAt-Fc90SqiLNSnkLSMxCxcgVbPLHhcnf9ar-sYpqXZ_i40sQRvpcirzVnQVSPWDWNbtciSvkbcn7Ha2EaxaBEGvL8IcNk2uqU-Y8bEXWe5uMG_zWVNwqhNx1c0u1iV_Cocae8kdOt37Y/s1600/IMG_2125.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1600" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjAt-Fc90SqiLNSnkLSMxCxcgVbPLHhcnf9ar-sYpqXZ_i40sQRvpcirzVnQVSPWDWNbtciSvkbcn7Ha2EaxaBEGvL8IcNk2uqU-Y8bEXWe5uMG_zWVNwqhNx1c0u1iV_Cocae8kdOt37Y/s320/IMG_2125.jpg" width="320" /></a></div>
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<span style="color: black; font-family: "inherit" , "serif"; font-size: 13.5pt;">Are you already using
sketchnoting with your ELLs? Tell me how in the comments!</span></div>
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<br />
Research shows that gamification can help students build confidence, support critical thinking, improve collaboration and encourage creativity. These are all great benefits! I agree that gamification can be a powerful tool to change learning in your classroom. Gamification can spice up boring history and get students excited about the past.<br />
<br />
But y'all, we need to get real here for a minute. There are some things that should <b>never ever ever </b>be made into a game. For any reason. Full stop.<br />
<br />
I cannot believe some of the things I have seen turned into wildly inappropriate games! You may be wondering what types of things shouldn't be gamified if gamification has all the benefits I mentioned above. I don't have a complete list, I'm sure there are some things I've overlooked, but here is a starting point:<br />
<br />
<ul>
<li>Slavery and related topics (example: Underground railroad, slave ships)</li>
<li>Genocide (example: Holocaust)</li>
<li>Oppression of Minority Groups (example: Segregation)</li>
<li>The Plight of Native Peoples (example: Trail of Tears)</li>
<li>Immigration (example: Illegal Immigration, Ellis Island)</li>
<li>War (example: Vietnam, D-Day)</li>
<li>Mass Casualty Incidents (examples: 9/11, School Shootings)</li>
<li>Assassinations and murders (example: Martin Luther King)</li>
</ul>
<div>
As I said, this list is not exhaustive by any means, but it gives some food for thought on the types of historical events that <b>should never be gamified. </b>These topics shouldn't be gamified because <i style="font-weight: bold;">no one's trauma or history should be reduced to a game. </i>Say that again- one more time:</div>
<div>
<br /></div>
<h3 style="text-align: center;">
<i style="font-weight: bold;">No one's trauma or history should be reduced to a game.</i></h3>
<div>
<br /></div>
<div>
Doing so trivializes the experiences of those who endured (and possibly died during) these hardships, traumas, and injustices. Such games can also serve to alienate students of various racial or ethnic groups, while other students may find the "game" in itself traumatizing. What possible educational benefit can come from asking students to take on the roles of slaves or people living in concentration camps? If you answer is empathy- don't. There are far more appropriate and sensitive ways to teach empathy. </div>
<div>
<b><br /></b></div>
<div>
When considering gamifying a topic in your classroom, please stop and think:</div>
<div>
<ol>
<li>What is the goal? What is the learning outcome for this game? </li>
<li>How does gamifying support the desired learning outcome? </li>
<li>Does the game have the potential to alienate, offend, or trivialize an event or group of people?</li>
<li>Is there the potential for students be hurt or traumatized by the game? </li>
<li>Is this the most culturally/racially sensitive and inclusive way to approach this topic?</li>
</ol>
<div>
Certainly there are some great topics suited for gamification or simulations which students can participate in and learn from- but not every topic is appropriate to simulate or gamify. Carefully considering the purpose, goals, and potential pitfalls of gamifying a topic <i>before</i> you do it can help you avoid hurting, alienating, and offending students in your classroom. Please take the time to do some careful consideration and reflection before gamifying or simulating historical events in your classroom. </div>
</div>
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<br />
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<a href="https://twitter.com/ESOL_Odyssey"><img height="90" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhPm7poaF69nBqXyr9XRzSUwT_p2KFWJAVlZET9YmnmshQzid3miqK8-htOVrXkQiIxDTDinXPh2yZIGlDLCGcp4Bk072clnxE_VdWZWp2NPK86ZePKgaXK4UCMJAx3oKU_wBjk2szDpO4/s200-no/twitter.png" /></a></footer><footer><br /></footer><footer>References: </footer><footer><br /></footer><footer><footer>Teachers and Gamers Agree: 'slave Tetris' Isn't How You Educate Kids About Slavery Liz Dwyer - http://www.takepart.com/article/2015/09/01/teachers-gamers-agree-slave-tetris-isnt-how-you-educate-kids-about-slavery</footer><footer><br /></footer><footer><footer>Don't Add Gamification Until You Answer These Five Questions https://blog.elucidat.com/dont-add-gamification/</footer><footer><br /></footer><footer><footer>Benefits Of Gamification Learning and Instruction http://www.edsys.in/benefits-of-gamification-in-learning-and-instruction/</footer><footer><br /></footer><footer><footer>Five Benefits Of Adding Gamification To Classrooms https://education.cu-portland.edu/blog/classroom-resources/five-benefits-of-adding-gamification-to-classrooms/</footer></footer></footer></footer></footer>Mrs. Jhttp://www.blogger.com/profile/03531360288575179294noreply@blogger.com2tag:blogger.com,1999:blog-6034520859883460404.post-86845737441662696772017-11-22T00:58:00.000-05:002018-01-17T10:28:49.226-05:00BreakoutEdu + ELLs = Language GrowthI'm always on the lookout for innovative new ways to engage students, support language growth, and develop students into learners and thinkers. I was recently introduced to BreakoutEdu and the use of breakout and escape games in the classroom, and I think this can be a hugely beneficial tool for instructing our ELLs.<br />
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Back in October, I attended the Google Innovator Academy in Stockholm, Sweden (you can <a href="http://techittothenextlevel.blogspot.com/2017/10/the-google-innovator-academy.html" target="_blank">read about that here</a>). Before I left for Stockholm, I received a BreakoutEdu Kit from the Innovator Program. We were supposed to create a short breakout game about our experience as educators for our fellow innovators to play when we all arrived at the academy.<br />
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Breakout games are great in the classroom for many reasons, but chiefly they develop several important skills (more on this later):<br />
<br />
<ul>
<li>Collaboration</li>
<li>Communication</li>
<li>Problem Solving</li>
<li>Perseverence</li>
<li>Growth Mindset</li>
</ul>
<br />
I immediately began wondering how I could apply this to what I do, and how we can leverage it for our ELLs. As a coach, I do a lot of professional development, so that was a natural place to start. Before I even went to Stockholm, I ran my first game for teachers during one of my workshops. I've since used it quite a bit in <a href="http://esolodyssey.learningwithlaurahj.org/2017/11/breaking-out-of-boredom-using.html" style="font-weight: bold;" target="_blank">professional development</a>.<br />
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<div>
Next, I began to think about how we can use it to support language growth for our students. I think this tool has <i>enormous</i> potential for use with ELLs to develop important social AND academic language skills, on top of the key life lessons that are learned through participation. </div>
<div>
<br /></div>
<div>
Before we dive into WHY this method is great for use with ELLs, let's explore the benefits in general. This awesome graphic from Sylvia Duckworth details 10 reasons for using Breakout with students.</div>
<div>
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<div class="separator" style="clear: both; text-align: center;">
<a href="https://insidetheclassroomoutsidethebox.files.wordpress.com/2016/07/breakoutedu.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="450" data-original-width="600" height="240" src="https://insidetheclassroomoutsidethebox.files.wordpress.com/2016/07/breakoutedu.jpg" width="320" /></a></div>
<div>
<br /></div>
<div>
<b><br /></b>
<b>So how does it benefit ELLs?</b></div>
<div>
Well, first off which of the skills above <i>wouldn't</i><b> </b>we want to develop in our ELLs? But most critically, this is a very effective way to combine the use of content skills/knowledge with authentic reasons for using the very academic and social language we want them to acquire. Additionally, it's highly engaging, easy to differentiate, and gets all students participating and practicing the focus skills. </div>
<div>
<br /></div>
<div>
<b>Communication and Collaboration</b></div>
<div>
Breakout and escape games require students to work together with their peers, which helps to develop key collaboration and communication skills that will benefit students throughout life. More importantly, it provides an <i>authentic</i> avenue for our ELLs to practice both social language skills and academic language skills such as agreeing, disagreeing, explaining ideas/procedures/methods, and discussing their thinking with a group of peers. </div>
<div>
<br /></div>
<div>
<b>Academic Language Development</b></div>
<div>
