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Gradual Release of Responsibility for SIFE video

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Gradual Release of Responsibility for SIFE video

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Teaching Channel

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Thought starters

1. How do the Bridges courses support SIFE with developing literacy?

2. How does gradually releasing responsibility increase independence?

3. How do students learn through working together?

School Details

Newtown High School
48-01 90th Street
Queens NY 11373

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Teachers

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Gradual Release of Responsibility for SIFE with Developing Literacy

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Thought starters How do the Bridges courses support SIFE with developing literacy? How does gradually releasing responsibility increase independence? How do students learn through working together? School Details Newtown High School 48-01 90th Street Queens NY 11373 Data Provided By: Teachers

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Foundational Literacy Skills Class Video for Newcomers

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Foundational Literacy Skills Class Video for Newcomers

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Teaching Channel

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Foundational Literacy Skills with Newcomers

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Christopher Maldonado teaches a high school literacy class for ELL students with interrupted education. In this lesson, students are working on phonics, fluency practice, and a reading guide focused on a text about Frida Kahlo. Christopher begins the class with an opening question related to the tex…

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Scaffolding Text Structures for ELLs video

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Scaffolding Text Structures for ELLs video

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Teaching Channel

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Thought starters

1. How do the colors guide students in their writing?

2. What sentence starters do the students use for each section?

3. How can this strategy be applied across subjects areas?

School Details

ENLACE Academy

Lawrence, Massachusetts

Teachers

English Language Arts Social Studies / 9 10 / Teacher

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Enjoy your first three pieces of content for free. Subscribe for unlimited access. Have questions about subscribing? Click Here to learn more. Enjoy your first three pieces of content for free. Subscribe for unlimited access. Have questions about subscribing? Click Here to learn more. Thought starters How do the colors guide students in their writing?

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November, 2018

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NYTimes: What's going on in this picture?

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NYTimes: What's going on in this picture?

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Intriguing Times images stripped of their captions — and an invitation to students to discuss them live.

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Foundational Literacy Skills with Newcomers Video

# data[].attributes.subject
Foundational Literacy Skills with Newcomers Video

# data[].attributes.body
Teaching Channel

# data[].attributes.attachment_link.title
Foundational Literacy Skills with Newcomers

# data[].attributes.attachment_link.description
Christopher Maldonado teaches a high school literacy class for ELL students with interrupted education. In this lesson, students are working on phonics, fluency practice, and a reading guide focused on a text about Frida Kahlo. Christopher begins the class with an opening question related to the tex…

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SIFE students bring a different perspective, survival skills, humility, work experiences, life experiences, they are appreciative, industrious, sense of humor, maturity, understanding of the real world, help one another

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All of the academic skill they do not possess. Some families don't understand the expectation of school.

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-following directions
-logging into computers
-keeping up in content classes
-knowing how to take notes
-student frustration

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motivation to learn and value for education; anything they bring from their cultures. Empathy in the classroom. Fosters different peer to peer contact.

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Varied Perspectives/life experiences

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-rich life experience

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November, 2018

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NYSED

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The International High School is a New York City public school dedicated to serving newly arrived immigrant teenagers, with more than 300 students speaking two-dozen languages from 50 countries. The students strive to master English, adapt to families they haven't seen in years, confront the universal trials of adolescence, and search for a future they can claim as their own.

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SupportEd, 2018

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Categories of Scaffolds and Examples Revised

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SupportEd

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Suggested Scaffolds at Each Proficiency Level ELL version

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SupportEd

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Reading passages at different levels

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Cool Tools 4: Rewordify's Differentiated Reading

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Cool Tools 4: Rewordify's Differentiated Reading

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Cool Tools 4: Rewordify's Differentiated Reading

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Books by Theme: Our Favorite Wordless Picture Books

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Books by Theme: Our Favorite Wordless Picture Books

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Reading Rockets

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Sharing wordless books is a terrific way to build important literacy skills, including listening skills, vocabulary, comprehension and an increased awareness of how stories are structured. And children love them - they can really pore over the pictures and create their own story in their own words. Wordless books can also be used in ELL classrooms and with struggling readers. Explore these books with the young kids you know - and get ready for some creative storytelling! See Book Finder for more wordless books >

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Sharing wordless books is a terrific way to build important literacy skills, including listening skills, vocabulary, comprehension and an increased awareness of how stories are structured. And children love them - they can really pore over the pictures and create their own story in their own words.

