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Answering the exit ticket, I see myself using connector 10. Mainly because I teach Language of Math to newcomers and the connector says, "make accurate use of standard English to communicate in grade appropriate speech and writing". My goal is to prepare students to be able to make a transition to Algebra I successfully. On the other hand, math is a disciple that has its own language and ELL's learn it as part of the common core standards, ELA's, and students demonstrate and acquire and move though different levels of proficiency.

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Connector #2 is something that I feel that I already do in my classroom. My students enjoy having group discussions and sharing their ideas with their peers. As a 5th grade teacher, I think it is definitely necessary for them to have appropriate oral communications because it allows them to show their individualities. This allows teachers to exercise the scaffolding technique, which students have full control of their learning while the teachers are there for support.

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excellent job ladies, I really enjoy it.
1. Connector 6:
In my ESL-Intermediate class this week my students were introduced to Sandra Cisneros Memoir, "Only Daughter."  It was quite a challenge, but after conveying and making necessary translation of the text, students were able to analyze and challenge the arguments  of the author.  I was  impressed to get such a great response from my students.  I have lower intermediate students in my class, but I believe that as ESL-teacher, we need to challenge students to perform higher thinking skills.
2. Scaffolding: is when  a teacher support students completing a task, otherwise they are not going to be able to complete.  I find myself doing a lot of scaffolding, especially when a new theme is introduced. It is through consistency and practice that they are finally able to work on their own. I usually introduce my students to story structure during the second semester of instruction. Students are able to analyze the structure of a story, identify parts and see how they are working. At first it's a struggle but eventually, students are able to work on their own. I am happy when my students successfully achieved their task and I know they will be able to do well in their regular English classes.

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The connector that I can see myself using in my classroom is to determine the meaning of words and phrases in oral presentations and literary and informational text. It is so important that ESL students understand what they are reading, and they need to be able to express what they know through writing and speaking.
I choose to define scaffolding. Scaffolding  refers to a variety of instructional techniques used to move students progressively toward stronger understanding and, ultimately, greater independence in the learning process. The term itself offers the relevant descriptive metaphor: teachers provide successive levels of temporary support that help students reach higher levels of comprehension and skill acquisition that they would not be able to achieve without assistance.
http://edglossary.org/scaffolding/

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Nice work, ladies! I loved the addition of pictures and the video.
Exit Ticket:
1. Connector 6: I want my students to be able to analyze and challenge the arguments of the authors we read in class. We do this by holding Socratic seminars and U-shaped debates. Everyone gets a chance to speak and argue their points. I provide sentence stems to help students use academic language to make their arguments stronger and more clear.
2. Scaffolding is when a teacher supports students in completing a task that they would not be able to complete on their own. Overtime, be it throughout a lesson or over a course of days, the teacher provided less and less assistance. The goal is for a student to be able to independently complete the task. For example, if a teacher wants her students to write argumentative responses, she may provide sentence stems and outlines to get them started. As time goes on, she can eliminate stems as students sharpen their writing skills. Eventually, students should be able to write a structured response without assistance.

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This is in response to Linda Sanchez's Exit ticket.
Scaffolding:
When teachers scaffold lessons, they break down the language into manageable pieces of chunks.This way, students can be given the necessary support to understand the information provided in the lesson. The following are four ways of scaffolding lesson when ELL's need support on a content area lesson:
1.Connect new information to prior experiences and learning.

2. Preteach academic vocabulary.

3. Use graphic organizers to make lessons more visual.

4. Support EL writing by using sentence frames

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Choose one of the Guiding Principles and define.
Students with limited or interrupted education:
They are newcomers with two or more years of education interrupted in their native country, or even worse; illiterate.
SIFEs may come from countries where poverty, disaster, and civil unrest affect the development of literacy and opportunities for education. They have much more to learn than just the English language; in order to be fully functional at school they must learn how to read, how to complete assignments, follow instructions and learn how to interact with students from different cultures. It might seem overwhelming or almost impossible to reach the ELL's needs, however, there is still hope for them to  be able to succeed. Teachers need to research for best practices and strategies in order to the give quality support that will accelerate their academic achievement and social interaction.

