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SLPS TESOL ExcELLenceIssue 8April, 2015339534571755Teachers' Roles in Crossing Borders and Building BridgesThis year SLPS ESOL program was able to support six ESOL program team members as they participated in the largest international TESOL convention in the ESOL field that took place in Toronto, Ontario, March 24-29, 2015.(Left to right: Elena Okanovic, Galina Reznikov, Sarah Natwick, Robert Bailey, and Bertha Martinez- ChavezPhoto submitted by Ms. Reznikov, AIC at NCNAA One of the main conference focuses was on teacher’s role to build bridges with students, communities of diverse background to overcome obstacles of difference, bureaucracy, and current sociopolitical context of education. In addition, participants were able to synthesize the instructional implications of research-based practices for K-12 and adults students with respect to era of the new standards and language and literacy engagement, role of L1 in learning English for communicative and academic purpose.To experience recorded alive presentations of the keynote speakers Sonia Nieto and Jim Cummins, feel free to explore the following link: 00Teachers' Roles in Crossing Borders and Building BridgesThis year SLPS ESOL program was able to support six ESOL program team members as they participated in the largest international TESOL convention in the ESOL field that took place in Toronto, Ontario, March 24-29, 2015.(Left to right: Elena Okanovic, Galina Reznikov, Sarah Natwick, Robert Bailey, and Bertha Martinez- ChavezPhoto submitted by Ms. Reznikov, AIC at NCNAA One of the main conference focuses was on teacher’s role to build bridges with students, communities of diverse background to overcome obstacles of difference, bureaucracy, and current sociopolitical context of education. In addition, participants were able to synthesize the instructional implications of research-based practices for K-12 and adults students with respect to era of the new standards and language and literacy engagement, role of L1 in learning English for communicative and academic purpose.To experience recorded alive presentations of the keynote speakers Sonia Nieto and Jim Cummins, feel free to explore the following link: -6223067946Spring 2015 Grade Level Assessment and English Language LearnersSubmitted by Mrs. Gonzalez Del Castillo, Director of SLPS ESOL Program.?Designated Supports and Accommodations for English Language Learners (ELLs)?are available to ELL students when deemed appropriate by a team of educators.The most up-to-date list of designated supports is listed on pp. 16-17 of the Spring 2015 Test Administration Manual, which can be retrieved from: important document to consider is a list of updates available at: that a team of educators needs to determine what designated supports and/or accommodations are appropriate for each ELL. According to the Test Administration Manual, prior to testing, test examiners should log in to eDIRECT to check and set accommodations for all students receiving designated supports and/or accommodations. It is also important to keep documentation that supports the decision of the team as it relates to the designated supports for each ELL. District assessment office will provide the form for school teams to document designated supports and accommodations for ELLs.?Keep in mind that best practices suggest that to maximize the benefit of any support function,?such support should be used not only during the assessment cycle, but also during the instructional cycle. If you have any questions regarding designated supports and accommodations for ELLs, please contact the ESOL Bilingual Migrant Program.00Spring 2015 Grade Level Assessment and English Language LearnersSubmitted by Mrs. Gonzalez Del Castillo, Director of SLPS ESOL Program.?Designated Supports and Accommodations for English Language Learners (ELLs)?are available to ELL students when deemed appropriate by a team of educators.The most up-to-date list of designated supports is listed on pp. 16-17 of the Spring 2015 Test Administration Manual, which can be retrieved from: important document to consider is a list of updates available at: that a team of educators needs to determine what designated supports and/or accommodations are appropriate for each ELL. According to the Test Administration Manual, prior to testing, test examiners should log in to eDIRECT to check and set accommodations for all students receiving designated supports and/or accommodations. It is also important to keep documentation that supports the decision of the team as it relates to the designated supports for each ELL. District assessment office will provide the form for school teams to document designated supports and accommodations for ELLs.?Keep in mind that