Since breakout games are typically centered around a content concept or skill, it also requires students to use key academic vocabulary and language structures. Again, the awesome part about breakout games is that they provide <i>authentic situations</i> and <i>reasons</i> for using that language as students explore information, look for clues, and solve puzzles. </div>
<div>
<br /></div>
<div>
<b>Perseverance and "Failing Forward"</b></div>
<div>
One of the things I like best about breakout and escape games is that you don't always win- AND THAT'S OK. This is an important life lesson in general, but it also applies in a very important way to language learning. Language learning benefits from making errors and learning from them. When students encounter difficulties with communication, they have to reassess and find a new way to communicate their thoughts. This is reflected in breakout games. For example, when students try the wrong combo, they have to go back, reassess and try again. If they don't breakout, then the experience is a learning experience and can help future endeavors. Learning that failure is ok, and using it as a learning tool is such an important lesson for everyone, but especially for our ELLs. </div>
<div>
<br />
Don't miss my next post- I'll be discussing how you can scaffold language and differentiate games for ELLs at various proficiency levels. </div>
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<span style="color: #333333; font-family: "arial" , "tahoma" , "helvetica" , "freesans" , sans-serif;"><span style="font-size: 14.85px;">Our next #ELLEdTech Twitter Chat is this </span></span><b style="color: #333333; font-family: arial, tahoma, helvetica, freesans, sans-serif; font-size: 14.85px;">Sunday, November 19 </b><span style="color: #333333; font-family: "arial" , "tahoma" , "helvetica" , "freesans" , sans-serif;"><span style="font-size: 14.85px;">at </span></span><b style="color: #333333; font-family: arial, tahoma, helvetica, freesans, sans-serif; font-size: 14.85px;">7pm EST.</b><span style="color: #333333; font-family: "arial" , "tahoma" , "helvetica" , "freesans" , sans-serif;"><span style="font-size: 14.85px;"> This month's topic is </span></span><b><span style="color: #333333; font-family: "arial" , "tahoma" , "helvetica" , "freesans" , sans-serif;"><span style="font-size: 14.85px;">Teaching Holidays in a Culturally Sensitive Way.</span></span></b><span style="color: #333333; font-family: "arial" , "tahoma" , "helvetica" , "freesans" , sans-serif;"><span style="font-size: 14.85px;"> Join us to share your favorite tech tools and learn about others!</span></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhHqJQLC0nEJmKc_DDAUplSqKOEjaHzlyMQdXwJ1dbEEEetNYqf14nN_hUkmvNpoSVN0HX1YVniUxC2ueexaI1wGGnsGldOFSEpxAbEh6G2tL3toLMS_5zriD0Edw2EIQfjXlzX1oQq5Z0/s1600/Ell+Ed+Tech+Reminder+4.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhHqJQLC0nEJmKc_DDAUplSqKOEjaHzlyMQdXwJ1dbEEEetNYqf14nN_hUkmvNpoSVN0HX1YVniUxC2ueexaI1wGGnsGldOFSEpxAbEh6G2tL3toLMS_5zriD0Edw2EIQfjXlzX1oQq5Z0/s400/Ell+Ed+Tech+Reminder+4.png" width="283" /></a></div>
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<b><u>Questions and Timeline</u></b></div>
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<b>7:00</b> = Tell us your name, location, level and subject taught #ELLEdTech</div>
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<b style="color: #333333; font-family: arial, tahoma, helvetica, freesans, sans-serif; font-size: 14.85px;">7:05 </b><span style="color: #333333; font-family: "arial" , "tahoma" , "helvetica" , "freesans" , sans-serif;"><span style="font-size: 14.85px;">= Q1: </span></span><span style="background-color: transparent; font-size: 14.6667px; white-space: pre-wrap;"><span style="color: #333333; font-family: "arial";">What does it mean to teach holidays in a "culturally sensitive" way? #ELLEdTech</span></span></div>
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<b style="color: #333333; font-family: arial, tahoma, helvetica, freesans, sans-serif; font-size: 14.85px;">7:13</b><span style="color: #333333; font-family: "arial" , "tahoma" , "helvetica" , "freesans" , sans-serif;"><span style="font-size: 14.85px;"> = </span></span><span style="background-color: transparent; font-size: 14.85px;"><span style="color: #333333; font-family: "arial" , "tahoma" , "helvetica" , "freesans" , sans-serif;">Q2: How do you make sure to address holidays in a culturally sensitive way with your students? #ELLEdTech</span></span></div>
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<b style="color: #333333; font-family: arial, tahoma, helvetica, freesans, sans-serif; font-size: 14.85px; line-height: 20.79px;">7:21</b><span style="color: #333333; font-family: "arial" , "tahoma" , "helvetica" , "freesans" , sans-serif; font-size: 14.85px;"> = </span><span style="background-color: transparent; font-size: 14.85px;"><span style="color: #333333; font-family: "arial" , "tahoma" , "helvetica" , "freesans" , sans-serif;">Q3: How can tech tools help with a culturally sensitive approach to holidays? #ELLEdTech</span></span></div>
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<b style="color: #333333; font-family: arial, tahoma, helvetica, freesans, sans-serif; font-size: 14.85px; line-height: 20.79px;">7:29</b><span style="color: #333333; font-family: "arial" , "tahoma" , "helvetica" , "freesans" , sans-serif; font-size: 14.85px;"> = </span><span style="background-color: transparent; font-size: 14.85px; white-space: pre;"><span style="color: #333333; font-family: arial, tahoma, helvetica, freesans, sans-serif;">Q4: What tech tools would you recommend for teaching holidays in a culturally sensitive </span></span></div>
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<span style="background-color: transparent; font-size: 14.85px; white-space: pre;"><span style="color: #333333; font-family: arial, tahoma, helvetica, freesans, sans-serif;">way? #ELLEdTech</span></span></div>
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<b style="color: #333333; font-family: arial, tahoma, helvetica, freesans, sans-serif; font-size: 14.85px; line-height: 20.79px;">7:37</b><span style="color: #333333; font-family: "arial" , "tahoma" , "helvetica" , "freesans" , sans-serif; font-size: 14.85px;"> = </span><span style="color: #333333; font-family: "arial" , "tahoma" , "helvetica" , "freesans" , sans-serif;"><span style="font-size: 14.85px;">Q5: What advice do you have for teachers who want to use tech to teach holidays in a culturally sensitive manner? #ELLEdTech</span></span></div>
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<b><u>Directions for Joining the Chat:</u></b></div>
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1. Log into Twitter on Sunday; the chat runs from 7:00 - 7:45pm Eastern Daylight Time.</div>
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2. Search for tweets with the hashtag #ELLEdTech in the search bar. Make sure to click “All tweets.”</div>
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3. The first five minutes will be spent introducing ourselves.</div>
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4. Starting at 7:05, @ESOL_Odyssey or @The_ESL_Nexus will post questions every 8 minutes using Q1, Q2, Q3, etc. to identify the questions and the hashtag #ELLEdTech.</div>
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5. Answer the questions by prefacing them with A1, A2, A3, etc. and use the hashtag #ELLEdTech.</div>
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6. Follow any teachers who respond and are also using #ELLEdTech.</div>
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7. Like (click the heart icon) and post responses to other teachers' tweets.</div>
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You can schedule your answers to the questions in advance by using an online scheduler such as TweetDeck or HootSuite (and remember to use A1, A2, etc. and #ELLEdTech). Links are encouraged, but use <a href="http://tinyurl.com/" style="color: #771100;" target="_blank">tinyurl</a>, <a href="http://bit.ly/" style="color: #771100;" target="_blank">bitly</a>,<a href="http://goo.gl/" style="color: #771100;">goo.gl</a> or <a href="http://ow.ly/" style="color: #771100;">ow.ly</a> to shorten your link so it can be included in your tweet. Just click one of those links, paste the longer link in the app's box to shorten it for Twitter, then paste the shortened link into your tweet . If you have relevant images, we encourage you to post them, too.</div>
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<b><u>Is this your first Twitter chat? Here are our rules:</u></b></div>
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1. Please stay on topic.</div>
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2. Please do not post about paid products unless explicitly asked. </div>
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3. If you arrive after the chat has started, please try to read the previous tweets before joining in.</div>
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4. Feel free to just read, like, and/or retweet if you prefer -- we know the first time can be a little overwhelming!</div>
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5. Always use the hashtag #ELLEdTech when tweeting.</div>
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6. When responding to someone, please be sure to "mention" them by including their Twitter handle.</div>
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7. Make sure your twitter feed is set to "public." (And do remember that Twitter is completely public; that means anyone--students, parents, teachers, school staff, administrators--may see what you tweet.) </div>