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Collections of books and narrations

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Unite for Literacy provides free digital access to picture books, narrated in many languages. Literacy is at the core of a healthy community, so we unite with partners to enable all families to read with their young children.

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News in Levels

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English news and easy articles for students of English

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English news and easy articles for students of English

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News in Levels « World News for Students of English

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Breaking News English Lessons - 3,419 FREE Easy News English lesson plans. EFL/ESL graded news lessons, news in 7 levels, current events.

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Reading Comprehension Instruction that Works

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As of Monday, October 24, content that was on TweenTribune.com will now be available here on our new educational resources page and on our learning pages. While much of the content that you enjoyed will still exist, educators will unfortunately no longer be able to assign content to students. Tween Tribune has been a valued educational brand of Smithsonian magazine, and we appreciate your continued support.

Though the Girl Scouts of the USA initially declared itself a space for all girls, the reality was different for girls of color

Erin Blakemore

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As of Monday, October 24, content that was on TweenTribune.com will now be available here on our new educational resources page and on our learning pages. While much of the content that you enjoyed will still exist, educators will unfortunately no longer be able to assign content to students.

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Rewordify.com is powerful, free, online software that improves reading, learning, and teaching

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Rewordify.com is powerful, free, online software that improves reading, learning, and teaching

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Rewordify.com

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Reading. Now every teacher’s most powerful learning tool.

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Reading. Now every teacher’s most powerful learning tool.

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Newslea

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It's time to improve literacy skills during social studies instruction and ensure that readers of all abilities have what they need to access grade-level social studies concepts.

Join us on Thursday, December 7 for a look at scaffolded materials that provide extra literacy support while building key social studies concepts and skills.

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Content Aligned To National & State Standard, Flexible To Support Relevant Curriculum. Find the Perfect Piece Of Content For Lessons. Go beyond the book.

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Reading Resources

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SupportEd

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New York State Department of Education SIFE Resources

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New York State Department of Education SIFE Resources

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The International High School is a New York City public school dedicated to serving newly arrived immigrant teenagers, with more than 300 students speaking two-dozen languages from 50 countries. The students strive to master English, adapt to families they haven't seen in years, confront the universal trials of adolescence, and search for a future they can claim as their own.

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SupportEd has developed some free tools to help educators and administrators better serve English learners.

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Once on the website, scroll down to the second webinar.

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The SupportEd team of experienced English learner educators, administrators, and researchers presents at conferences nationwide and we make our presentations available online.

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Resources for working with refugees

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New York State Office of Temporary and Disability Assistance

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New York State Office of Temporary and Disability Assistance

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Welcome to Our Schools | Programs | Refugee Services

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Programs that Help Low-income New Yorkers Make Ends Meet. The New York State Office of Temporary and Disability Assistance supervises support programs for families and individuals.

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Trauma-Informed Positive Education: Using Positive Psychologyto Strengthen Vulnerable Students

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Trauma-Informed Positive Education: Using Positive Psychologyto Strengthen Vulnerable Students

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Brunzell, Stokes, & Waters, 2016

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I Learn America--5 ELs at one of the international high schools, NYC

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I Learn America--5 ELs at one of the international high schools, NYC

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Building on youth-led storytelling workshops in schools, students are using I LEARN AMERICA ( the film and its Human Library) to spark creative "home-grown" community conversations around migration, identity and education.

I Learn America is a participatory education project with a mission to use the power of storytelling to foster empathy, urgency, and action around issues affecting migrant youth, as they forge their own path in a new land.

TODAY IN AMERICA...

Nearly one in four children is an immigrant or the children of immigrants.

Our classrooms are meeting a growing influx of students who speak little to no English, who are unfamiliar with American culture, and, in some cases, who lack formal education.

The children of immigration are here to stay. How we fare in welcoming them will define who we are for years to come.

SCHOOLS - the first and ultimate hope for integration - are generally ill-equipped to serve immigrant teenagers. The traditional paradigm relegates them to the sidelines. Yet, it is in school that the children of immigration determine where they belong in the reality and imagination of their new culture.
WHO ARE OUR NEW AMERICANS?

