Racial and ethnic groups 14th edition free
Our Brain is Amazing! Search form Search. Make writing a book review a little easier with this template. Trending Puerto Rico Hand out this printable student work sheet with the uncorrected text for students to find errors of capitalization, punctuation, spelling, or grammar.
Puerto Rico is in the Caribbean Sea and is made up of more than islands. Puerto Rico has mountains waterfalls and a tropical rainforest. Both spanish and English are spoken in Puerto Rico. Puerto Rico has mountains, waterfalls, and a tropical rainforest. Both Spanish and English are spoken in Puerto Rico. Every-Day Edit: Puerto Rico. Check out our helpful suggestions to find just the right one! The following statements will help you tailor your comments to specific children and highlight their areas for improvement.
Related: Report Card Comments for positive comments! Additional work on these topics would be incredibly helpful. Practicing at home would be very beneficial. Slowing down and taking more time would help with this.
We are working on learning when it is a good time to share and when it is a good time to listen. Talking through the classroom routine at home would be helpful. Practicing these at home would be very helpful. Active participation would be beneficial. Paying closer attention to the class discussions and the readings that we are doing would be beneficial. Intervention is required. Practicing this at home would be helpful. Student Award Certificates!
Recognize positive attitudes and achievements with personalized student award certificates! Strategies for English Language Learners What can teachers do to increase effective communication in classrooms when language barriers exist? Historically, professional development training for teachers with no background in working with English Language Learners ELLs has failed to shore up the ever-widening gaps in achievement that occur as classroom processes continue to elevate methods that are outdated and culturally unresponsive.
Building structures so that language learners can thrive sounds intimidating; however, making positive strides is completely doable with intentional, targeted action. The teacher stood in front, providing direct instruction at the board.
Once he was finished demonstrating the problem, students began filling out worksheets. Some of the students asked one another questions, but not many. One intrepid student circulated throughout the room, both asking for and offering help, but he was the only one who was doing much talking. Without strategies for discourse built into a lesson, language growth is limited. The most vital aspect of maximizing the success of ELLs is upping the use of language production in class.
My content background is secondary English, but I work with all subjects on building structures for increasing verbal output not just for ELLs, but for all students. Strategies that serve specific populations also benefit everyone in the class. An accessible best practice involves the process of questioning. Typically, teachers ask the questions. Instead, flip the questioning process so that instead of doing a worksheet or teacher-created assessment, students are asked to develop open-ended questions about the lesson, both to share with one another and to give to the teacher.
When students are responsible for creating higher-order questions, the rigor of course expectations elevates critical thinking processes as well as student-centered understanding of the learning. To ensure that this process of questioning happens, intentionally work the questions into lesson plans and have them ready to go before a lesson begins.
His attendance had been spotty at best, and he was sitting at about 25 absences only a couple of months into the school year. My older brother is sick and needs medicine. Instead, we developed a plan that would allow him to do the work with check-ins, and arranged time for academic support on his schedule. He did just as much work as his classmates, and the benefit of meeting with me on his own increased his confidence as a student.
For that reason, my own teaching practice has largely been about increasing student ownership of the class through choice-driven methods. From a culturally responsive lens, being flexible is a cornerstone to creating understanding between teacher and student. ELLs come to classes with a broad range of challenges; some, like my student, work long hours outside of school. Some live in challenging conditions. Some are hungry, or cold, or tired. If students are financially and physically comfortable, they still struggle with processing endless unfamiliar words, phrases and expressions that come at them each day, which is exhausting.
Whenever work is assigned, make it clear that one way is not the only way. If teachers share their willingness to provide choice, students will appreciate that responsiveness and respond with achievement. Reach Out Every teacher hits walls, and I have worked with several who are continuously frustrated because their efforts to meet learning goals for language learners are unsuccessful. Even with experienced teachers, content area expertise is not going to do the trick; we need to reach out to experts.
Furthermore, by simply opening lines of communication, teachers are better equipped to ask questions, however great or small, about day-to-day challenges of teaching a set curriculum to students who need more responsiveness.
While we can implement strategies to help language learners, that is not the same as being certified in ESOL. If we do not take advantage of the human resources in the school, both we and our students stand to lose.
Too often, particularly in secondary schools, we do not look to our colleagues in other areas of expertise for help. Instead, we work alone in frustration, creating lesson plans in bubbles and hoping they work. Instead, both teachers and school leaders should brainstorm collaborative structures that would allow teams to plan across contents and areas of specialty. Not only does effective team planning allow for a deeper level of professional development, but it also leads to increased student achievement.
Teaching for student mastery in classes with ELLs is about implementing accessible but lasting strategies that let our students know we care about them and that they are part of our community.
If everyone collaborates to do this work, we can make huge strides in making sure that our ELLs do more than just survive; rather, they thrive in classrooms that cherish their strengths and contributions to the school community. Strategies for English Language Learners. Back to Top. Receive timely lesson ideas and PD tips. Sitemap Close Sitemap. Sign up for our free weekly newsletter and receive top education news, lesson ideas, teaching tips and more! No thanks, I don't need to stay current on what works in education!
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