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You are welcome to let any of your teacher friends who might be interested in joining us know about this Twitter chat. We can't wait to chat with you on Sunday evening!</div>
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<span style="font-family: "arial" , "tahoma" , "helvetica" , "freesans" , sans-serif; font-size: 14.85px; line-height: 20.79px;">Can't make it to the chat? Check out the </span><b style="font-size: 14.85px; line-height: 20.79px;"><a href="http://esolodyssey.learningwithlaurahj.org/p/blog-page.html" style="color: #771100;" target="_blank">archives</a></b><span style="font-family: "arial" , "tahoma" , "helvetica" , "freesans" , sans-serif; font-size: 14.85px; line-height: 20.79px;"> to see what you missed! (The archive is not currently showing everything. I'm still working on a better solution for chat archives- if you have one- please let me know!!)</span></div>
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<footer><br /></footer>Mrs. Jhttp://www.blogger.com/profile/03531360288575179294noreply@blogger.com0tag:blogger.com,1999:blog-6034520859883460404.post-56831029015565524622017-11-02T12:42:00.001-04:002017-11-02T13:39:57.848-04:00Breaking Out of Boredom: Using BreakoutEDU in Professional DevelopmentToday I want to talk about one of the things I'm really excited about right now- using BreakoutEdu with teachers during Professional Development Workshops.<br />
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<a href="https://3.bp.blogspot.com/-PXs1SgqJtjc/Wfsv6MqqeaI/AAAAAAAAO-s/LuOmW1hsv6kWJg1ImniZI6gmz-J9GuBvQCLcBGAs/s1600/Breakout%2BCollage.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="756" data-original-width="945" height="320" src="https://3.bp.blogspot.com/-PXs1SgqJtjc/Wfsv6MqqeaI/AAAAAAAAO-s/LuOmW1hsv6kWJg1ImniZI6gmz-J9GuBvQCLcBGAs/s400/Breakout%2BCollage.png" width="400" /></a></div>
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Just before I attended the Google Innovator Academy in Stockholm, Sweden (you can read about that <b><a href="http://techittothenextlevel.blogspot.com/search/label/Google%20Innovator" target="_blank">over on my tech blog</a></b>), Google sent each person in my cohort a BreakoutEdu kit. I'd only just learned about using breakout and escape room type games in the classroom a few months earlier, and was just beginning to create <a href="https://www.teacherspayteachers.com/Store/Tools-For-Teachers-By-Laurah-J/Category/Breakout-and-Escape-Games-307127" target="_blank">digital breakout games</a> for teachers to use with their students. I was thrilled to get an actual Breakout Box of my own!<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjslCBBoue1yfIaAYWhY7m05CZ7AtVZaHSEGGkNheHCapx6WkR7tJrU-khWrNtkBBDalUdjMKNGMwbdFMooJ3Y0i0FdseKQuDk08Ds3Y99-NRTpeBQBnMpwGsXtMM_iTwxAbIy58cMd3DW7/s1600/breakoutbox.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1200" data-original-width="1600" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjslCBBoue1yfIaAYWhY7m05CZ7AtVZaHSEGGkNheHCapx6WkR7tJrU-khWrNtkBBDalUdjMKNGMwbdFMooJ3Y0i0FdseKQuDk08Ds3Y99-NRTpeBQBnMpwGsXtMM_iTwxAbIy58cMd3DW7/s320/breakoutbox.jpg" width="320" /></a></div>
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Of course, since I spend most of my time working with teachers, and leading workshops and other professional development, I immediately wondered how I could begin using this with my teachers. I found some awesome games on the BreakoutEdu site, <b>BUT </b>most of those designed for adults were related to team-building.<br />
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That didn't really help me- most of my workshops involve teachers from all over the county, and we're there to learn about ELLs, not build teamwork. Since I'm an ESOL Coach, I wanted to do games with my teachers that involved content related to the workshops I was teaching. To make that happen, that meant I needed to jump in and start creating my own games.<br />
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I looked at lots of examples, visited an Escape Room, and did lots of research. Then, I created my first game about The ESOL Bus- it focused on learning about three essential elements that should always be included in instruction for ELLs:<br />
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<li><b>B</b>uild Background</li>
<li><b>U</b>se Comprehensible Input</li>
<li><b>S</b>caffolding and Support</li>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg6vlO-dbbhW12PMcVwAEiYDJPllY8bFQp8V-qkKgwUQCH529L0pgMWH1xv8Lond_d7TNo0sKGQuS41eiGZcO_rUyzD2mzjPyVPEgXz1CsCckYgc_W0mHrrIymQhYwz0zAb1Hh-xDj6H1o/s1600/Screen+Shot+2017-11-02+at+12.35.05+PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="572" data-original-width="858" height="213" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg6vlO-dbbhW12PMcVwAEiYDJPllY8bFQp8V-qkKgwUQCH529L0pgMWH1xv8Lond_d7TNo0sKGQuS41eiGZcO_rUyzD2mzjPyVPEgXz1CsCckYgc_W0mHrrIymQhYwz0zAb1Hh-xDj6H1o/s320/Screen+Shot+2017-11-02+at+12.35.05+PM.png" width="320" /></a></div>
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My teachers had a great time, and they did manage to breakout with just a few minutes remaining. Encouraged by that success, I then created a co-teaching game for a presentation I had planned for one of my schools who is implementing co-teaching. The same skills that are needed for a team to be successful in breakout- communication, collaboration, and respect- are also essential to building a good relationship with a partner teacher. So, teachers were able to explore best co-teaching practices to find clues and "breakout". Inside the box, I had candy (for the next activity on the agenda) and a card reminding them of those three essential "keys" to building a solid co-teaching relationship:</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhHiSrDAJfKirCZPZtpSO-G3Dq1MqkrIDgTT0mPnSaJ_eiX5TnMqD-ObP7LZv7OD1viaHdICFUMkhNMGlL5BWfftMB1jBbij4j4h9DYgKVy9u4ob5uCGkYnm44QmLH8LUjTeNJ6jScarOI/s1600/IMG_1213.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1200" data-original-width="1600" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhHiSrDAJfKirCZPZtpSO-G3Dq1MqkrIDgTT0mPnSaJ_eiX5TnMqD-ObP7LZv7OD1viaHdICFUMkhNMGlL5BWfftMB1jBbij4j4h9DYgKVy9u4ob5uCGkYnm44QmLH8LUjTeNJ6jScarOI/s320/IMG_1213.JPG" width="320" /></a></div>
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Later this month, I have my second session with the teachers in my Technology for ELLs Focus Group, and I plan to do a Breakout that will require them to use the skills they've learned about GSuite. I can't wait to see how it goes! </div>
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After each breakout, I lead a reflection discussion so that we have time to discuss what we learned and what they thought of the breakout. </div>
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All in all, if you are someone who leads professional development, I encourage you to consider how you can incorporate BreakoutEdu into some of your workshops. It's a great opener to get teachers up and moving and engaged, then you can tie in they clues they explored and what they learned during the Breakout to the topic of your workshop.</div>
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If you're already doing this, tell me how in the comments!</div>
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<span style="color: #333333; font-family: "arial" , "tahoma" , "helvetica" , "freesans" , sans-serif;"><span style="font-size: 14.85px;">Our next #ELLEdTech Twitter Chat is this </span></span><b style="color: #333333; font-family: arial, tahoma, helvetica, freesans, sans-serif; font-size: 14.85px;">Sunday, September 17 </b><span style="color: #333333; font-family: "arial" , "tahoma" , "helvetica" , "freesans" , sans-serif;"><span style="font-size: 14.85px;">at </span></span><b style="color: #333333; font-family: arial, tahoma, helvetica, freesans, sans-serif; font-size: 14.85px;">7pm EST.</b><span style="color: #333333; font-family: "arial" , "tahoma" , "helvetica" , "freesans" , sans-serif;"><span style="font-size: 14.85px;"> This month's topic is </span></span><b><span style="color: #333333; font-family: "arial" , "tahoma" , "helvetica" , "freesans" , sans-serif;"><span style="font-size: 14.85px;">Tools to Support ELLs with Homework.</span></span></b><span style="color: #333333; font-family: "arial" , "tahoma" , "helvetica" , "freesans" , sans-serif;"><span style="font-size: 14.85px;"> Join us to share your favorite tech tools and learn about others!</span></span></div>
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<b><u>Questions and Timeline</u></b></div>
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<b>7:00</b> = Tell us your name, location, level and subject taught #ELLEdTech</div>
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<b style="color: #333333; font-family: arial, tahoma, helvetica, freesans, sans-serif; font-size: 14.85px;">7:05 </b><span style="color: #333333; font-family: "arial" , "tahoma" , "helvetica" , "freesans" , sans-serif;"><span style="font-size: 14.85px;">= Q1: </span></span><span style="background-color: transparent; font-size: 14.6667px; white-space: pre-wrap;"><span style="color: #333333; font-family: "arial";">What tools do you recommend to help ELLs with homework? #ELLEdTech</span></span></div>
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<b style="color: #333333; font-family: arial, tahoma, helvetica, freesans, sans-serif; font-size: 14.85px;">7:13</b><span style="color: #333333; font-family: "arial" , "tahoma" , "helvetica" , "freesans" , sans-serif;"><span style="font-size: 14.85px;"> = </span></span><span style="background-color: transparent; font-size: 14.85px;"><span style="color: #333333; font-family: "arial" , "tahoma" , "helvetica" , "freesans" , sans-serif;">Q2: How do these tools help teachers facilitate ELLs’ learning? #ELLEdTech</span></span></div>
