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Emily Francis' blog regarding ELs and the immigrant experience

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Emily Francis' blog regarding ELs and the immigrant experience

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The first time I heard/read about Virginia P. Collier’s research on second language acquisition was during my first English as a Second Language course in college. I was blown away by the research…

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Multilingual California – Building The Pathway to Multilingualism

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 A Pathway to Equitable Math Instruction for ELs

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 A Pathway to Equitable Math Instruction for ELs

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A Pathway to Equitable Math Instruction for ELs.pdf

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Guide Helps Newcomer Students' Families Navigate the U.S. School System

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Guide Helps Newcomer Students' Families Navigate the U.S. School System

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July 20, 2020

Starting a new school can be difficult-especially for newcomer immigrant and refugee students, whose families may not be familiar with the U.S. education system. Starting School in the United States: A Guide for Newcomer Students' Families, a new resource from REL Northwest, provides answers to many questions newcomer families typically have about the U.S. school system. Specifically, the guide (which is available in four languages) offers research-based guidance on the registration process, how families can get involved in their children's education, the rights every student has under U.S. law, and more. We encourage schools, districts, and refugee agencies to provide a link to the guide on their website and print copies for newcomer families.

Available in 4 Languages

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educational improvement; excellence in education; educational research; statistics; statistical data; statistical surveys; national center for education evaluation and regional assistance.

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Guide Helps Newcomer Students Families Navigate the U.S. School System | REL Northwest

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The National Center for Education Evaluation and Regional Assistance (NCEE) conducts unbiased large-scale evaluations of education programs and practices supported by federal funds, such as Reading First and Title I of the Elementary and Secondary Education Act.

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Wide Open School activities for ELs and teachers of ELs

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Wide Open School activities for ELs and teachers of ELs

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Find a variety of activities, videos, games, and more to help with reading and studying in English.

Spotlight

The Story of Roberto Clemente

Learn how Latinx baseball Hall of Famer Roberto Clemente changed minds during the civil rights movement. Use the included student guide for supplemental activities.

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English-Language Learners activities for Grades 3-5

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Find a variety of activities, videos, games, and more to help with reading and studying in English. Spotlight The Story of Roberto Clemente Learn how Latinx baseball Hall of Famer Roberto Clemente changed minds during the civil rights movement. Use the included student guide for supplemental activities.

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Reopening School Districts Resources Page

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Reopening School Districts Resources Page

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Reopening School Districts Resources Page.pdf

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Online Learning for English Learners with Dr. Gretchen Oliver and Dr. Karen Gregory

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Online Learning for English Learners with Dr. Gretchen Oliver and Dr. Karen Gregory

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Before we get started with this special episode of Highest Aspirations, we want to take a moment to acknowledge the unprecedented impact the current COVID-19 situation is having on our schools and communities. It's heartbreaking that the widespread school closures, though understandable in the current health environment, will make it difficult for students to access the many services and relationships their schools provide.

If you'd like to share what you are doing to help support students and their families during this crisis, or just share your own story, we'd love to hear from you. We'll share as many stories as we can on the Highest Aspirations podcast so we can support each other remotely until we can come together again. If you'd like to participate, go to bit.ly/ELLHelper - it only takes two minutes.

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What affordances does online learning provide that traditional classes may now? How might online learning help English learners keep learning during long term school closures like the ones we are seeing with the COVID-19 outbreak? What tech tools can teachers use to help support English learners while they are not able to come to school? We discuss these issues and much more with Dr. Gretchen Oliver and Dr. Karen Gregory of Clarkson University on this special episode of Highest Aspirations.

Connect with Gretchen and Karen:

During our conversation, we referenced the following books and resources:

Gretchen Oliver is the Assistant Director of TESOL programs and an Assistant Professor in the Education Department at Clarkson University, Capital Region Campus, in Schenectady NY. She has prior experience as a K- 12 French teacher and taught English as Foreign Language in Grenoble, France. Dr. Oliver's research focuses on teaching STEM to English learners, teacher education and professional development, and ESOL-focused leadership practices.