best practices suggest that to maximize the benefit of any support function,?such support should be used not only during the assessment cycle, but also during the instructional cycle. If you have any questions regarding designated supports and accommodations for ELLs, please contact the ESOL Bilingual Migrant Program.34905951352540-6223028448000Inside This Issue1Spring 2015 Grade Level Assessment and ELLs1TESOL 2015: Crossing Borders, Building Bridges.2St. Louis Mosaic Project and NCNAA3 TESOL 2015 Highlights456TESOL 2015 HighlightsTESOL 2015 Highlights/ Program NewsREMINDERS- CALENDAR OF EVENTS342900000038100The St. Louis Mosaic Project is excited to announce it has partnered with its fifth Mosaic Ambassador School! Attached you will find our Press Release.NEWS RELEASEMarch 25, 2015FOR IMMEDIATE RELEASE Contact: Alla Gonzalez Del Castillo Director, ESOL Bilingual Migrant Program St. Louis Public Schools Office: (314)664-1066 ext. 32111 | alla.gonzalezdelcastillo@ ST. LOUIS, MO - The St. Louis Mosaic Project is thrilled to announce that Nahed Chapman New American Academy (NCNAA) has become a part of the St. Louis Mosaic Project as our fifth Mosaic Ambassador School and our first public school in the program. As a Mosaic Ambassador School the New American Academy initiated an action plan to further assist refugee and immigrant students who live in the city of St. Louis, and to contribute to the region and the St. Louis Mosaic Project in achieving its goal - the fastest-growing U.S. metropolitan area for foreign-born by the year of 2020. The partnership with the St. Louis Mosaic Project aligns with the NCNAA’s mission to “prepare for global academic success,” as well as to “create a safe, secure, and nurturing environment for learning.” In addition to its mission, the goals of NCNAA are to accelerate the acquisition of the English language skills and the adaptation to the U.S culture and school system, and to increase awareness of educational expectations and opportunities. The Nahed Chapman New American Academy is taking a global initiative to foster the international community in St. Louis. It will execute a variety of actions to achieve its goals as a St. Louis Mosaic Ambassador School. These actions include providing orientation to education in the United States and school in St. Louis to newcomer parents and students, assisting with transition to St. Louis Public Schools mainstream neighborhood and magnet schools, and educating refugee and immigrant families through a series of parent meetings. About the St. Louis Mosaic Project The St. Louis Mosaic Project was launched in 2012 in response to an economic impact report, outlining St. Louis to be lagging in immigrant growth as well as highlighting the economic benefits of increasing its foreign-born population. The Mosaic Project’s goal is to transform St. Louis into the fastest growing metropolitan area for immigration by 2020 and promote regional prosperity through immigration and innovation. This regional initiative is professionally managed by the St. Louis Economic Development Partnership., World Trade Center St. Louis and a 22- Member Committee. For more information about The St. Louis Mosaic Project, please visit About Nahed Chapman New American Academy Opened in 2009, the International Welcome School (IWS) creates a safe and nurturing school environment for immigrant students with limited English and low formal education, many war refugees, and some struggling with Post Traumatic Stress Disorder. IWS students receive accelerated English training, an introduction to the US culture and school system, and exposure to educational expectations and opportunities. English Language Learner (ELL) teachers, Counselors, Social Workers and program Instructional Coordinators assist and monitor students’ in the following areas: listening, speaking, reading, writing, math, science and social studies, and degree of self-confidence and ability to adjust, before transitioning students into a regular classroom environment. Learn more about Nahed Chapman New American Academy at ?00The St. Louis Mosaic Project is excited to announce it has partnered with its fifth Mosaic Ambassador School! Attached you will find our Press Release.NEWS RELEASEMarch 25, 2015FOR IMMEDIATE RELEASE Contact: Alla Gonzalez Del Castillo Director, ESOL Bilingual Migrant Program St. Louis Public Schools Office: (314)664-1066 ext. 32111 | alla.gonzalezdelcastillo@ ST. LOUIS, MO - The St. Louis Mosaic Project is thrilled to announce that Nahed Chapman New American Academy (NCNAA) has become a part of the St. Louis Mosaic Project as our fifth Mosaic Ambassador School and our first public school in the program. As a Mosaic Ambassador School the New American Academy initiated an action plan to further assist