After ten years apart, Brandon made the perilous journey from Guatemala to America to reunite with his mother. Crossing the desert by himself was easy compared to getting to know his mom again.

"When I came to America, my first goal was to see my mother. But after ten years it's totally different. For ten years she didn't know me. It was kind of like putting two persons in a room, kind of to meet each other."

Sing is a refugee from Myanmar who recently relocated to Brooklyn, leaving his family behind. He feels isolated and angry and barely speaks English.

"What I want to say, I have in my brain, but ... I can't speak in English. It makes me sometimes confused."

ITRAT came to America from Pakistan to join a father she hardly knew after the passing of her mother. What kind of future is waiting for her in America?

"I am part of Pakistan because I was born there and I was raised in the beginning part of my life. But at the same time I was only eleven days and my dad came here. And I started hearing, 'America ... America ... America'. And, 'This country has everything'. Now I'm divided. In two parts."

SANDRA is a tomboy from Poland, undocumented and a class leader. She and Dominican-born JENNIFFER, her sassy classmate, are inseparable - "like a flower with water."

"Being different is like a part time job. You are half yourself and half the time you try to be someone better for the people to show how you want to be. I want to be myself. I want to open the eyes and hearts to really show I am still the same person inside with the same feelings, same identity and the same human rights as anybody else in this world." -Sandra

At the International High School at Lafayette, a Brooklyn public school dedicated to newly arrived immigrants from all over the world, five teenagers strive to master English, adapt to families they haven't seen in years, and create a future of their own while coming of age in a new land.

Through these five vibrant young people, their stories and struggles, and their willingness to open their lives and share them with us, we "learn America."

"We need to serve these students. Regardless of how you may feel about the immigration issue, they are children, and they did not choose to come here. But they are here. So the options are to serve them, nurture them, and educate them, or not. Then what?"
-Principal Michael Soet

Bring the film to your school or community

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No spam. Just a great way to receive the best stories from our "human library" and news from I Learn America.

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Your browser is not supported. Update your browserhere Building on youth-led storytelling workshops in schools, students are using I LEARN AMERICA ( the film and its Human Library) to spark creative "home-grown" community conversations around migration, identity and education.

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Using a Strengths-Based Approach with ELs: Supporting Students Living with Trauma, Violence and Chronic Stress

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Using a Strengths-Based Approach with ELs: Supporting Students Living with Trauma, Violence and Chronic Stress

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Colorin Colorado article by Zacarian, Alvarez-Ortiz, Haynes, 2017

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Using a strengths-based approach allows educators to draw upon students' internal strengths and capacities, and it can be a particularly powerful practice for English learners who have experienced trauma, violence, or chronic stress. In this article adapted from Teaching to Strengths: Supporting Students Living with Trauma, Violence, and Chronic Stress (ASCD, 2017), ELL experts Debbie Zacarian, Lourdes Álvarez-Ortiz, and Judie Haynes offer some concrete strategies for shifting to a strengths-based approach in the classroom, as well as numerous student examples.

Overview

Who are the nation's students experiencing trauma, violence and chronic stress?

One in every two of the total student population in the U.S. come to our schools having experienced or still experiencing some type of trauma, violence, or chronic stress - many of them at a very young age. This startling statistic presents a challenge to all of us as educators - especially since the available professional literature focuses almost solely on the therapeutic aspects for providing counseling supports and services to students who have experienced one or more of the following:

Physical, sexual, or verbal abuse;

Physical and emotional neglect;

A parents who is an alcoholic (or addicted to other drugs);

Witnessing a mother who experiences abuse;

A family member in jail;

Loss of a parent due to death or abandonment, including abandonment by parental divorce; or

Mental illness or a depressed suicidal person in the home

Source: (Data Resource Center for Child and Adolescent Health, 2011/2012).
What make these realities particularly relevant are the distinct circumstances of many English learners who experience violence, trauma, and chronic stress. Consider the following:

In 2015, U.S. Department of State reported that 69,930 refugees were admitted to the United States, with the largest groups coming from African, South Asian, Asian, and Latin American countries.