Karen Gregory is the Director of TESOL programs and an Assistant Professor in the Education Department at Clarkson University, Capital Region Campus, in Schenectady NY. She has prior experience as a K- 12 Spanish and ENL teacher. Dr. Gregory's research focuses on content instruction for English learners, teacher professional development, and whole school improvement.

Finally, please consider leaving us a review on Apple Podcasts or wherever you get your podcasts. This will help us continue bringing you the best topics and guests on Highest Aspirations.

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S4/E10: Online Learning for English Learners with Dr. Gretchen Oliver

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Before we get started with this special episode of Highest Aspirations, we want to take a moment to acknowledge the unprecedented impact the current COVID-19 situation is having on our schools and communities.

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From isolation to collaboration featuring Tan Huynh.

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From isolation to collaboration featuring Tan Huynh.

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A Legacy of Courage and Activism by Dr. Laurie Olsen
From movement building to cultivating the next generation of leadership, A Legacy of Courage and Activism: Stories from the Movement for Educational Access and Equity for English Learners in California by Dr. Laurie Olsen captures and makes sense of nearly 70 years of English learner history in California.

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A Legacy of Courage and Activism by Dr. Laurie Olsen From movement building to cultivating the next generation of leadership, A Legacy of Courage and Activism: Stories from the Movement for Educational Access and Equity for English Learners in California by Dr. Laurie Olsen captures and makes sense of nearly 70 years of English learner history in California.

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Building Capacity Beyond Compliance To Support English Learners In The Age of COVID-19

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Building Capacity Beyond Compliance To Support English Learners In The Age of COVID-19

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Building Capacity Beyond Compliance to Support English Learners in the Age of COVID-19

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Home page for teachers of English Learners/Multilingual Learners

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This is a website designed to support teachers of English Learners/Multilingual Learners.

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If you have questions or would like to request professional learning for your next PLC or site, please use the contact form below.
Please include pertinent information, including: site, grade level/content, and availability.

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ELD Standards & Guidance Documents 2012 English Language Development (ELD) Standards Sanger Unified's ELD Expectations SUSD's Create Your Own ELD Adventure Map CDE EL Roadmap webpage & link...

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Top 17 ELD Professionals to follow on Twitter

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Top 17 ELD Professionals to follow on Twitter

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Top 15 ELD people to follow on Twitter.JPG

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PROJECT uMATTER :: ALMS dELD :: @efraintovarjr

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PROJECT uMATTER :: ALMS dELD :: @efraintovarjr

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PROJECT uMATTER :: ALMS dELD :: @efraintovarjr

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The latest news and resources in education since 2007

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Welcome | ML Instruction | Empowering ELLs

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Sharing ELL strategies that work. Helping ELL teachers implement classroom-tested, research-backed ELL strategies that develop social and academic language

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Resources

Local Educational Agency (LEA) Resources | Parent and Family Resources | Newcomer Resources | Migrant Education Resources | Social-Emotional Wellbeing Resources | Physical Health and Wellness Resources

LEA Resources:

The CDE English Language Development (ELD) Video Series: Administrator's Guide for Facilitating Remote Professional Learning (DOCX) provides guidance and resources for facilitating remote professional learning using the CDE ELD Video Series.

The CDE document, Teaching Multilingual Learners Online in the California Context: Guidance on Embracing and Supporting Multilingual Learners During Distance Learning (DOCX) , takes the English Learner (EL) Roadmap principles one and two and provides practical steps that educators can take to enact each of these principles' elements in the independent study environment. Each step is accompanied by resources, examples, tech tools, guidance, and/or webinars that can support teachers to enact this element.

The CDE Independent Study web page provides key information and resources on independent study programs, including frequently asked questions and guidance for the provision of services.

The CDE Guide to Independent Study web page provides an overview of independent study describing the types of programs, key legal requirements, independent study agreements, local board policy, and attendance.

The CDE Independent Study Directory web page provides contact information and links to the key offices and resources within the CDE with responsibility for specific areas of independent study implementation, guidance, and support.

The CDE Title III County Office of Education EL Specialists web page includes information, calendars, agendas, training presentations, and technical assistance resources. The EL Specialists provide technical assistance to LEAs within each of the 11 county superintendent regions.