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<b style="color: #333333; font-family: arial, tahoma, helvetica, freesans, sans-serif; font-size: 14.85px; line-height: 20.79px;">7:21</b><span style="color: #333333; font-family: "arial" , "tahoma" , "helvetica" , "freesans" , sans-serif; font-size: 14.85px;"> = </span><span style="background-color: transparent; font-size: 14.85px;"><span style="color: #333333; font-family: "arial" , "tahoma" , "helvetica" , "freesans" , sans-serif;">Q3: What are the advantages & benefits of using these tools? #ELLEdTech</span></span></div>
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<b style="color: #333333; font-family: arial, tahoma, helvetica, freesans, sans-serif; font-size: 14.85px; line-height: 20.79px;">7:29</b><span style="color: #333333; font-family: "arial" , "tahoma" , "helvetica" , "freesans" , sans-serif; font-size: 14.85px;"> = </span><span style="background-color: transparent; vertical-align: baseline;"><span class="Apple-tab-span" style="white-space: pre;"><span style="color: #333333; font-family: "arial" , "tahoma" , "helvetica" , "freesans" , sans-serif;"><span style="font-size: 14.85px;">Q4: </span></span></span></span><span style="background-color: transparent; font-size: 14.85px; white-space: pre;"><span style="color: #333333; font-family: "arial" , "tahoma" , "helvetica" , "freesans" , sans-serif;">Are there any cons or drawbacks teachers or students might have when using these tools? #ELLEdTech</span></span></div>
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<b style="color: #333333; font-family: arial, tahoma, helvetica, freesans, sans-serif; font-size: 14.85px; line-height: 20.79px;">7:37</b><span style="color: #333333; font-family: "arial" , "tahoma" , "helvetica" , "freesans" , sans-serif; font-size: 14.85px;"> = </span><span style="color: #333333; font-family: "arial" , "tahoma" , "helvetica" , "freesans" , sans-serif;"><span style="font-size: 14.85px;">Q5: What advice do you have for teachers who want to incorporate technology into HW assignments for their ELLS? #ELLEdTech</span></span></div>
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<b><u>Directions for Joining the Chat:</u></b></div>
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1. Log into Twitter on Sunday; the chat runs from 7:00 - 7:45pm Eastern Daylight Time.</div>
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2. Search for tweets with the hashtag #ELLEdTech in the search bar. Make sure to click “All tweets.”</div>
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3. The first five minutes will be spent introducing ourselves.</div>
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4. Starting at 7:05, @ESOL_Odyssey or @The_ESL_Nexus will post questions every 8 minutes using Q1, Q2, Q3, etc. to identify the questions and the hashtag #ELLEdTech.</div>
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5. Answer the questions by prefacing them with A1, A2, A3, etc. and use the hashtag #ELLEdTech.</div>
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6. Follow any teachers who respond and are also using #ELLEdTech.</div>
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7. Like (click the heart icon) and post responses to other teachers' tweets.</div>
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You can schedule your answers to the questions in advance by using an online scheduler such as TweetDeck or HootSuite (and remember to use A1, A2, etc. and #ELLEdTech). Links are encouraged, but use <a href="http://tinyurl.com/" style="color: #771100;" target="_blank">tinyurl</a>, <a href="http://bit.ly/" style="color: #771100;" target="_blank">bitly</a>,<a href="http://goo.gl/" style="color: #771100;">goo.gl</a> or <a href="http://ow.ly/" style="color: #771100;">ow.ly</a> to shorten your link so it can be included in your tweet. Just click one of those links, paste the longer link in the app's box to shorten it for Twitter, then paste the shortened link into your tweet . If you have relevant images, we encourage you to post them, too.</div>
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<b><u>Is this your first Twitter chat? Here are our rules:</u></b></div>
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1. Please stay on topic.</div>
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2. Please do not post about paid products unless explicitly asked. </div>
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3. If you arrive after the chat has started, please try to read the previous tweets before joining in.</div>
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4. Feel free to just read, like, and/or retweet if you prefer -- we know the first time can be a little overwhelming!</div>
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5. Always use the hashtag #ELLEdTech when tweeting.</div>
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6. When responding to someone, please be sure to "mention" them by including their Twitter handle.</div>
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7. Make sure your twitter feed is set to "public." (And do remember that Twitter is completely public; that means anyone--students, parents, teachers, school staff, administrators--may see what you tweet.) </div>
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You are welcome to let any of your teacher friends who might be interested in joining us know about this Twitter chat. We can't wait to chat with you on Sunday evening!</div>
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<span style="font-family: "arial" , "tahoma" , "helvetica" , "freesans" , sans-serif; font-size: 14.85px; line-height: 20.79px;">Can't make it to the chat? Check out the </span><b style="font-size: 14.85px; line-height: 20.79px;"><a href="http://esolodyssey.learningwithlaurahj.org/p/blog-page.html" style="color: #771100;" target="_blank">archives</a></b><span style="font-family: "arial" , "tahoma" , "helvetica" , "freesans" , sans-serif; font-size: 14.85px; line-height: 20.79px;"> to see what you missed! (The archive is not currently showing everything. I'm still working on a better solution for chat archives- if you have one- please let me know!!)</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjVRBtg8f9t4UC5fXD_Whx7BVHV6PXX6Ww6CFXSIE0f8N8MN4KPEBOLAwHE5NLp0tYb6VSmJwrD_4aAMNaCw3C3HyJGWXWhGuniacilI-6CfTNfSl4RjtEHTOrI1KEn4aXFMG_U1R9_pIM/s1600/using+technology+newcomers.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1135" data-original-width="1148" height="316" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjVRBtg8f9t4UC5fXD_Whx7BVHV6PXX6Ww6CFXSIE0f8N8MN4KPEBOLAwHE5NLp0tYb6VSmJwrD_4aAMNaCw3C3HyJGWXWhGuniacilI-6CfTNfSl4RjtEHTOrI1KEn4aXFMG_U1R9_pIM/s320/using+technology+newcomers.png" width="320" /></a></div>
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Every time a classroom teacher gets a newcomer ELL, I can see that look of fear in their eyes as they wonder how they are going to communicate with this child, much less <i>teach</i> this child. Many teachers mean well but do not know what else to do with the child, and they end up putting the child on the computer. So, while the rest of the class is participating in activities that allow them to interact with peers, increase their language use, and gain valuable content knowledge and skills, the newcomer ELL is working in isolation on the computer.<br />
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Even worse, many teachers will put Newcomer ELLs of <i>any grade level</i> on programs like ABCya, Starfall or other programs that are designed for PreK and Kindergarten students.<br />
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<b>Why is this bad practice? </b><br />
Firstly, most of the website students get put on do little to nothing to support the second language acquisition process. Many lower-level phonics and reading programs/websites are designed for native speakers learning to use their first language, not for learners who are acquiring English as a second (or third! or fourth!) language.<br />
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Secondly, putting an older child on programs designed for PreK and Kindergarten students is simply not age-appropriate- they will quickly become bored because it is so far below their developmental level. Students end up wondering why they're working on "baby" work while other students are doing real learning. It can be discouraging for students. How would you feel if you walked into a Swedish 101 class and they put you on an app for Kindergarten children?<br />
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Thirdly, these students need to be included in the classroom community and need to interact with their peers- that is how they will begin acquiring English. That's not going to happen if the student is isolated for most of the day working on the computer.<br />
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Here are some major differences between acquiring your first (native) language, and acquiring a second (or additional) language that need to be taken into consideration when choosing appropriate learning tools- including technology tools:<br />
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<ul>
<li>In second language acquisition, knowledge of the first language also serves as a basis for learning the second language. </li>
