English Learners may face challenges in science and math due to gaps in conceptual knowledge, procedural understanding, vocabulary acquisition and written justification of ideas. 
Consider the following supports for the different language domains.

• Listening- powerpoints, videos, realia, diagrams, chunked information, process time
• Speaking- word banks of target language/vocab, sentence frames, peer2peer, dialogue word walls
• Reading- anticipation guides, modified text, vocab support through visual and graphic organizers, shared work
• Writing- T-charts with examples and nonexamples, oral sharing as prewriting support, sentence starters or fill in blanks, shared justification writing

One of the ways students can make learning meaningful is by interacting with new terminology. Allow for word sorts, games, non-linguistic representations and discussions with pairs and small groups prior to capturing their understanding through writing. 

Initiation/Response/Evaluation is 80% of classroom interaction! That is not always effective or helpful when working with language learners! Instead, try some of the following when you return in the new year!
To Review:

• Gestures (thumbs up/down;  red/green cards)
• Partner/small group share
• Leveled exit slips
• Matchup - students with definitons match up to students with vocab terms
• Clue- partner/group gives clues for student to determine the vocab 

To Assess:

• Use a word wall/word bank
• Reduce # of items; reduce # of choices
• Add more time
• Simplify language of text and questions and answer choices
• Chunk it
• Read it to student

You may want to assess content and language separately so they are not penalized for their gaps in English when trying to master concepts. We hope this helps! 

Marzano in Building Background Knowledge (2004) states that there are 6 essential steps in effective vocabulary instruction. 
1. The teacher provides a description or explanation rather than a definition.

• examples vs. non examples
  
•  analogies 
  
• label parts. 
  

2. Students restate the explanation in their own words.

• vocab journals
  
• charts
  
• Frayer model 
  

3. Students create nonlinguistic representations for the term.

• visual models
  
• sketches/diagrams
  
• graphic organizers
  

4. Students do a variety of activities to add to their knowledge of the term (multiple exposures).

• classifying
  
• compare/contrast
  
• foldables

5. Students are asked to discuss the terms with each other in small groups.

• jigsaws
  
• mind/concept maps
• round robin

6. Students are periodically involved in games or game-like activities that allow them to play with the vocabulary terms.

• Jeopardy (definitions to/from vocab terms)
  
• Fact or Fiction
  
• Bingo 
  

Remember to choose words that you can get the most "mileage" out of-- multiple meanings, frequent use, shows in other subjects, cognates, etc. 

Speaking and Listening activities may be challenging for English Learners (ELs) but they form the basis of language processing. Oral language is a key part of CCSS as students are expected to engage in collaborative discussions (asking questions and presenting ideas) to further learning.
Here are a few LISTENING activities to try within your instruction:

• Active listening roles (“every time you hear _____”  or “listen for ______”)
• Videos and podcasts (active roles: fill out graphic organizers, fill-in-the-blank notes or comprehension questions)
• Following lyrics (flocabulary or songs with directions)
• Go to side of room based on statement
• Drawing/classifying based on oral descriptions
• Bingo!!
  
  

Try out the following SPEAKING activities in your lessons:

• Specific sentence starters posted (“I think ______ and______ go together because ______”)
• General sentence starters/talk moves posted (I agree with _____ because _____”)
• Pair-Share
• Triads (unique roles such as Interviewer, Summarizer, Presenter)
• Collaborative posters and worksheets where oral ideas are written down (and then shared with whole group)
  

It has been a crazy few weeks but we are finally set to launch our blog. Here you will find monthly (possibly biweekly) posts about working with English Learners and cool new resources that will save you some time and angst.

Here at Lincoln, we see a wide range of home languages and language proficiency in English. But recently, there has been an increase in students we call "newcomers". Quite literally, they are new to the country. Many have moved here to be closer to family and in search of work and better opportunities. Depending on their country of origin, they may have received no formal schooling, formal schooling in a language other than English, or formal schooling with introductory English. These students are adjusting to a whole new way of home life, while trying to make sense of the language and American schooling. Here are some things to try to make them feel comfortable:

- Reach out to the parents. Whether you speak the home language, or use Google Translate, it speaks volumes when they know a teacher is trying to connect with them. 
- Find out if they might need basic necessities and connect them to the appropriate person at school for resources (e.g. Food Gatherers or Warming the Winter)
- Technology has come a long way. If you have access to a tablet, or feel comfortable with using translation apps on your phone, you can really empower these kids to communicate with you. 
- From an instructional point of view, KNOW that language proficiency takes 5-7 YEARS to develop...so give them plenty of opportunities to interact with basic words and  visual representations. 

We will have more for you at our September PD next week. The next PD will take place on Monday, Oct 3 and we will focus on Listening and Speaking skills as well as using WIDA for instruction.

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