The CDE Guidance on Diagnostic and Formative Assessments web page offers many tools and strategies for taking a snapshot of students' learning, but none of the assessments are required. This document describes how LEAs can use California's approved assessments to evaluate where students are academically at the start of and throughout the school year. In addition to providing summative assessments for English language arts, mathematics, science, and English language proficiency, the California Assessment of Student Performance and Progress and the English Language Proficiency Assessments for California, assessment programs also provide important resource tools for teachers that are aligned with California standards.

The CCEE Continuity of Learning - Resources to Support California Schools Reduce Risk and Accelerate Learning offers four playbooks to assist LEA leaders: the Playbook for Accelerating Learning, the Health and Safety Guidebook, the Field Guide, and the Leading Forward Conference.

Parent and Family Resources:

Parent Engagement Modules Series
The Parent Engagement Modules Series presents information and strategies for parents to develop their capacity to support their children at school and at home.

The CDE Getting Internet Access: Available Plans web page provides information about internet access. The California Emerging Technology Fund has provided access to affordable offers. This information as well as a table of offers from various internet providers is available on this page.

The CDE CA Meals for Kids Mobile Application web page provides links to download the CA Meals for Kids Mobile Application that allows parents to locate nearby California Afterschool, Summer Meal Program, and Emergency Meal sites.

The Haskins Global Resources Hub Resource Library is a compilation of high-quality resources for parents and teachers addressing the literacy needs of preschoolers to adolescents across all proficiency levels.

Newcomer Resources:

The CDE Newcomer web page includes information and resources to support local educational agencies serving newcomer students and their families.

Migrant Education Resources:

The Migrant Education Program Frequently Asked Questions (FAQS): COVID-19 web page provides responses to FAQs regarding the Migrant Education Program and the COVID-19 outbreak.

The National Center for Farmworker Health Resources on Novel Coronavirus COVID-19 web page contains a collection of COVID-19 resources for agricultural workers and employers that are available in a variety of languages including Spanish and indigenous languages.

Social-Emotional Wellbeing Resources:

The CDE Social and Emotional Support in Distance Learning web page provides guidance and resources for educators, educational leaders, and families/guardians in kindergarten through grade 12 schools, to provide social and emotional supports during distance learning.

Physical Health and Wellness Resources:

Webinars

The CDE Coronavirus (COVID-19) Webinars web page contains links to all CDE COVID-19 webinars including webinars focused on English learners, English language development, and dual language immersion.

Newsletters

The CDE Multilingual Updates Newsletters web page contains links to two newsletters:

The Multilingual Updates Newsletter provides updates, information, and resources to local educational agencies focusing topics related to English learners, multilingual learners, immigrant students, and migratory students. This newsletter is currently published quarterly.

The Multilingual Parent Newsletter provides updates, information, and resources to parents and focuses on different educational topics. This newsletter is available in English, Spanish, Arabic, Filipino, Chinese, and Vietnamese.

Guidance

The links below provide guidance to local educational agencies during the ongoing COVID-19 pandemic.

The CDE Coronavirus Response and School Reopening Guidance web page includes information and resources regarding CDE's COVID-19 response efforts, including the guidance document for safely reopening schools.

Learning Acceleration: Supporting English Learners

The CDE Learning Acceleration: Supporting English Learners web page provides guidance and resources to support English learners by leveraging all fiscal resources to accelerate student learning.

The web page includes:

Leveraging Fiscal Resources

English Learner Learning Acceleration Resources

Family Engagement for Learning Acceleration

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This page provides resources, webinars, newsletters, and guidance regarding English learner, immigrant, newcomer, and migratory students related to COVID-19.