<li>In first language acquisition, children spend several years listening to language, babbling, and using telegraphic speech before they can form sentences. Second language learners do not have this opportunity, and need opportunities to use the language with peers.</li>
<li>Older learners are able to use more metacognitive processes in their learning. They can consciously analyze and manipulate grammatical structures, sound patterns. They can also analyze how language works. Older ELLs need opportunities to analyze and manipulate language and grammar.</li>
<li>Older learners bring more life experience and background knowledge to their learning. They have more schemata and more learning strategies to help them learn the second language. Learning activities should tap into this background knowledge and schema. </li>
<li>In older learners, there may be less sensitivity to phonological distinctions not present in the native language. Older ELLs may also have fewer opportunities to learn and use language authentically. These factors may reduce the likelihood that second language learners will attain native-like proficiency. </li>
<li>In first language acquisition, learners have many chances to practice with native speakers (especially caregivers). In second language acquisition, teachers must provide learners with the opportunity to practice extensively with native speakers.</li>
<li>Almost everyone acquires a first language, but not everyone acquires a second language. Acquiring a first language happens naturally, while acquiring a second language often requires conscious effort on the part of the learner. </li>
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<b>Choose wisely!</b></div>
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Technology can be an <i>excellent</i> tool to support language growth- when used correctly. It offers students opportunities to learn in new ways that weren't possible before. Based on the information above, it is important to choose resources that support the process of second language acquisition. For technology, this means that it should:</div>
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<ul>
<li>Be engaging and age appropriate</li>
<li>Provide ELLs with opportunities to actively use the language</li>
<li>Tap into background knowledge and existing schemata</li>
<li>Allow ELLs to use knowledge of their native language during learning</li>
<li>Cover material that is developmentally appropriate</li>
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<span style="font-family: "georgia" , "times new roman" , serif;">Here are some great websites I've found that you can use with Newcomer ELLs in grades 3+:</span><span style="font-size: 14pt; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "georgia" , "times new roman" , serif;"><br /></span></span></div>
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<li>Free:</li>
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<li><a href="http://usalearns.org/free-online-english-courses" style="text-decoration-line: none;"><span style="color: #1155cc; font-size: 14pt; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "georgia" , "times new roman" , serif;">USALearns</span></span></a></li>
<li><a href="http://www.learningchocolate.com/" style="text-decoration-line: none;"><span style="color: #1155cc; font-size: 14pt; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "georgia" , "times new roman" , serif;">Learning Chocolate</span></span></a></li>
<li><a href="http://www.oup.com/elt/students/?cc=global" style="text-decoration-line: none;"><span style="color: #1155cc; font-size: 14pt; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "georgia" , "times new roman" , serif;">Oxford University Press Student Sites</span></span></a></li>
<li><a href="http://www.eslvideo.com/" style="text-decoration-line: none;"><span style="color: #1155cc; font-size: 14pt; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "georgia" , "times new roman" , serif;">ESLVideo</span></span></a></li>
<li><a href="http://en.childrenslibrary.org/" style="text-decoration-line: none;"><span style="color: #1155cc; font-size: 14pt; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "georgia" , "times new roman" , serif;">International Digital Children’s Library</span></span></a></li>
<li><a href="http://worldstories.org.uk/stories/" style="text-decoration-line: none;"><span style="color: #1155cc; font-size: 14pt; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "georgia" , "times new roman" , serif;">World Stories from KidsOut</span></span></a></li>
<li><span style="color: #1155cc; font-size: 14pt; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "georgia" , "times new roman" , serif;"><a href="https://learnenglishkids.britishcouncil.org/" style="text-decoration-line: none;">Learn English Kids</a></span></span></li>
</ul>
<li>Requires subscription:</li>
<ul>
<li><a href="http://esl.brainpop.com/" style="text-decoration-line: none;"><span style="color: #1155cc; font-size: 14pt; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "georgia" , "times new roman" , serif;">BrainPop ESL</span></span></a></li>
<li><a href="http://www.imaginelearning.com/" style="font-family: Georgia, "Times New Roman", serif; text-decoration-line: none;"><span style="color: #1155cc; font-size: 14pt; vertical-align: baseline; white-space: pre-wrap;">Imagine Learning</span></a><span style="font-family: "georgia" , "times new roman" , serif; font-size: 14pt; vertical-align: baseline; white-space: pre-wrap;"> </span></li>
</ul>
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<b>Limit Computer Time</b></div>
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Newcomers are going to learn far more English (and likely some content too!) if they are permitted to interact with their peers and participate in whole and small group learning activities. They will not learn English or content if all their time is spent on the computer. Furthermore, isolating these learners on the computer makes them feel even more out of place than they already do, at a time when we should be making them feel like a welcome and important part of the classroom community. For this reason, I recommend limiting ELLs to 30 minutes a day of <i>solo computer time</i>. Additional time can be permitted for using technology in whole or small group situations.<br />
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<b>Wondering how to include Newcomers in learning with the rest of the Class? </b><br />
The answer is simple- scaffold the activities so they can acquire new language and new content together. Provide age- and grade-level appropriate activities and tasks, and find ways for them to demonstrate their knowledge with little or no language. You can learn more strategies for working with newcomers in my <a href="http://esolodyssey.learningwithlaurahj.org/search?q=Newcomer&max-results=20&by-date=false" target="_blank">Newcomer series</a>. </div>
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Please teachers, I beg you- whatever you do, do not put Newcomer ELLs on PK or K programs/websites unless they are primary age learners, and please do not leave your newcomers on the computer all day. </div>
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<a href="https://twitter.com/ESOL_Odyssey"><img height="90" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhPm7poaF69nBqXyr9XRzSUwT_p2KFWJAVlZET9YmnmshQzid3miqK8-htOVrXkQiIxDTDinXPh2yZIGlDLCGcp4Bk072clnxE_VdWZWp2NPK86ZePKgaXK4UCMJAx3oKU_wBjk2szDpO4/s200-no/twitter.png" /></a></footer>Mrs. Jhttp://www.blogger.com/profile/03531360288575179294noreply@blogger.com2tag:blogger.com,1999:blog-6034520859883460404.post-986038299972954222017-08-25T13:46:00.000-04:002017-09-07T16:04:27.176-04:00WIDA's 15 Essential Actions for Educators of ELLs<br />
This year, one of the initiatives of our ESOL department is to help our teachers understand and implement the 15 Essential Actions identified by WIDA for educators of ELLs. These actions should be undertaken by <i>all teachers working with ELLs-</i><b><i> </i>not just the ELL specialist!</b><br />
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Throughout this next school year, I'll probably make a few posts about the Essential Actions, so here's a quick video overview for you!<br />
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<iframe width="320" height="266" class="YOUTUBE-iframe-video" data-thumbnail-src="https://i.ytimg.com/vi/bSvK0e6tMxs/0.jpg" src="https://www.youtube.com/embed/bSvK0e6tMxs?feature=player_embedded" frameborder="0" allowfullscreen></iframe></div>
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<span style="color: #333333; font-family: "arial" , "tahoma" , "helvetica" , "freesans" , sans-serif;"><span style="font-size: 14.85px;">Our next #ELLEdTech Twitter Chat is this </span></span><b style="color: #333333; font-family: arial, tahoma, helvetica, freesans, sans-serif; font-size: 14.85px;">Sunday, August 20 </b><span style="color: #333333; font-family: "arial" , "tahoma" , "helvetica" , "freesans" , sans-serif;"><span style="font-size: 14.85px;">at </span></span><b style="color: #333333; font-family: arial, tahoma, helvetica, freesans, sans-serif; font-size: 14.85px;">7pm EST.</b><span style="color: #333333; font-family: "arial" , "tahoma" , "helvetica" , "freesans" , sans-serif;"><span style="font-size: 14.85px;"> This month's topic is </span></span><b><span style="color: #333333; font-family: "arial" , "tahoma" , "helvetica" , "freesans" , sans-serif;"><span style="font-size: 14.85px;">Tools that Facilitate Collaboration between ESL, Mainstream, and SPED Teachers.</span></span></b><span style="color: #333333; font-family: "arial" , "tahoma" , "helvetica" , "freesans" , sans-serif;"><span style="font-size: 14.85px;"> Join us to share your favorite tech tools and learn about others!</span></span></div>