refugee and immigrant students who live in the city of St. Louis, and to contribute to the region and the St. Louis Mosaic Project in achieving its goal - the fastest-growing U.S. metropolitan area for foreign-born by the year of 2020. The partnership with the St. Louis Mosaic Project aligns with the NCNAA’s mission to “prepare for global academic success,” as well as to “create a safe, secure, and nurturing environment for learning.” In addition to its mission, the goals of NCNAA are to accelerate the acquisition of the English language skills and the adaptation to the U.S culture and school system, and to increase awareness of educational expectations and opportunities. The Nahed Chapman New American Academy is taking a global initiative to foster the international community in St. Louis. It will execute a variety of actions to achieve its goals as a St. Louis Mosaic Ambassador School. These actions include providing orientation to education in the United States and school in St. Louis to newcomer parents and students, assisting with transition to St. Louis Public Schools mainstream neighborhood and magnet schools, and educating refugee and immigrant families through a series of parent meetings. About the St. Louis Mosaic Project The St. Louis Mosaic Project was launched in 2012 in response to an economic impact report, outlining St. Louis to be lagging in immigrant growth as well as highlighting the economic benefits of increasing its foreign-born population. The Mosaic Project’s goal is to transform St. Louis into the fastest growing metropolitan area for immigration by 2020 and promote regional prosperity through immigration and innovation. This regional initiative is professionally managed by the St. Louis Economic Development Partnership., World Trade Center St. Louis and a 22- Member Committee. For more information about The St. Louis Mosaic Project, please visit About Nahed Chapman New American Academy Opened in 2009, the International Welcome School (IWS) creates a safe and nurturing school environment for immigrant students with limited English and low formal education, many war refugees, and some struggling with Post Traumatic Stress Disorder. IWS students receive accelerated English training, an introduction to the US culture and school system, and exposure to educational expectations and opportunities. English Language Learner (ELL) teachers, Counselors, Social Workers and program Instructional Coordinators assist and monitor students’ in the following areas: listening, speaking, reading, writing, math, science and social studies, and degree of self-confidence and ability to adjust, before transitioning students into a regular classroom environment. Learn more about Nahed Chapman New American Academy at ?TESOL 2015 HILIGHTS3366770111760ThingLink: Turn any Image into an Interactive Graphic. Submitted by Bertha Martinez-Chavez, NCNAA ESOL teacherOne of the sessions I attended during the TESOL Convention in Canada was on how to incorporate technology in the classroom. This tool can allow creating a thematic unit, chapter, or mini-lesson by incorporating visual, auditory, and kinesthetic support for our ELLs. can be used to create an image or video as a background and then tag other resources to it such as links to other videos, maps, music, questions, text, exercise sheets, or quizzes to make the content comprehensible and meaningful to the students. By using this tool, one is able to incorporate all language domains through the various resources one chooses to include. One could also differentiate the content by varying the complexity of the text or quizzes by handing these out instead of projecting them; the mode of instruction can also be varied by stopping or pausing whatever you may be displaying so the students can work in pairs, small groups or discuss a topic as a whole class to clarify or expand on the topic. One can begin by preparing an illustration or video that we may want to use as background. Then, make a list, in advance, of all the URLs or links of the resources we may want to use that relate to the BIG idea, essential question or to the main topic. What do we want our students to see? What do we want our students to know? How are they going to learn this content? We want our students to acquire the skills or learn the information through a video clip, a short video, a set of questions, a tip from the textbook, a rule, etc. What do we want our students to do during our presentation? Do we want them to interact in pairs, small groups, or as a whole group? Then we can tag as many resources as we want based on the students, their proficiency levels, and the extent of the topic. I found this tool practical and interesting because it allows the teacher to incorporate any source of information