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COE-ELA/ELD Online Learning Resources (CISC)

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Reaching and Teaching ELLs: Resources from Teaching Tolerance

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Reaching and Teaching ELLs: Resources from Teaching Tolerance

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Practical Strategies & Resources to Teach K-12 ELs Online from SupportEd

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Practical Strategies & Resources to Teach K-12 ELs Online from SupportEd

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CISC ELA/ELD Subcommittee Distance and Blended Learning Resources

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CISC ELA/ELD Subcommittee Distance and Blended Learning Resources

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Oakland County K-12 ESL Resources: Community, communication, health & education resources for Multilingual families

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Oakland County K-12 ESL Resources: Community, communication, health & education resources for Multilingual families

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San Diego County Office of Education (SDCOE) Distance Learning Units of Study

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San Diego County Office of Education (SDCOE) Distance Learning Units of Study

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The San Diego County Office of Education Curriculum and Instruction, MEGA, and Innovation Departments have collaborated to design distance learning units of study in grades K-12 that are focused on grade level essential learnings in each content area. These units were purposefully designed to integrate content, provide flexibility and choice. The units of study connect content in the following areas: ELA, ELD, Mathematics, Science, History/Social Science, Arts, Computer Science, and Physical Education through integrated study in K-5 and thematic units in grades 6 through high school. Assessment opportunities (formative and summative) and student feedback are embedded and intentionally developed. These open-source units are being developed in Google to ensure maximum flexibility for districts to use them with their preferred distance learning instructional platform.

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Professional Learning on the units:

Click on Professional Learning to access professional learning video tutorials to learn more about San Diego County Office of Education Distance Learning Units of Study.

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Directions for downloading the units:

These open-source units are hosted in Google Drive to ensure maximum flexibility. To access, select your grade level and unit, download or copy the files, and use the resources in your preferred distance learning instructional platform.

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The San Diego County Office of Education Curriculum and Instruction, MEGA, and Innovation Departments have collaborated to design distance learning units of study in grades K-12 that are focused on grade level essential learnings in each content area. These units were purposefully designed to integrate content, provide flexibility and choice.

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Online ELD Resources - Sanger Unified Recommendations

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Online ELD Resources - Sanger Unified Recommendations

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Online ELD Resources - Sanger Unified Recommendations 

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Using Multilingual Resources to Support English Learners’ Remote Learning

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Using Multilingual Resources to Support English Learners’ Remote Learning

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Across the country, educators have worked overtime to reopen schools for Fall 2020 in a variety of in-person, remote, and hybrid formats. However, many educators and leaders are struggling to keep English dominant students academically active, not to mention the millions of students who speak a language other than English as their dominant language. The digital divide coupled with language barriers to accessing learning resources leave many at an extreme disadvantage during the Coronavirus pandemic. To better understand the diversity of ELs and the barriers to learning they may face, please read these vignettes provided by Colorín Colorado.

ELSF has been surveying educators and administrators who serve ELs to understand the impact of COVID-19, and the results reveal some important barriers:

Maintaining contact with students and families

Providing access to internet, learning materials, and technology platforms

Adapting materials for use in remote learning environments

Overcoming language barriers to help student comprehension of content

Designing opportunities for interaction and oral language development

Using formative assessment to guide student learning, including student language development

Districts and communities are being creative in their innovations to overcome these hurdles. Schools are delivering laptops to families, finding ways to distribute learning packets, collaborating with EL instructors and leaders to deliver content instruction, providing step-by-step instructions to families for accessing technology, and doing everything they can to keep students and families supported and connected. However, the disparity in access to resources threatens to exacerbate the opportunity gap. Long-term solutions should be strategically planned for now so that school districts and content providers are prepared to effectively support EL learning during extended school closures. The good news is that innovative solutions that center on the experiences of English Learners will provide better learning opportunities for ALL students.

As schools and districts work to put coherent instructional plans in place, there is and will continue to be a need to support families with learning at home. Ideally, to support home learning, coherent, quality curricula and assignments would be in multiple languages. In the meantime, districts and schools should encourage families and students to use freely available, quality home language content to support interim learning. In the short term, multilingual resources can address some of the current access to learning issues so that our students are able to stay academically active and the opportunity gap does not continue to grow.

This guidance and the resources that follow are provided to help families reinforce content learning in the home language. We do not endorse replacing a coherent core curriculum with these or any other resources. Ideally, core curriculum will include multilingual content and home resources, but when this is not available, educators should consider supplementing so that students stay academically active.