4.1 million children born in the United States have at least one parent who is undocumented (American Psychological Association, 2016).

Many of the nation's children of undocumented immigrants experience high levels of chronic stress from fear of deportation, living in extreme poverty, and being isolated from peers (Yoshikawa, 2011).

60 percent of English learners' families had incomes that were 185 percent below poverty level (Grantmakers in Education Report, April 2013).

In addition, very little professional literature has been written about teaching this particular population and doing so from a strengths-based perspective.

Why use a strengths-based approach?

The absence of any formal training in this area, understandably, has led many educators to feel quite unprepared to teach and work with the epic numbers of students, including English learners, who experience trauma, violence and chronic stress. Further, many teachers believe that some students' experiences are so extreme that there is little hope for them, despite all of their efforts and good intentions. This perception often puts limits and restrictions on them in terms of how they teach and interact with students as well as how they work with families. In a real sense, it has almost forced many teachers to look at students and their families as "broken" instead of as individuals who already possess inherent strengths and who can make great contributions to their classrooms, their communities, and the world. Indeed, for too long, teachers have found themselves using language to name their perceptions in terms of what they believe are impossible situations for students living with trauma, violence, and chronic stress.

Student vignette: Javier

Here is an example from Chris Homiak, a middle school English and mathematics teacher of English learners in Kansas City, Missouri. He tells us about Javier, a 7 th grade student.

Javier is a 7th grade student who joined our class after being out of school for six months. He is a n English learner whose home language is Spanish. Prior to enrolling in our school, he had recently moved across the country and was in transition, living in homeless shelters with his large family. At first, Javier answered questions very quietly, and his eyes often looked toward the floor or quickly around the room. Also, he often got out of his seat without permission and walked in a small circle near his desk.

In this example, it would be easy to pinpoint the adverse conditions and behaviors that would make Javier's ability to learn and our ability to teach him to be very difficult. However, it is important to take it a step further and look beyond "what is lacking" to find "what is already there". To accomplish this, we need to begin with a shift in mindset from what we believe is not happening and impossible to what is happening and possible. To do this we must take time to:

Identify students' existing strengths.

Honor, value, and acknowledge these strengths.

Help students become aware of their strengths.

Build instructional programming that boosts social ties and networks by drawing from students' strengths.

Let's take a look at Javier's story. What strengths can you see in Javier? At first glance, getting out of his seat without permission may seem to be an unacceptable behavior and, indeed, difficult to view as an asset. But adopting an asset-based perspective requires us to find evidence "in what students do; in what they don't; and in their intentions, hopes, successes, and even failures" ( Grove and Glasser, 2007). In this example, Javier didn't disrupt class by yelling or screaming, or by going to other students to talk to them. He contained himself in a small area, trying not to disrupt the class. This is the behavior we focus on, and the one that we want to acknowledge and reflect back to him to make it visible and transparent. Among Javier's assets is his ability to understand what he needs to turn his classroom environment into a favorable learning experience for him. In this case, it is an environment that will allow him the opportunity to engage in movement like standing, stretching, and moving his body. (Think of yourself during those long professional development trainings!) It is also evidence of Javier's good judgment, consideration, and respect for other people's spaces and time for learning because his behavior was contained and not disruptive. The goal is for Javier to see his strengths, value his own self-worth, create a personal account of his strengths, and begin to operate by drawing from it.

Let's look at what Chris Homiak did to identify Javier's strengths and what this understanding led to:
Observing him during independent work time, I saw that he had a deep capacity for abstract thinking and that he was strong in algebra. I shared my observation by saying: "Javier, you are such a strong problem-solver and algebra-thinker! I noticed that you can see patterns and break down the parts until you solve the problem." As his trusting relationships grew in our small group, I pushed him to explain his answers in more detail and to explore alternative ways for solving the same problem. Initially, he wanted to share his answers first and fast; I supported him to wait for others to catch up, and to see if he could help find their mistakes. I often turned to him to provide constructive feedback or error correction, handing over the document camera or whiteboard for him to play the teacher role.
It is greatly helpful to take time to identify students' strengths and teach by drawing from this understanding.

What strategies support a strengths-based approach?