in order to enrich the content for the students and bring it to life! 00ThingLink: Turn any Image into an Interactive Graphic. Submitted by Bertha Martinez-Chavez, NCNAA ESOL teacherOne of the sessions I attended during the TESOL Convention in Canada was on how to incorporate technology in the classroom. This tool can allow creating a thematic unit, chapter, or mini-lesson by incorporating visual, auditory, and kinesthetic support for our ELLs. can be used to create an image or video as a background and then tag other resources to it such as links to other videos, maps, music, questions, text, exercise sheets, or quizzes to make the content comprehensible and meaningful to the students. By using this tool, one is able to incorporate all language domains through the various resources one chooses to include. One could also differentiate the content by varying the complexity of the text or quizzes by handing these out instead of projecting them; the mode of instruction can also be varied by stopping or pausing whatever you may be displaying so the students can work in pairs, small groups or discuss a topic as a whole class to clarify or expand on the topic. One can begin by preparing an illustration or video that we may want to use as background. Then, make a list, in advance, of all the URLs or links of the resources we may want to use that relate to the BIG idea, essential question or to the main topic. What do we want our students to see? What do we want our students to know? How are they going to learn this content? We want our students to acquire the skills or learn the information through a video clip, a short video, a set of questions, a tip from the textbook, a rule, etc. What do we want our students to do during our presentation? Do we want them to interact in pairs, small groups, or as a whole group? Then we can tag as many resources as we want based on the students, their proficiency levels, and the extent of the topic. I found this tool practical and interesting because it allows the teacher to incorporate any source of information in order to enrich the content for the students and bring it to life! -52705110490Submitted by Galina Reznikov, AIC at NCNAALanguage Objectives for Elementary ELLs: Rigor in Reading nd Writing Ms. Laura Lukens and Dr. Linda New LevineThe session focused on urging teachers to incorporate oral language interaction into content classrooms in order to help students achieve?higher levels of literacy. The workshop demonstrated specific language objectives targeting language form, language function, and scaffolding strategies. Participants had chance to create appropriate ?language objectives for their students. Handouts are available upon request.?Strategies to Scaffold Rigor in?Content Lessons for Secondary ELLs" Dr. Betty?Ansin Smallwood, Ms. Laura Lukens, and Dr. Linda New Levine. The session introduced resources that enable teachers to incorporate a variety of research-based strategies in content lessons.? 4?pdf attachments are available on?TESOL website under?this session: agenda, strategies to scaffold, content lesson planning framework, and go-to-strategies or upon request.Advocating for?ELLs in a New Era of U. S. Standards" NEA reps, Luis-Gustavo Martinez and William Moreno III.?This session reviewed landmark cases which shaped the rights of?ELLs and?teaching environment of educators,?CCSS?advocacy issues, a framework for advocacy, and developing plans for taking action. A copy of the handouts is available upon request.00Submitted by Galina Reznikov, AIC at NCNAALanguage Objectives for Elementary ELLs: Rigor in Reading nd Writing Ms. Laura Lukens and Dr. Linda New LevineThe session focused on urging teachers to incorporate oral language interaction into content classrooms in order to help students achieve?higher levels of literacy. The workshop demonstrated specific language objectives targeting language form, language function, and scaffolding strategies. Participants had chance to create appropriate ?language objectives for their students. Handouts are available upon request.?Strategies to Scaffold Rigor in?Content Lessons for Secondary ELLs" Dr. Betty?Ansin Smallwood, Ms. Laura Lukens, and Dr. Linda New Levine. The session introduced resources that enable teachers to incorporate a variety of research-based strategies in content lessons.? 