Emerging Best Practices for Leveraging Home Languages for Remote Learning

Communication and Support for Families

‍ Understand each families' needs and preferences for support in their home language. Educators and educational leaders may already have information about students' and families language and literacy preferences, or they may ask strategic questions when checking in with families to provide the necessary learning resources. Not all students have strong academic literacy skills in their first language, so this should be a supplement rather than a replacement for information in English. Home language support should also be in addition to designing scaffolding for remote English instruction. In some cases, this scaffolding may be as simple as having a bilingual staff member or a bilingual volunteer record a short message outlining the learning goals and activities for each week, and providing families with optional discussion prompts to use in the home language. In addition, having bilingual staff members or volunteers regularly connecting with families to understand what additional supports are needed is recommended.

Action steps: ‍

Review Family Guides for Grades K-5 (6-12 coming soon!) from Seek Common Ground. Seek Common Ground and the experts at Student Achievement Partners have created Family Guides to help anyone helping a child to learn in the 2020-21 school year understand more about what children should know and be able to do by the end of each grade in literacy and math. Trying to learn during the Covid-19 pandemic is tough on kids and families, and it is our hope that these academic guides will make it just a little easier by providing information on the most important things students should be learning, how you can reinforce learning with everyday activities, tips for talking to teachers and online resources that match the most important content of the grade.

Educators can mine data from district home language surveys, English Language Proficiency assessments, and any other information they've gathered about families' languages, educational backgrounds, literacy levels and cultures so that appropriate support is provided for at-home learning..

Share family and learner data with other staff and teachers that are supporting home learning.

Locate bilingual/multilingual community members that can serve as family liaisons to gather information about language and culture, and to help support home learning.

Have multilingual staff/volunteers record or provide written instructions for families in their home languages.

Multilingual staff / volunteers can work closely with content teachers to provide thought partnership about linguistic demands of remote learning when planning at-home learning activities.

Provide clear instructions in the home language for using platforms, devices, etc for families.

Provide information about free devices, access, and resources to families (e.g. Phone capabilities like translation for email communication and text or talkingpts.org; Temporary free internet providers; Internet alternatives and workarounds)

Assign ELs an online tech buddy. This can be same-language peers or a tech savvy classmate to help students navigate platforms or websites.

Several organizations or groups have provided guidance on the points above: EveryoneOn, EdSurge, Uncommon Schools, THE Journal, Educator Temporary School Closure Community, Online Tools for Teaching and Learning, & Learning Keeps Going

Take steps to ensure access to devices and the internet. Ideally, districts support families with finding access to technology, including devices and the internet. Some families will also have limited experience with technology or online platforms, so multilingual instructions will go a long way in supporting access.
Action Steps:

Have bilingual staff / volunteers record instructions for families in their home languages.

Locate videos that build knowledge / skills about content in the home language. Use multilingual staff / volunteers to vet home language resources for quality.

Action steps: ‍
Action Steps:

Find a simple and easy way for families and students to communicate to schools where they are coming up against roadblocks.

Identify any gaps in home access to platforms, apps, and other online resources and find solutions to access.

Develop just-in-time support, including clear directions and tutorials, based on feedback from families. (Find instructions for teaching from home in many home languages at Teach From Home)

Students who have not participated in remote learning on learning platforms may be unaware of the need to establish their own social presence and engage in discussions digitally. Synchronous discussions can be held via district/school-supported technology, such as web conferencing tools, or asynchronous discussions and collaborations can be done through school-supported discussion tools, wikis, Google docs, or software such as Voice Thread. Provide guidance on how to engage in class.

Oral representation through audio and video recordings are important for students whose home language does not have a written form, as well as families who may use the home language for listening and speaking versus reading and writing.

Coordinate the programs offered and processes used for accessing information and participating in learning. Streamline protocols for remote participation to create consistency across schools and classes wherever possible. Minimize the amount of apps and processes that students and families need to learn to access information.
Action Steps:

Review Distance Learning Solutions from UNESCO, which aim to help parents, teachers, schools and school administrators facilitate student learning and provide social care and interaction during periods of school closure.

Find out if your core curriculum offers supplementary resources or guidance in the home languages of your students.

Find other resources that offer standards-based activities, problem sets, or grade-level content in the home languages of your students.