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<b><u>Questions and Timeline</u></b></div>
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<b>7:00</b> = Tell us your name, location, level and subject taught #ELLEdTech</div>
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<b style="color: #333333; font-family: arial, tahoma, helvetica, freesans, sans-serif; font-size: 14.85px;">7:05 </b><span style="color: #333333; font-family: "arial" , "tahoma" , "helvetica" , "freesans" , sans-serif;"><span style="font-size: 14.85px;">= Q1: </span></span><span style="background-color: transparent; font-size: 14.6667px; white-space: pre-wrap;"><span style="color: #333333; font-family: "arial";">How do you collaborate with the teachers you work with? (ESOL, SpEd, Mainstream) #ELLEdTech</span></span></div>
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<b style="color: #333333; font-family: arial, tahoma, helvetica, freesans, sans-serif; font-size: 14.85px;">7:13</b><span style="color: #333333; font-family: "arial" , "tahoma" , "helvetica" , "freesans" , sans-serif;"><span style="font-size: 14.85px;"> = </span></span><span style="background-color: transparent; font-size: 14.85px;"><span style="color: #333333; font-family: "arial" , "tahoma" , "helvetica" , "freesans" , sans-serif;">Q2: What tech tools do you use to facilitate collaboration? #ELLEdTech</span></span></div>
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<b style="color: #333333; font-family: arial, tahoma, helvetica, freesans, sans-serif; font-size: 14.85px; line-height: 20.79px;">7:21</b><span style="color: #333333; font-family: "arial" , "tahoma" , "helvetica" , "freesans" , sans-serif; font-size: 14.85px;"> = </span><span style="background-color: transparent; font-size: 14.85px;"><span style="color: #333333; font-family: "arial" , "tahoma" , "helvetica" , "freesans" , sans-serif;">Q3: What’s important to consider when using technology to facilitate collaboration? #ELLEdTech</span></span></div>
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<b style="color: #333333; font-family: arial, tahoma, helvetica, freesans, sans-serif; font-size: 14.85px; line-height: 20.79px;">7:29</b><span style="color: #333333; font-family: "arial" , "tahoma" , "helvetica" , "freesans" , sans-serif; font-size: 14.85px;"> = </span><span style="background-color: transparent; vertical-align: baseline;"><span class="Apple-tab-span" style="white-space: pre;"><span style="color: #333333; font-family: "arial" , "tahoma" , "helvetica" , "freesans" , sans-serif;"><span style="font-size: 14.85px;">Q4: Are there any challenges teachers might encounter when using these tools? #ELLEdTech</span><span style="font-size: 14.6667px;"> </span></span></span></span></div>
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<b style="color: #333333; font-family: arial, tahoma, helvetica, freesans, sans-serif; font-size: 14.85px; line-height: 20.79px;">7:37</b><span style="color: #333333; font-family: "arial" , "tahoma" , "helvetica" , "freesans" , sans-serif; font-size: 14.85px;"> = </span><span style="color: #333333; font-family: "arial" , "tahoma" , "helvetica" , "freesans" , sans-serif;"><span style="font-size: 14.85px;">Q5: What advice do you have for teachers who want to use technology to facilitate collaboration? #ELLEdTech</span></span></div>
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<b><u>Directions for Joining the Chat:</u></b></div>
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1. Log into Twitter on Sunday; the chat runs from 7:00 - 7:45pm Eastern Daylight Time.</div>
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2. Search for tweets with the hashtag #ELLEdTech in the search bar. Make sure to click “All tweets.”</div>
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3. The first five minutes will be spent introducing ourselves.</div>
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4. Starting at 7:05, @ESOL_Odyssey or @The_ESL_Nexus will post questions every 8 minutes using Q1, Q2, Q3, etc. to identify the questions and the hashtag #ELLEdTech.</div>
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5. Answer the questions by prefacing them with A1, A2, A3, etc. and use the hashtag #ELLEdTech.</div>
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6. Follow any teachers who respond and are also using #ELLEdTech.</div>
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7. Like (click the heart icon) and post responses to other teachers' tweets.</div>
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You can schedule your answers to the questions in advance by using an online scheduler such as TweetDeck or HootSuite (and remember to use A1, A2, etc. and #ELLEdTech). Links are encouraged, but use <a href="http://tinyurl.com/" style="color: #771100; text-decoration-line: none;" target="_blank">tinyurl</a>, <a href="http://bit.ly/" style="color: #771100; text-decoration-line: none;" target="_blank">bitly</a>,<a href="http://goo.gl/" style="color: #771100; text-decoration-line: none;">goo.gl</a> or <a href="http://ow.ly/" style="color: #771100; text-decoration-line: none;">ow.ly</a> to shorten your link so it can be included in your tweet. Just click one of those links, paste the longer link in the app's box to shorten it for Twitter, then paste the shortened link into your tweet . If you have relevant images, we encourage you to post them, too.</div>
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<b><u>Is this your first Twitter chat? Here are our rules:</u></b></div>
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1. Please stay on topic.</div>
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2. Please do not post about paid products unless explicitly asked. </div>
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3. If you arrive after the chat has started, please try to read the previous tweets before joining in.</div>
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4. Feel free to just read, like, and/or retweet if you prefer -- we know the first time can be a little overwhelming!</div>
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5. Always use the hashtag #ELLEdTech when tweeting.</div>
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6. When responding to someone, please be sure to "mention" them by including their Twitter handle.</div>
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7. Make sure your twitter feed is set to "public." (And do remember that Twitter is completely public; that means anyone--students, parents, teachers, school staff, administrators--may see what you tweet.) </div>
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You are welcome to let any of your teacher friends who might be interested in joining us know about this Twitter chat. We can't wait to chat with you on Sunday evening!</div>
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<span style="font-family: "arial" , "tahoma" , "helvetica" , "freesans" , sans-serif; font-size: 14.85px; line-height: 20.79px;">Can't make it to the chat? Check out the </span><b style="font-size: 14.85px; line-height: 20.79px;"><a href="http://esolodyssey.learningwithlaurahj.org/p/blog-page.html" style="color: #771100; text-decoration-line: none;" target="_blank">archives</a></b><span style="font-family: "arial" , "tahoma" , "helvetica" , "freesans" , sans-serif; font-size: 14.85px; line-height: 20.79px;"> to see what you missed! (The archive is not currently showing everything. I'm still working on a better solution for chat archives- if you have one- please let me know!!)</span></div>
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So, we've covered <a href="http://esolodyssey.learningwithlaurahj.org/2017/05/modifying-instruction-for-newcomer-ells_10.html" target="_blank">Scaffolding and Supports</a> along with <a href="http://esolodyssey.learningwithlaurahj.org/2017/06/modifying-instruction-for-newcomer-ells.html" target="_blank">Comprehensible Input</a>. That means it's time to dive into <i>chunking- </i>my third tip for modifying instruction for newcomers.<br />
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<b>What is "chunking"?</b><br />
You may or may not have heard this term before. Sounds kinda strange, right? Think about it this way: when you eat an apple, do you shove the whole thing in your mouth at once? No- that would be overwhelming and unmanageable- you'd choke! You eat small bits or <i>chunks</i> at a time to make it manageable to chew and swallow.<br />
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In the same way- when we give our students too much at once, they become overwhelmed and are likely to shut down or "choke". This is particularly true for newcomers- its much easier for them to become overwhelmed. So, we need to "chunk" for them- activities, directions, texts, tasks, information- providing small bits at a time instead of giving it to them all up front.<br />
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<b>How can I chunk information for my newcomers?</b><br />
It's really as simple as providing small amounts at a time. Here are some examples:<br />
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<i>Directions </i><br />