In this article, we discuss some strategies for using a strengths-based approach in our classroom practice so that English learners, like Javier, and all students living with trauma, violence and chronic stress experience a real sense of being safe, valued, capable of learning, and worthy contributory members of their classroom communities. We consider these four essential experiences to be the basis for creating a strengths-based classroom that is inclusive and responsive to all students, and particularly to those living with trauma, violence and chronic stress.

Take time to build positive, asset-based student-teacher relationships

Working with students living with trauma, violence, or chronic stress requires us to be empathetic educators who care about our students and seek to support them. Nevertheless, we must take it a step further and strive to be asset-based teachers as well. That is, seeking, reflecting back, and honoring the many inherent attributes, values, and qualities our students (and families) possess. But it doesn't stop there. We must support them in drawing from these strengths and capacities to develop the skills, competencies, and confidence to be active learners, independent and critical thinkers, and contributory members of their learning community.

Gather as much information as we can about our students.

Use this background information to build and strengthen our relationships with students by personalizing our interactions using the strengths and assets that we continuously identify.

In Javier's story, his teacher was able to cultivate a positive relationship by helping Javier see his intrinsic assets and strengths and by capitalizing on them to engage Javier in learning. He observed Javier's curiosity and eagerness to solve problems and drew from these qualities to cultivate self-monitoring and leadership skills.

Use consistent positive, asset-based language when communicating with students.

There are many strategies that we can use to identify students' strengths and assets and build trusting relationships with them based on these, including:

An example, that can be adapted with support in a students' home language, is a high school teacher who asks students to complete questions on an index card during their first day of school. The front of the card asks them to write their name and nickname. The back asks the following, "What activities, such as sports, music, and work, are you involved or would like to be involved outside of our high school?" He meets first with individual students who leave the activity question blank and supports them in joining an after-school club, obtaining work, and/or engaging in an activity of their interest. He also takes time to visit students after school where they are participating in a sport or are at work. His sole goal is to help them see that they belong to a classroom community and that they are valued and capable individuals who have many personal strengths and assets worthy of recognition.

An example is a teacher who greets a student with personalized messages such as "Good morning, Lilliana, great to see you after that tough basketball game last night. I heard you were very determined on the court" shows that he understands what is important to the student, and at the same time, he's naming the attribute she is demonstrating (determination) which is one of her strengths. Or, in the case of Javier, his teacher took the opportunity to observe him during independent work and noticed that he had a solid capacity for abstract thinking and that he was strong in algebra. The way he reflected back these personal assets to Javier was by saying, "Javier, you're such a strong problem solver and algebra thinker! I noticed that you can see patterns and break down the parts until you solve the problem." This type of positive energy and language is one of the biggest assets that those of us that work with English learners and all students living with trauma, violence and chronic stress can bring to the classroom.

Create a physical environment that encourages students' sharing, participation and ownership of their physical classroom space.

Co-create (with students) an environment that facilitates their empowerment and voice and reinforces the skills necessary to be successful in a global society that demands constant communication, collaboration, teamwork, and innovation.

Foster unconditional acceptance, a sense of being safe, and of feeling valued and capable of learning.

Construct a physical environment that is conducive for communication and cooperation

Learning spaces have the ability to positively or negatively affect students' learning and morale. From the selection and arrangement of desks, tables and chairs, to the attention we pay to what we place on the classroom walls, every detail counts toward our efforts to keeping students engaged and maximizing their cooperation and creativity. To do this, we have to consider how to:

Students living with traumatic situations, including those who may be English learners, are likely to experience loss of control and sense of powerlessness to various degrees. As such, regaining control is crucial to coping with traumatic stressors ( Perry & Szalavitz, 2006). In the classroom, this translates to implementing practices that value and encourage all students' participation in decisions that matter to them.

For example, some groups of students may wish to work at their desks in the corner of a room, others may prefer to work on the floor, and others may want to stand at the white board. What's key is co-creating a space where students have a voice in arranging their desks, tables, and chairs and displaying (e.g., on classroom walls or tablemats) their shared ideas, opinions, and concepts to demonstrate a shared ownership of learning.

Classroom environments that promote this type of empowerment do so by building the confidence and capacity of English learners and all students to speak up, to present and address issues of their concern, to make changes, and to take risks. Students are more likely to encounter success in this process when adults become partners and provide active support.