Provide home language guidance for families to foster their understanding of the curriculum, goals, and activities. Provide guidance on how to support their students' learning (e.g. questions to ask as students are reading texts; brainstorming strategies to use with their children; explaining the purpose of scaffolds such as graphic organizers, etc).

Create opportunities for students to participate in grade-level classes and demonstrate their thinking through writing text, recording audio, taking video and photographs, and screen-casting.

Access to Grade Level Content

Multilingual resources by grade level, standard or theme. Where possible, provide multilingual resources that support quality, grade-level learning, and provide guidance to educators and families in helping students learn content. Scaffold any instruction so that students can understand concepts in those materials and provide explicit directions for tasks or assignments.

Action Steps:

Educators can be trained in and offer students and families active and collaborative ways to learn that differ from traditional classroom modalities.

Schools can foster collaboration and sharing of resources within each building as well as across the district.

Learning buddies who speak the same home language can be support each other in learning content.

Create Conditions for Academic Home Language Development Remotely
Action Steps:

Provide families with multilingual instructions for using search engines to explore themes effectively.

Provide a list of themes and accompanying activities that students and their families could learn about together.

Encourage learners and families to discover the knowledge that is available to them outside of school, not just from school books or teachers. This also means encouraging them to take on a project based on a specific theme and to engage in various literacy activities to learn about and convey knowledge about that theme. (See Smithsonian's Learning Lab for STEM activities)

Find content that will support learning and curate a resource list for each of the languages in your school or district, and when it doesn't exist, leverage bilingual staff to create content.

Respect, Affirm, and Provide Guidance on Using Home Languages as Rich Resources for Home Learning. Our goal is for English learners to be successful in learning English and content in English. However, multilingualism should be considered a rich asset for learning in school or at home, and especially celebrated during this moment when ELs may have less access to the content being provided by schools. Teachers can be given skills during training for remote learning to work with culturally and linguistically diverse families to support learning at home in the home language.

Thematic learning to encourage depth of knowledge. Encourage thematic learning at home so that both language development and content learning can be reinforced and built upon. Thematic learning might include an exploration of a topic from multiple perspectives such as science, literature and history. Stories and legends from other cultures and in other languages can be integrated into thematic learning. This type of learning will help to foster simultaneous academic and language development.
Action Steps:

Student Interest and Family Funds of Knowledge
Action Steps:

Provide families with training and guidance on distance learning practices in their home language.

Ask families and learners about their interests and knowledge and encourage the multilingual exploration of themes that build on their current knowledge. (e.g. Anne Frank Museum learning resources in multiple languages)

Authentic voice / authors in home language. Where possible, provide texts written in the home language of the students as opposed to translated materials, so that students can access authentic examples of their language and so that various cultural perspectives on issues or ideas can be validated. These texts should be age-appropriate and match the students' linguistic levels.
Action Steps:
Find museums, libraries, and other knowledge-building sites that offer content and activity ideas in the home language. (e.g. Museo Nacional de Antropología México, Museo del Oro Colombia, Seguimos Educando, Spain is Culture, Time Tours of Chichen Itza, Museo Virtual de Palacio Nacional México, Recorrido Virtual de Palacio de Bellas Artes México, El Museo Egipcio Rosacruz, National Museum of Modern and Contemporary Art, Korea.

Mining student curiosity to support home learning. Student interest can be a major driver for learning. If kids' curiosity is activated and teachers provide multilingual avenues to help them explore what they are curious about, powerful learning experiences can be remotely facilitated. Teachers can ask families and students about what they would like to learn about during this time. Family members may have innovative ideas about learning that students can do at home in a bi/multilingual context. Multilingual project-based learning, if organized well, can get kids excited about remote learning at home and keep those academic neurons firing.