4?pdf attachments are available on?TESOL website under?this session: agenda, strategies to scaffold, content lesson planning framework, and go-to-strategies or upon request.Advocating for?ELLs in a New Era of U. S. Standards" NEA reps, Luis-Gustavo Martinez and William Moreno III.?This session reviewed landmark cases which shaped the rights of?ELLs and?teaching environment of educators,?CCSS?advocacy issues, a framework for advocacy, and developing plans for taking action. A copy of the handouts is available upon request.3429000000234956159500TESOL 2015 HILIGHTS345249557150Submitted by Amy Tritt, ESOL teacher at WoodwardUsing Contrasting Art Pieces to Develop Critical Thinking, Speaking, and Listening Skills.It was difficult to pick an "exciting" or "favorite" session because I attend several good ones. So I thought I would share one that I came back and tried. I attended a session titled Using Contrasting Art pieces to Develop Critical Thinking, Speaking, and Listening Skills. I listed the steps in bold and explained each step using what we did in class. The first step was finding a contrasting picture (1). Since April is a month that focuses on poems and the environment I thought this one fit perfectly. ???????????????????????????????????????? The next step is to allow the students’ time to look at the picture without talking or saying anything (2). Then have the students do "free" feeling and speaking (word association) (3). How does this picture make you feel? My students came up with a great list: good, bad, happy, sad, exciting, boring, friendship, lonely, safe, and dangerous (unsafe). After coming up with this list we went through process of guided looking (4). What do you see on the gray side of the picture? (Toxic waste, chemicals, smoke stacks, factories, fire, asteroids, or bombs) We saw this side was filled with things that created pollution. Then we looked at the other side and we saw clean air, healthy grass and tree, happy relaxing people, and happy animals playing. We felt this was a safe environment. This led into a time of unlimited thinking (5) to a time to develop questions. They came up with questions like these (What is pollution? What causes pollution? How does pollution hurt us and the environment? What can we do to prevent pollution? How did the artist make this picture? and my personal favorite Why doesn't our neighborhood look this the pretty side of the picture?) Then after that we did some limited reading (6) to find some answers to these questions. I say limited because there are so many books with so much information out there that I found books on their level to answer their questions. Last we did some comparative writing (7) and we wrote a TDDDC paragraph about the picture and what we learned. This was not really to grade spelling or address errors but to "free write" and see what they learned. This writing bloomed into something amazing they decided they wanted to do an experiment on what polluted water did to plants (experiment set to happen this week) and we want to come up with a way that our school can help the environment and our neighborhood. It was amazing to see their interest and ideas on paper!00Submitted by Amy Tritt, ESOL teacher at WoodwardUsing Contrasting Art Pieces to Develop Critical Thinking, Speaking, and Listening Skills.It was difficult to pick an "exciting" or "favorite" session because I attend several good ones. So I thought I would share one that I came back and tried. I attended a session titled Using Contrasting Art pieces to Develop Critical Thinking, Speaking, and Listening Skills. I listed the steps in bold and explained each step using what we did in class. The first step was finding a contrasting picture (1). Since April is a month that focuses on poems and the environment I thought this one fit perfectly. ???????????????????????????????????????? The next step is to allow the students’ time to look at the picture without talking or saying anything (2). Then have the students do "free" feeling and speaking (word association) (3). How does this picture make you feel? My students came up with a great list: good, bad, happy, sad, exciting, boring, friendship, lonely, safe, and dangerous (unsafe). After coming up with this list we went through process of guided looking (4). What do you see on the gray side of the picture? (Toxic waste, chemicals, smoke stacks, factories, fire, asteroids, or bombs) We saw this side was filled with things that created pollution. Then we looked at the other side and we saw clean air, healthy grass and tree, happy relaxing people, and happy animals playing. We felt this was a safe environment. This led into a time of unlimited thinking (5) to a time to develop questions. They came up with questions like these (What is pollution? What causes pollution? How does pollution hurt us and the environment? What can we do to prevent pollution? How did the artist make this picture? and my personal favorite Why doesn't our neighborhood look this the pretty side of the picture?) Then after that we did some limited reading (6) to find some answers to these questions. I say limited because there are so many books with so much information out there that I found books on