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Nice work, I will definitely try to incorporate all your strategies mentioned in the padlet.

Exit Ticket

What connectors could you see yourself using in your classroom?

One of the connectors that I could see myself using in my classroom is :Construct meaning from oral presentation and literary and informational text through grade-appropriate, listening, reading and viewing. This connector focuses on constructing meaning rather than determining meaning and involves texts of complexity. An example of this would be as follows: Students read a newspaper article and evaluating the author's purpose. Another example is as follows: Students listen and determine the tone of the speaker in a poem or narrative based on the figurative language used to convey ideas, information, or analyses.

Choose 1 of 8 Guiding Principles and define.

Fund of Knowledge:

This Fund of Knowledge is one of the most important principles for teachers to use. This is where the teacher can come to know their students and the families. This is a must for me and should be for all teachers. I would take in consideration the new knowledge so I can use it in the class to provide culturally responsive and meaningful lessons that tap students’ prior knowledge. As a teacher I feel that it is our responsibility to understand the background of each ELL student in your classroom and learn something special about each child they teach.

. For students who come from similar backgrounds as your own this will not be a hard task, but for those students who have had an upbringing vastly different than your own this may be more difficult. Funds of knowledge is one way to help you connect with your child and with their family. It is the responsibility of each teacher to attempt to learn something special about each child they teach.

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Exit Ticket

1.What connector could you see yourself using in your classroom?

*When I am in the classroom, I feel that all of the connectors should be used in the classroom.  I am not saying that you have to go through each and every connector each day, but you should make sure that these ideas and strategies are incorporated to ensure that your students are getting a well-rounded education.

2. Choose 1 of the 8 guiding principles and define.

*Multimedia, Technology, and New Literacies New understandings around literacy (e.g., visual and digital literacies) have emerged around use of information and communication technologies (International Reading Association, 2009). Relevant, strategic, and appropriate multimedia tools and technology, aligned to the ELP Connectors, should be integrated into the design of curriculum, instruction, and assessment for ELs.
Resource:

https://www.louisianabelieves.com/docs/default-source/academic-standards/elp-expectations.pdf?sfvrsn=2

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I wish this is our ESL reality, that they can start constructing their knowledge from grade appropriate listening, reading, viewing, speaking and writing. Unfortunately, not. Our students are placed in age-appropriate classes which not the way to make them succeed in their education. They will never catch up with their grade level especially if they have never been to school or has interrupted schooling. Most of these ELLs suffer more in the middle, high and university than in the elementary.

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Welcome to Linda Sanchez and Victoria Cajina's Padlet

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Welcome to Linda Sanchez and Victoria Cajina's Padlet

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1.  Potential
2.  Funds of Knowledge
3.  Diversity in EL Progress in Acquiring English Language Proficiency
4.  Scaffolding
5.  Students with Limited or Interrupted Formal Education
6.  Special Needs
7.  Access Supports and Accommodations
8.  Multimedia, Technology, and New Literacies

https://www.louisianabelieves.com/docs/default-source/academic-standards/elp-expectations.pdf?sfvrsn=2

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1.  What connector could you see yourself using in your classroom?
2. Choose 1 of the 8 Guiding Principles and define.

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Construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing.

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Diane discusses the importance of aligning English language proficiency standards to the Common Core State Standards. See more of the interview: http://www.colorincolorado.org/multimedia/experts/video/august/

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1 Participate in grade-appropriate oral and written exchanges of information, 2 ideas, and analyses, responding to peer, audience, or reader comments and questions.

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Analyze and critique the arguments of others orally and in writing.

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Make accurate use of standard English to communicate in grade- appropriate speech and writing.

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Create clear and coherent grade-appropriate speech and text,.

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Determine the meaning of words and phrases in oral presentations and literary and informational text.

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Speak and write about grade-appropriate complex literary and informational texts and topics.

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Construct grade-appropriate oral and written claims and support them with reasoning and evidence.

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Conduct research and evaluate and communicate findings to answer questions or solve problems.

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Adapt language choices to purpose, task, and audience when speaking and writing.