Use predictable classroom routines and practices

What time does school actually start and should they arrive?

What should students do if there is a delayed opening or closing of school (e.g., a delay due to inclement weather)

If there is a delay, should students go directly into the school or wait on the playground?

Where should students go if they arrive at school late?

Where do they put their coats and backpacks when they enter their classroom? Where does their homework go?

What should they be doing while they are waiting for the rest of the class to arrive?

Who will be my teacher and what's his/her name?

Using routines and practices that are consistent and predictable have been found to be essential when working with students living with trauma, violence, and chronic stress ( Blaustein, 2013).

Start class

Start the lessons

Sequence the lessons

Transition students from one task to the next during the lesson

End the lessons

Support students during non-instructional time

The following questions help to form the routine responses that students need at the beginning of the school year or when a new student enrolls in our schools:

Welcome students positively by letting them know that they are welcomed and valuable members of our classroom community.

Engage students in a sharing activity about special news such as the arrival of a new sibling, an event, and/or occasion such as a birthday or a school event or sports, performance, or curricular activity. Create routines for this sharing activity to help it to be a predictable social activity.

Provide information about the day or class' schedule so that students know what to expect during the school day or class period.

Conduct a short academic or social learning experience. For example, during one meeting, a teacher asked for a student volunteer to share with his/her peers the process that students should follow when leaving from and returning to the classroom for small group instruction. His teaching goal was to support his students in making transitions and empower students in making good choices.

Support students to transition from the opening meeting to the next classroom activity by noticing and acknowledging those who show readiness.

According to Blaustein (2013), using the same routines and rituals in our classroom activities allows students living with trauma, violence and chronic stress to downshift from a fearful state where unpredictability takes control, to a calmer and more positive one where events happen in a predictable manner. These include the ways in which we:

Here are some suggestions:

Listening skills

Empathy

Social and emotional language that is needed to express their feelings to their peers and others

Attention to their own and their peers' values, assets, and strengths

Mediating their own emotions

Resolving conflict in a productive way.

Apprentice students in social and emotional communicative skills

While paired and groupwork are important methods in any classroom, an important means to support the method working more successfully is the level of trust that we create with and among all of our students. Classroom settings are ideal places for students to acquire the social and emotional communication skills that they need to work cooperatively. All students need this type of instruction so that everyone feels safe, competent, valued, and a sense of belonging. Our instruction must involve supporting students in the development and use of the following:

Design pair and group work with plans that explicitly and intentionally support students in the development and strengthening of these skills. Look for opportunities within these groups to recognize the many ways in which students, overtly or covertly, demonstrate their personal assets. Some examples of the type of language/communication that is helpful to acknowledge students' efforts and help them acknowledge others is the following:

Asset-Based Language to Describe Students' Qualities

Focusing on student strengths: Sample feedback

That is excellent use of logic.

You are being wise. That is a great quality that is coming across in your responses.

That was a very insightful thought you just shared.

That was a solid educated guess. That is an important skill.

I appreciate your willingness to collaborate.

You seem to be getting the picture after showing so much hard work analyzing this idea!

That was a great deduction you just made to figure out a possible answer. Well done!

You are showing great curiosity, which is a great way to learn.

The way you put these two ideas together shows how you are using great analytic skills in your problem solving.

I can see how much you are enjoying sharing and defending your unique ideas.

I really like how you are showing respect to your partner by listening carefully to what he is saying.

You are using your great mind to figure out an answer. Well done!

Student attributes, strengths, and values

Many English language learners who have experienced or are experiencing trauma, violence, or chronic stress are demonstrators of great tenacity and determination. Despite the many horrendous and traumatic experiences that many have experienced, living through civil strife, natural disasters, war, extreme poverty and more, they still find the energy to show up in our schools and classrooms every day. This energy reflects one of the many attributes, strengths, and values that they possess. How many other intrinsic qualities and values hidden under adversity can you identify in the students and families you serve? Although not an exhaustive one, this list can help you identify them.

Adapted from Glasser, 2011, p. 64-65.