their level to answer their questions. Last we did some comparative writing (7) and we wrote a TDDDC paragraph about the picture and what we learned. This was not really to grade spelling or address errors but to "free write" and see what they learned. This writing bloomed into something amazing they decided they wanted to do an experiment on what polluted water did to plants (experiment set to happen this week) and we want to come up with a way that our school can help the environment and our neighborhood. It was amazing to see their interest and ideas on paper!9017048260Submitted by Elena Okanovic, ESOL ICOpportunities and Challenges: English Learners in the Times of Standards. Dr. Maria Estela Brisk, Boston College; Dr. Sylvia Celedon-Pattichis, University of New Mexico; Dr. Gisela Ernst-Slavit; Dr. Margo Gottlieb; Dr. Sultan Turkan, Educational Testing Service. The session of panelists discussed the linguistic challenges that could be used as opportunities of teaching ELs in the actual context of standard- based reform. Presenters highlighted the need for more awareness and knowledge about language in teaching content to ELs, as well as implications for practice and/or future research. Out of all panelists I would like to highlight Dr. Maria Estella Brisk presentation who discussed the ELL support by interpreting the CCSS with focus on Language Standards from Systematic Functional Linguistics (SFL) perspective. She identified two major issues in Writing CCSS. Dr. Brisk argues that CCSS separate text types from language (reading and writing standards standing alone.) From SFL approach, there are more than three genres of writing (argumentative, narrative, and informational.) SFL also argues that narrative genre includes personal recounts, fictional recounts, and historical genre: autobiographies, empathetic autobiographies, biographies, historical recounts. Each of the genres has different purposes, format, and linguistic challenges for ELLs. However, in the CCSS it is introduced into one topic. The same issue comes when CCSS mentions only informational explanatory writing standard which includes reports, general and scientific explanations, and procedural texts. SFL also differentiate argumentative standard into expository writing with one side of the argument, scientific argument, response to literature, and discussion both sides of the argument. Dr. Brisk believes that the language must be looked and taught depend on genre and registers. She also highlighted specific language forms related to each genre that might be challenging for ELLs to achieve proficiency, like language choices depend on genre and register.Dr. Brisk agrees that as long as educators are aware of linguistic difficulties of specific genres thought at a time, they would be more willing to intentionally focus and model specific structures that will aid our students to attack complex texts.PPT handout is available per request.00Submitted by Elena Okanovic, ESOL ICOpportunities and Challenges: English Learners in the Times of Standards. Dr. Maria Estela Brisk, Boston College; Dr. Sylvia Celedon-Pattichis, University of New Mexico; Dr. Gisela Ernst-Slavit; Dr. Margo Gottlieb; Dr. Sultan Turkan, Educational Testing Service. The session of panelists discussed the linguistic challenges that could be used as opportunities of teaching ELs in the actual context of standard- based reform. Presenters highlighted the need for more awareness and knowledge about language in teaching content to ELs, as well as implications for practice and/or future research. Out of all panelists I would like to highlight Dr. Maria Estella Brisk presentation who discussed the ELL support by interpreting the CCSS with focus on Language Standards from Systematic Functional Linguistics (SFL) perspective. She identified two major issues in Writing CCSS. Dr. Brisk argues that CCSS separate text types from language (reading and writing standards standing alone.) From SFL approach, there are more than three genres of writing (argumentative, narrative, and informational.) SFL also argues that narrative genre includes personal recounts, fictional recounts, and historical genre: autobiographies, empathetic autobiographies, biographies, historical recounts. Each of the genres has different purposes, format, and linguistic challenges for ELLs. However, in the CCSS it is introduced into one topic. The same issue comes when CCSS mentions only informational explanatory writing standard which includes reports, general and scientific explanations, and procedural texts. SFL also differentiate argumentative standard into expository writing with one side of the argument, scientific argument, response to literature, and discussion both sides of the argument. Dr. Brisk believes that the language