When giving directions for an activity or task, don't give all the directions at once. Give one or two steps at a time. When students have finished those steps, provide the next set of steps or directions. When possible, provide directions orally and written. Another great way to help your newcomer ELLs remember and understand your directions is to use <a href="https://www.teacherspayteachers.com/Product/Classroom-Directions-Picture-Cards-2902807" target="_blank">picture cards</a>.<br />
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<i>Activities and tasks</i><br />
If you're already chunking the directions you give as suggested above, then the tasks and activities will naturally be chunked as well. It's great to give an overview of the complete task, but when it comes to actually beginning work, break it down into small, manageable pieces with clear directions. One students finish one chunk, then give directions for the next chunk.<br />
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<i>Texts</i><br />
If you ever studied a foreign language and were presented with a huge text, you know how overwhelming it can feel. Break texts into small pieces (such as paragraphs) for students, with opportunities to check understanding, get clarification, and ask questions in between. For newcomers, make sure that your text "chunks" don't have more than one important piece of information, and are <a href="http://esolodyssey.learningwithlaurahj.org/2017/06/modifying-instruction-for-newcomer-ells.html" target="_blank">comprehensible</a> for their level of proficiency.<br />
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<b>How can I make chunking easy?</b><br />
One great way to easily chunk a worksheet or text is to simply use a folder and cut flaps in it to cover your different chunks. As the student moves through, they can open and close the different flaps to focus on one chunk at a time. I love this idea! You can even use old folders that have other things written on them, or a piece of large construction paper! Sticky notes work as well.<br />
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Another way, as suggested above, is to simply "chunk" activities or tasks by how you pace instruction, piece out tasks or assignments and provide directions.<br />
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Next up in the series: Alternative Responses and Assessments!<br />
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I'm sorry for having such a huge gap between my first two newcomer posts, and this one. The end of the school year was just so darn busy! The second tip I shared in the wayback to help you modify instruction for ELLs is to use <i>comprehensible input</i>, so that's what we'll focus on today.<br />
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<b>What is "comprehensible input"?</b><br />
Comprehensible input is a hypothesis of second language acquisition first proposed by Stephen Krashen in the early 80's. The hypothesis states that our ELLs learn and acquire language when they receive input (written or oral) that is only slightly above their current language level (i+1). In other words, the oral and written input we provide students should be <i>mostly</i> understandable, with only a few words or structures that are unknown or new to the student. Students will be able to understand the message, and will acquire new language in the process.<br />
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At the newcomer level, comprehensible input is comprised of short, simple sentences, known or learned words and phrases (i), with a few new words or language structures added to get that +1 in the i+1.<br />
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This video, while it is foreign language teachers discussing the use of the target language and comprehensible input, is a really excellent illustration of how you can make content comprehensible in the target language for ANY language learner- whether it's a student acquiring English as a second language, or a student acquiring a foreign language.<br />
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<b>Why is comprehensible input important? </b><br />
The image below illustrates about how much a newcomer student might be able to understand when attention is not given to ensuring that the input is comprehensible.<br />
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<a href="https://2.bp.blogspot.com/-fxQBt1Wrk9g/WVaF_mr77OI/AAAAAAAAIWc/u9MqRK0IPH4XTgIIWmDVtGOToNlw_i1JwCLcBGAs/s1600/Screen%2BShot%2B2017-06-30%2Bat%2B1.09.59%2BPM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="903" data-original-width="1600" height="225" src="https://2.bp.blogspot.com/-fxQBt1Wrk9g/WVaF_mr77OI/AAAAAAAAIWc/u9MqRK0IPH4XTgIIWmDVtGOToNlw_i1JwCLcBGAs/s400/Screen%2BShot%2B2017-06-30%2Bat%2B1.09.59%2BPM.png" width="400" /></a></div>
As you can see, the student is really only understanding high frequency words, a few numbers, and some articles and common prepositions. Is the newcomer understanding enough in this scenario to learn new information? Is the newcomer understanding enough to even know what they're being asked to do? At best, we can tell that it seems like some sort of math problem.<br />
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When the input a newcomer receives is not comprehensible, they're likely to simply shut down. When the student shuts down, no further learning is possible- of language <i>or</i> content.<br />
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<b>How can I make the input I provide to my newcomers comprehensible? </b><br />
There are many ways to ensure that the input you provide your students is comprehensible. The image below shows a few.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjhsMc8Xk1VFtDvupGL1-b3EJ6braSnje1p-El31CRNtHOQcgd0pYnWFlnU0CGT261wMbbH2kbgogik0eDhK2XQ0R81qOwLZhEqm3ny7WIcuZVyOwRTlVu8Kq35yxyj__xTM7gXOUPt36s/s1600/Screen+Shot+2017-06-30+at+1.17.24+PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="899" data-original-width="1600" height="223" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjhsMc8Xk1VFtDvupGL1-b3EJ6braSnje1p-El31CRNtHOQcgd0pYnWFlnU0CGT261wMbbH2kbgogik0eDhK2XQ0R81qOwLZhEqm3ny7WIcuZVyOwRTlVu8Kq35yxyj__xTM7gXOUPt36s/s400/Screen+Shot+2017-06-30+at+1.17.24+PM.png" width="400" /></a></div>
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You can also provide visuals with oral or written input (visuals, visuals, visuals!). In one of the schools that I worked with this past year, the ESOL department chair created a shared Google Drive folder, with subfolders for subject area and topic. As the teachers went through the year and taught certain topics, they added images from Google and elsewhere to the shared folder. Since many topics span grade levels, it was easy for teachers who needed images for a topic to find what they needed to enrich learning and make input comprehensible. The teachers still continue to build and use this shared resource of visuals for their ELLs.<br />
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Another great way to make oral speech comprehensible is to use a lot of gestures and body language, or to even act things out for and with students.<br />
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<b>Making input comprehensible does not mean "dumbing it down".</b><br />
Its important to remember when you focus on comprehensibility that you are simplifying the <i>language</i>, not simplifying the content. It is possible to convey complex ideas in simple language, especially if you are using appropriate <a href="http://esolodyssey.learningwithlaurahj.org/2017/05/modifying-instruction-for-newcomer-ells_10.html" target="_blank">scaffolds and supports</a>, as discussed last time!<br />
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So, <a href="http://esolodyssey.learningwithlaurahj.org/2017/05/modifying-instruction-for-newcomer-ells.html" target="_blank">last time</a>, I introduced you to <a href="http://esolodyssey.learningwithlaurahj.org/2017/05/modifying-instruction-for-newcomer-ells.html" target="_blank">7 ways to modify instruction for newcomer ELLs</a>. The first one on the list was Scaffolding and Support, so that's what today's post is going to focus on. You might want to put on a helmet, because I'm about to throw a lot of information your way!<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjxB7QagmjJIH3WEgdr9_alyzKOMY7-5x4bHAViyY5VgAwrOMJwDWin0gHW55z20Ttrhr8wkoYbfBnTUnrg7gUE0yX6POkOFbs-WCnyb5kVsN_4sdWM412s4Wtty9MDntVdOtVR7su2tec/s1600/Screen+Shot+2017-05-08+at+1.20.41+PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="221" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjxB7QagmjJIH3WEgdr9_alyzKOMY7-5x4bHAViyY5VgAwrOMJwDWin0gHW55z20Ttrhr8wkoYbfBnTUnrg7gUE0yX6POkOFbs-WCnyb5kVsN_4sdWM412s4Wtty9MDntVdOtVR7su2tec/s400/Screen+Shot+2017-05-08+at+1.20.41+PM.png" width="400" /></a></div>
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<b>What is scaffolding & support? </b><br />
Scaffolds and supports are strategies used by the teacher or tools that are provided to the learner. These tools and strategies provide students the "boost" they need to be able to access the content, understand input, and communicate knowledge despite a lack of English proficiency.<br />
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<b>Doesn't scaffolding make it too easy? What if they don't need it? </b><br />
Scaffolds are <b><i>essential</i> </b>for newcomer ELLs. ABSOLUTELY. ESSENTIAL.<br />
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As students gain proficiency, you can easily remove scaffolds and supports that you have put in place to allow them to function more independently! Scaffolds can also be switched so that you can use them to support students in reaching <i>beyond</i> their current level of proficiency.<br />