Final Thoughts

Adopting a strengths-based approach allows us to draw from our students' internal strengths and capacities. It also supports the academic and social-emotional growth of all students - including English learners like Javier.

The strategies and the ideas found in this article are a small sampling from our book Teaching to Strengths: Supporting Students Living with Trauma, Violence and Chronic Stress. It is our hope that by using these our classrooms can be transformed into safe, productive, and positive places where all students can see their many strengths and unlimited human potential.

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Using a Strengths-Based Approach with ELs: Supporting Students Living with Trauma, Violence and Chronic Stress

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Using a strengths-based approach allows educators to draw upon students' internal strengths and capacities, and it can be a particularly powerful practice for English learners who have experienced trauma, violence, or chronic stress.

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Teaching to Strengths: Supporting Students Living with Trauma, Violence, and Chronic Stress

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Teaching to Strengths: Supporting Students Living with Trauma, Violence, and Chronic Stress

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Zacarian, Alvarez-Ortiz, Haynes, 2017

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Department of Education, 2017

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Effectively Supporting SLIFE in Your Schools Webinar

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Students at International Community High School

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Students at International Community High School

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NYSED

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The International High School is a New York City public school dedicated to serving newly arrived immigrant teenagers, with more than 300 students speaking two-dozen languages from 50 countries. The students strive to master English, adapt to families they haven't seen in years, confront the universal trials of adolescence, and search for a future they can claim as their own.

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New York StateDepartment of Education

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Subscribe to receive news and updates from the New York State Education Department.

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The Mutually Adaptive Learning Paradigm®, or MALP®, is a culturally responsive instructional approach to help educators address the needs of students with limited or interrupted formal education (S…

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Breaking New Ground: Teaching Students with Limited or Interrupted Formal Education in U.S. Secondary Schools

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Breaking New Ground: Teaching Students with Limited or Interrupted Formal Education in U.S. Secondary Schools

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A. DeCapua & H. Marshall, 2011

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Students with Interrupted Formal Education

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Students with Interrupted Formal Education

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B. Custodio & J. O'Loughlin

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"One of the guiding principles of effective English language teaching is for educators to know their students. And that in a nutshell captures the value of this book. . . . The compassion that Custodio and O'Loughlin feel for our SIFE students, the commitment they have to educating them well, and the comprehension they have of the assets these learners bring to the classroom are evident in the writing, tools, and vignettes they share."

-Deborah J. Short

Under the best of circumstances, the academic demands of today's classrooms can be daunting to our English learners. But for the tens of thousands of newly arrived students with interrupted formal education, even the social challenges can be outright overwhelming.

Rely on this all-in-one guide from Brenda Custodio and Judith O'Loughlin for expert insight on how to build the skills these students need for success in school and beyond. Inside you'll find

Essential background on factors leading to interrupted education

Specific focus on refugee children and Latino immigrants

Guidance on building internal resilience for long-term social and emotional health

Recommendations for creating supportive environments at the classroom, school, and district level

About one thing, Brenda and Judith are absolutely convinced: our SIFE students can learn and make progress, often at a remarkable speed. But it's up to us, their educators, to provide the time, attention, and a specific focus. Consider this book your first step forward.

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Students With Interrupted Formal Education: Bridging Where They Are and What They Need

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Students With Interrupted Formal Education: Bridging Where They Are and What They Need

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Stronger & Clearer: 4th Grade Science Video Cip

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Stronger & Clearer: 4th Grade Science Video Cip

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Zwiers, J.

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Online Resources for Selecting and Adapting Texts

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Online Resources for Selecting and Adapting Texts

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What scaffolds are provided through this activity? How might you apply these strategies in your context?

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Thought starters

1. How do the colors guide students in their writing?

2. What sentence starters do the students use for each section?

3. How can this strategy be applied across subjects areas?

School Details

ENLACE Academy

Lawrence, Massachusetts

Teachers

English Language Arts Social Studies / 9 10 / Teacher

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Enjoy your first three pieces of content for free. Subscribe for unlimited access. Have questions about subscribing? Click Here to learn more. Enjoy your first three pieces of content for free. Subscribe for unlimited access. Have questions about subscribing? Click Here to learn more. Thought starters How do the colors guide students in their writing?

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SupportEd, 2018