must be looked and taught depend on genre and registers. She also highlighted specific language forms related to each genre that might be challenging for ELLs to achieve proficiency, like language choices depend on genre and register.Dr. Brisk agrees that as long as educators are aware of linguistic difficulties of specific genres thought at a time, they would be more willing to intentionally focus and model specific structures that will aid our students to attack complex texts.PPT handout is available per request.194945806450TESOL 2015 HILIGHTS3595370153035Submitted by Sarah Natwick, ESOL/Sheltered ELA teacher at Roosevelt HSTESOL 2015 Reflection I learned so much at the conference that I had a hard time pick one highlight. Here are a few. Maria Dove and Andrea Honigsfeld are amazing. They really are looking at Common Core and ELLs. I went to more than one of their presentations. They talked about the three R’s as Rigor, Relevance and Research. Rigor is highlighted by content, process and product. This is where we would look at supports for ELL and all learners if the content is challenging how do we support the process to get the product? When we look at relevance we want to look at is it relevant to the students, the school curriculum and the greater world. The third R is Research. We should be using research based strategies for ELL including explicit skill and strategy instruction, high levels of engagement, teacher clarity, opportunities for students to practice, targeted mini-lessons, and formative and ongoing feedback. One of my favorite parts of this presentation was a teacher talk about the word “Yet”. She said that she tells her student to use this word often. As in, “I am not good at math yet.” This conveys learning as a process. They have a book called “Common Core; For the Not So Common Learner” I think it would make a great book study or PD book. I also went to a presentation by Lori Edmonds and Cathy Amanti that focused on Funds of Knowledge. The idea behind the work they do is an anti-deficit perspective. All students come to school with “Funds of Knowledge” i.e. a collection of knowledge that can be gained from their outside school social network. The presenters discussed how this has been used in different classrooms and how it makes the learning more relevant. I am excited to look into this research more and see how it this is applied practically. 00Submitted by Sarah Natwick, ESOL/Sheltered ELA teacher at Roosevelt HSTESOL 2015 Reflection I learned so much at the conference that I had a hard time pick one highlight. Here are a few. Maria Dove and Andrea Honigsfeld are amazing. They really are looking at Common Core and ELLs. I went to more than one of their presentations. They talked about the three R’s as Rigor, Relevance and Research. Rigor is highlighted by content, process and product. This is where we would look at supports for ELL and all learners if the content is challenging how do we support the process to get the product? When we look at relevance we want to look at is it relevant to the students, the school curriculum and the greater world. The third R is Research. We should be using research based strategies for ELL including explicit skill and strategy instruction, high levels of engagement, teacher clarity, opportunities for students to practice, targeted mini-lessons, and formative and ongoing feedback. One of my favorite parts of this presentation was a teacher talk about the word “Yet”. She said that she tells her student to use this word often. As in, “I am not good at math yet.” This conveys learning as a process. They have a book called “Common Core; For the Not So Common Learner” I think it would make a great book study or PD book. I also went to a presentation by Lori Edmonds and Cathy Amanti that focused on Funds of Knowledge. The idea behind the work they do is an anti-deficit perspective. All students come to school with “Funds of Knowledge” i.e. a collection of knowledge that can be gained from their outside school social network. The presenters discussed how this has been used in different classrooms and how it makes the learning more relevant. I am excited to look into this research more and see how it this is applied practically. -33655153035Submitted by Robert Bailey, M.Ed., ESOL teacher at Dewey International Studies Elementary SchoolTESOL 2015 Reflection SummaryI attended sixteen professional development presentations during the 4-day TESOL International Convention & English Language Expo, March 25-28. All of these presentations provided me with something new and useful to add to my ESOL teaching repertoire, but some skills and strategies will be especially useful to me. There were three standouts. The first standout was Language Objectives for Elementary ELLs: Rigor in Reading and Writing. This workshop demonstrated most how to state language objectives clearly for both teacher and students and for evaluators assessing the rigor of instruction. This will help me (and my students) focus on explicitly stated goals and objectives. No more “the students will write about or talk about…” but instead it will be “the students will write using complete past tense sentences, the students will orally present using third person singular subject/verb agreement, etc.). The second standout was Own it! Investing ELLs in Self-Assessing their Speaking and Writing. I especially found this presentation helpful because it employs the WIDA ACCESS rubrics, but in a very student-friendly way allowing our ELLs to self-assess. This presentation showed that by students taking ownership of their own assessments they’ll improve their writing and speaking more quickly and with a greater sense of their own direction. The third standout was Evidence-based TESOL: Teaching Through a Multilingual Lens, which was presented by renowned author Jim Cummins on the last day of the convention. What particularly caught my attention was his stress on the need for ELLs to have access to quality reading materials at home. It is a sad fact that ELLs typically have very limited English reading materials at home, and the evidence shows that student who read more at home improve their academic skills significantly. Through the First Book Initiative, I will be getting my ELLs books that they can take home to read and discuss in the classroom. Based on recent research, this should substantially improve my students academically. I am very thankful that funds were provided by the ESOL Department and by the Parsons Blewett Memorial Fund Conference and Seminar Grant. My students will be academically rewarded by my having had this opportunity.00Submitted by Robert Bailey, M.Ed., ESOL teacher at Dewey International Studies Elementary SchoolTESOL 2015 Reflection SummaryI attended sixteen professional development presentations during the 4-day TESOL International Convention & English Language Expo, March 25-28. All of these presentations provided me with something new and useful to add to my ESOL teaching repertoire, but some skills and strategies will be especially useful to me. There were three standouts. The first standout was Language Objectives for Elementary ELLs: Rigor in Reading and Writing. This workshop demonstrated most how to state language objectives clearly for both teacher and students and for evaluators assessing the rigor of instruction. This will help me (and my students) focus on explicitly stated goals and objectives. No more “the students will write about or talk about…” but instead it will be “the students will write using complete past tense sentences, the students will orally present using third person singular subject/verb agreement, etc.). The second standout was Own it! Investing ELLs in Self-Assessing their Speaking and Writing. I especially found this presentation helpful because it employs the WIDA ACCESS rubrics, but in a very student-friendly way allowing our ELLs to self-assess. This presentation showed that by students taking ownership of their own assessments they’ll improve their writing and speaking more quickly and with a greater sense of their own direction. The third standout was Evidence-based TESOL: Teaching Through a Multilingual Lens, which was presented by renowned author Jim Cummins on the last day of the convention. What particularly caught my attention was his stress on the need for ELLs to have access to quality reading materials at home. It is a sad fact that ELLs typically have very limited English reading materials at home, and the evidence shows that student who read more at home improve their academic skills significantly. Through the First Book Initiative, I will be getting my ELLs books that they can take home to read and discuss in the classroom. Based on recent research, this should substantially improve my students academically. I am very thankful that funds were provided by the ESOL Department and by the Parsons Blewett Memorial Fund Conference and Seminar Grant. My students will be academically rewarded by my having had this opportunity.TESOL 2015 HILIGHTS37858702406650Calendar of EventsCalendar of EventsDateEventTimeLocationThursday, April 2ESOL Parent Committee Meeting3:30PM-4:30 PMCancelledThursday, April 9ESOL PD Committee Meeting3:30PM-4:30 PMESOL Office, Building 1Thursday, April 16ESOL Leadership Committee3:30PM-4:30 PMESOL Office, Building 1Thursday , April 23ESOL Community Involvement Committee3:30PM-4:30 PMESOL Office, Building 1Friday, April 3No schoolMonday, April 20MAP begins , Grades 3-8 ................
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