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What students will need to access the language and content will vary from student to student and based on the student's actual level of proficiency. It's important not just to consider their overall score, but also their scores for each subdomain- students may need more support in one language domain than in another.<br />
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<b>Scaffolds should be appropriate for proficiency level!</b><br />
If you remember in my last post, we talked about what newcomer ELLs are able to do in terms of processing and producing language. For our newcomer students, we are providing very simple input with simple sentences, common phrases, and basic words and expressions. Our expectations regarding production should be based around learned words and phrases, small chunks of language, and basic vocabulary usage. This is what we need to be scaffolding students toward, so the strategies we use and the supports we choose should be geared toward that level of language proficiency.<br />
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<b>What types of scaffolds and supports can I put in place? </b><br />
As you know, I'm in a WIDA state, so when introducing teachers to scaffolds and supports, I always turn first to those three types identified by WIDA- Graphic, Sensory, and Interactive. The suggestions contained within the chart are really just a jumping-off point- this list is <i>certainly</i> not exhaustive.<br />
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<span id="docs-internal-guid-5ffdcaea-e91c-53d3-9629-b683cec66609"><img height="141" src="https://lh5.googleusercontent.com/A6Kk8flBPl8-1GCF8FfVvH7x5zKbURPnJe6rwE8L2xbW2mfbJwOQfH5Hb-wm_k0_4To2vgJUxzyhyp2RWEPij5NbYYUgHIAtCFM5rjRaBSIrtMYBjdH-D_luEoMHeCkKJ51T02AWM_I" width="400" /></span></div>
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WIDA also offers a list of possible supports divided by content area. Again, this list is <u>not</u> exhaustive!<br />
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<span id="docs-internal-guid-603d4d64-e91e-86f9-b66b-a66ac6894435"><img height="240" src="https://lh6.googleusercontent.com/xMpEbUALF1KuACALKRNuE2IpnmDywk0dOACWGz6_08z0N0to6fPKMJ2Ou7GXrMxxRSTMsw2-sOu2qvCZuOV24n8GM2Mwxoz4qxrc4BYdFy39HzDqZZNO_BrIrCuRWgSawM7G_LYA20o" width="400" /></span></div>
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Here are some of my favorites scaffolds and supports for newcomer students, all of which are pretty easy to begin implementing:<br />
<ul>
<li><a href="http://esolodyssey.learningwithlaurahj.org/2013/10/strategy-of-week-personal-word-walls.html" target="_blank">Personal Word Walls</a>: Personal word walls are a great tool to provide your newcomer ELLs! They can fill theirs with words they need to learn and carry it from class to class. With each new word, they can include a drawing or even the word in their native language. You can also use <a href="http://esolodyssey.learningwithlaurahj.org/2015/05/tech-tip-tuesday-picto4me.html" target="_blank">Picto4Me</a> to create personalized, visual word walls!<div class="separator" style="clear: both; text-align: center;">
<a href="http://esolodyssey.learningwithlaurahj.org/2013/10/strategy-of-week-personal-word-walls.html" target="_blank"><img border="0" height="198" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg2naWzHCA8ontojHpxiaxh4pV8QoqMsF1jR7PsDSOLhigCF6_zI2py7GllCb-ueRYIfMvwrYySU2EyynmTIV7xjIeakotEShF1GmFIHuhuj-TxAdg3_HMTWh-wY4tIIsunk4UZ9cwF3eI/s200/personal+word+wall+cover.jpg" width="200" /></a></div>
</li>
<li>Word banks: Word banks are one of the easiest tools you can include for your ELLs, especially on activities where they're expected to produce language. For newcomers, one of the most difficult things is often remembering the vocabulary they need in order to express an idea or demonstrate knowledge. Word banks for newcomer ELLs should include words that they've already learned and that are relevant to the topic.</li>
<li>Classroom Word Walls: You may already have a word wall, but are you using it to full potential? Classroom word walls can be an excellent scaffold for newcomers when <a href="http://esolodyssey.learningwithlaurahj.org/2012/04/effective-word-walls-how-to-use-word.html" target="_blank">used effectively</a>- they should be visible, interactive, and relevant . You can also find some excellent <a href="https://www.teacherspayteachers.com/Store/Tools-For-Teachers-By-Laurah-J/Search:Word+Wall" target="_blank">math word walls in my TpT store</a>!<div class="separator" style="clear: both; text-align: center;">
<a href="https://www.teacherspayteachers.com/Store/Tools-For-Teachers-By-Laurah-J/Search:Word+Wall" target="_blank"><img border="0" height="200" src="https://1.bp.blogspot.com/-t_rX0Q-K8K0/WRCunKkWdcI/AAAAAAAAHmM/2zqTPS2JKp8avEd1-N8exdLfXg8Jyzj7wCLcB/s200/Screen%2BShot%2B2017-05-08%2Bat%2B1.44.22%2BPM.png" width="156" /></a></div>
</li>
<li>Sentence Frames: Sentence frames can really help students at all levels, but they're particularly effective for newcomers who have little to no understanding of the structure of the English language. They may have the mathematical ability or scientific knowledge to answer a question, but they don't have the language to communicate their answer. Sentence frames to the rescue! When using sentence frames, review and model them for students so they know how to use them effectively. After a few days of students using these frames in speaking and writing, you can usually remove them!<div class="separator" style="clear: both; text-align: center;">
<a href="https://1.bp.blogspot.com/-3EM__hFbMRo/WRH-OAh3tYI/AAAAAAAAHq4/6_pgV_i6YoU_HQruB2Iozlh4Za0GyCe-ACEw/s1600/IMG_1840.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="200" src="https://1.bp.blogspot.com/-3EM__hFbMRo/WRH-OAh3tYI/AAAAAAAAHq4/6_pgV_i6YoU_HQruB2Iozlh4Za0GyCe-ACEw/s200/IMG_1840.JPG" width="150" /></a></div>
</li>
<li>Visuals: The use of visuals is more to provide support to your newcomer as he or she is <i>processing </i>input. If the student can associate a word or phrase with a visual image, then they are more likely to understand and acquire the word into their own "language bank". You can create class picture cards using images from a Google search, insert images into powerpoint, add images to your word wall. Really, any way you can incorporate visuals is excellent. Another great way to incorporate visuals is to use picture dictionaries- ask your ESL/ESOL specialist if they have any you can borrow. Pictured below are some of my favorites from Oxford, or you can also create your own picture dictionary! <div class="separator" style="clear: both; text-align: center;">
<a href="https://4.bp.blogspot.com/-sWNs34kuMAo/WRMn1PiS57I/AAAAAAAAHrw/cH4Mpv6nTxgqbClMqhKjnuLt6wY4_Sj1ACLcB/s1600/IMG_1841.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="185" src="https://4.bp.blogspot.com/-sWNs34kuMAo/WRMn1PiS57I/AAAAAAAAHrw/cH4Mpv6nTxgqbClMqhKjnuLt6wY4_Sj1ACLcB/s320/IMG_1841.JPG" width="320" /></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi8W-UZBUYs9bxh23WHYm_IQwe_NBTi0uv9weIe1crN50J2xRC3J3UnoHKC7n441aSxeJ6JSp4DsocBgFwI3HhT3C4KyLHgXlHjJMCQYNZnz2xwgPZdAKVc-WbL9Dk7lw75Z_lRW2aoHeM/s1600/IMG_1842.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="226" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi8W-UZBUYs9bxh23WHYm_IQwe_NBTi0uv9weIe1crN50J2xRC3J3UnoHKC7n441aSxeJ6JSp4DsocBgFwI3HhT3C4KyLHgXlHjJMCQYNZnz2xwgPZdAKVc-WbL9Dk7lw75Z_lRW2aoHeM/s320/IMG_1842.JPG" width="320" /></a></div>
</li>
<li>Technology: Technology is a great way to help your newcomer ELLs acquire English. As a note though, I recommend <b>no</b> <b>more</b> than 30 minutes of <i>solo</i> computer time a day for newcomers. It is <i>really</i> important that they participate with whole group activities and interact with peers during class time!</li>
<ul>
<li><a href="http://www.learningchocolate.com/" target="_blank">Learning Chocolate</a>: Great website that helps students practice vocabulary (with visuals) using all four language domains!</li>
<li><a href="https://quizlet.com/" target="_blank">Quizlet</a>: This is a great choice for helping ELLs learn new vocabulary with pictures and audio. Learn more with <a href="http://esolodyssey.learningwithlaurahj.org/2015/02/tech-tip-tuesday-quizlet.html" target="_blank">this article</a>. </li>
<li><a href="https://chrome.google.com/webstore/detail/readwrite-for-google-chro/inoeonmfapjbbkmdafoankkfajkcphgd?hl=en-US" target="_blank">Read&Write for Chrome</a>: This great tool is from TextHelp, and it has many great functions to help your ELLs, like text-to-speech for reading documents and webpages, translation and annotation tools, and even speech-to-text! Learn more <a href="http://esolodyssey.learningwithlaurahj.org/2016/01/tech-tip-tuesday-read-and-write-for.html" target="_blank">with this article</a>.</li>
<li><a href="http://rewordify.com/" target="_blank">Rewordify</a>: This is a great tool for simplifying the language used in a text. It's not perfect, but it's a great starting point. Be sure to proofread, and simplify further if needed. Learn more <a href="http://esolodyssey.learningwithlaurahj.org/search?q=rewordify" target="_blank">here</a>. </li>
</ul>
</ul>
I hope these tips, tools, and strategies for <b>scaffolding and support</b> help you as you modify instruction for your newcomer ELLs! Don't miss the next post in the series- <a href="http://esolodyssey.learningwithlaurahj.org/2017/06/modifying-instruction-for-newcomer-ells.html" target="_blank">Comprehensible Input</a>.<br />
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