Publicly available cultural resources in the home language. Virtual field trips, songs and rhymes, movies and documentaries can be used to explore culture, history, and language. ‍

Supplementary Resources for Supporting EL Interim Learning

We have assembled a number of multilingual supplemental resources teachers and students may find useful in the immediate transition to remote learning. This list includes free, web-based supplemental materials that are easily accessible to families. In the chart below, subjects are listed as either reading, math, or student-directed; these resources allow students and their families to explore and direct their learning according to the grade-level content they need to learn or by their own interests. Families should be provided with explicit instructions for accessing and using these resources at home and overall encouragement to spark their children's learning.
Standards-Based Content Learning

‍Reading Rockets - Literacy activities for families - documents in Spanish & English; ELA K-6, Spanish. Written especially for parents, provides monthly tips for raising strong readers and writers.

Biblioteca Nacional de Manipuladores Virtuales. Math K-12. English, Spanish. A library of interactive, web-based virtual manipulatives or concept tutorials, mostly in the form of Java applets, for mathematics instruction in English and Spanish from Utah State University.

MLC Bridges Supplemental Materials. Math K-5. Spanish. Learning to Think Mathematically with the Rekenrek.

CK-12 Flexbooks. Math and Science K-12. Spanish. CK-12 FlexBooks are fully customizable, digital textbooks which offer content for students and teachers. Viewable on Chromebooks, laptops, tablets, smartphones or desktops, FlexBooks are standards-aligned and ready to be localized to engage students.

Smithsonian Learning Lab ¡Descubra!. Science 2-12. Spanish. This collection features bilingual Create-It! STEM activities from ¡Descubra!, the Smithsonian Latino Center's national public education program for kids, teens, and families. These activities can be recreated with materials found at a local grocery or hardware store at home or in the classroom. These bilingual resources can serve teachers in grades 2-5, 6-8, and high school science.

El Mundo Divertido de Peep. ELA, Math, and Science PK-1. Spanish. Videos and games starring the characters of the TV show Peep and the Big Wide World. Learn about science and math in Spanish or English; some content aligned to ELA, math, or science standards.

Khan Academy. ELA, Math, and Science PK-12. Over 30 languages. Lessons in a wide range of subjects. Scroll down to "Change Language" in the bottom-left corner of a lesson page, and have your child try a subject in their native language before tackling it in English.

Student Interest Driven Learning

Sésamo. Student Directed PK-2. Spanish and Portuguese. Fun videos, games, art projects, and printable activities for preschoolers in Spanish and English.

Canticos Learning Hub. Student Directed PK-2. Spanish. Canticos combines the power of nursery rhymes with the benefits of bilingualism to provide your child with an innovative learning experience in English and Spanish. Whether you want your child to connect with their roots or give them an edge by adding another language to their learning, Canticos uses the power of nursery rhymes to introduce kids to a second language while also teaching early literacy and math concepts, to build social skills through singing and dancing, and to create cross-generational bonds through the preservation of these commonly known songs.

New York Public Library At Home Story Guides. Student Directed K-2. Spanish. Our At Home Storytime guides allow you to conduct your own storytime from home! We know that families may have limited access to materials, which is why these guides are adaptable, and designed to meet you and your family right where you are. We used common household materials, and linked to virtual prerecorded storytimes and songs. Each of the following storytimes can be done at home by anyone. We encourage you to find a time to be together and participate in this storytime experience as a family. Each At Home Storytime guide follows a theme, and consists of songs with video links, video read alouds (or the option to use a book from your home library), plus two to three activities for you to try at home. We have three guides in Spanish.

BBC Learning English. Student Directed PK-2. English. This is a series of animated short stories to help children learn English with their parents. Each story has a downloadable transcript and an activities pack to help children explore and use the language.

Red Bilingüe Mex-US. Student Directed 1-12. A collection of hundreds of online, authentic Spanish language educational materials for language teachers across the United States, including digital textbooks, movies, videos, audio clips, and more.

BBC 6-minute English. Student-Directed 6-12. English. Listen to this weekly podcast that'll bolster your vocabulary while filling your head with fascinating cultural and historical info. Download the guide to follow along. Many of these videos provide interesting content knowledge and can be used as a jumping off point for a student-interest driven project.

These resources should not replace core instructional content. We strongly encourage leaders to provide coherent approaches to remote learning and teaching for all students whenever possible, and to create the conditions for all students to access the core curriculum remotely. These resources are supplemental and are intended to support student access to core instruction and learning opportunities that will advance EL student learning while at home.

The opinions expressed in any of these materials do not reflect the opinions or policies of ELSF. Listings of specific curricula, programs, or products should not imply endorsement. Teachers of English to Speakers of Other Languages and the National Association for Bilingual Education have also provided a number of multilingual resources for students, parents, and educators.

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ELSF | Resource: Using Multilingual Resources to Support English Learners' Remote Learning

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Across the country, educators have worked overtime to reopen schools for Fall 2020 in a variety of in-person, remote, and hybrid formats. However, many educators and leaders are struggling to keep English dominant students academically active, not to mention the millions of students who speak a language other than English as their dominant language.

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ELA/ELD Lesson Plan Template - Secondary

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ELA/ELD Lesson Plan Template - Secondary

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12 - ACOE -Core ELA Lesson Plan Example Distance Learning - Secondary 

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ELA/ELD Lesson Plan Template - Elementary

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ELA/ELD Lesson Plan Template - Elementary

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11 - ACOE Core ELA Lesson Plan Template for Distance Learning

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Fostering Academic Conversations in Linguistically Diverse Classes with Jeff Zwiers

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Fostering Academic Conversations in Linguistically Diverse Classes with Jeff Zwiers

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Ellevation: EL Program Management Tools for K-12

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How do we move the needle from an over-scaffolded, over-scripted dialogue to a student-generated conversation that leverages academic language? What does a math-based conversation look like in a linguistically and culturally diverse classroom? Why is it so important for teachers to come together to talk about communication in the classroom and how it fosters learning?
Click here to find a full downloadable transcritpion of this episode.
We discuss these questions and much more with Jeff Zwiers. Jeff is a senior researcher at the Stanford Graduate School of Education and the director of professional development for Understanding Language, a research and professional learning effort focused on improving instruction and assessment of English learners and other diverse students. He consults for national and international teacher development projects that promote language, literacy, lesson design, and formative assessment practices. Jeff's research focuses on developing classroom instruction that fosters high-quality oral language and constructive conversations across disciplines. This is our second episode with Jeff Zwiers.

Many listeners will be familiar with his book "Academic Conversations", which provides Clear ways to support students in developing authentic, meaningful classroom conversation skills. Zwiers' research and work has impacted tens of thousands of classrooms across the country in providing equitable access to grade-level content for all learners, reflective of college-and-career readiness standards."

During our conversation, we referenced the following books, websites, and resources.

Stay connected with us by joining our EL Community. There you can leave comments about this episode and others. You can also engage with great content like our Whiteboard Wednesday short video series, blog posts, and articles. Finally, please consider leaving us a review on iTunes or wherever you get your podcasts. This will help us continue bringing you the best topics and guests on Highest Aspirations.

If you have ideas, email us at highestaspirations@ellevationeducation.com and we'll do our best to turn your idea into a future episode.

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Fostering Academic Conversations in Linguistically Diverse Classes with Jeff Zwiers

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How do we move the needle from an over-scaffolded, over-scripted dialogue to a student-generated conversation that leverages academic language? What does a math-based conversation look like in a linguistically and culturally diverse classroom? Why is it so important for teachers to come together to talk about communication in the classroom and how it fosters learning?

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This is a special episode to support teachers and schools experiencing school closures due to the COVID19 pandemic.

In this episode, you will learn about the five structures that my school has been using to facilitate virtual schooling. I join Steve Sofronas (@SSofronas) on his Highest Aspirations podcast.

You can read the article that inspired this episode here: https://www.empoweringells.com/virtual-school/

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To learn more about one of Tan's courses, click here: https://www.empoweringells.com/online-pd/

You can connect with Tan on Twitter at @TanELLclassroom .

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This is a special episode to support teachers and schools experiencing school closures due to the COVID19 pandemic. In this episode, you will learn about the five structures that my school has been using to facilitate virtual schooling. I join Steve Sofron...

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Designing Designated ELD Lessons in a Distance Learning Environment

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Designing Designated ELD Lessons in a Distance Learning Environment

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Episode 17: Designing Designated ELD Lessons in a Distance Learning Environment

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Emerging Language Through Intentional Listening

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Emerging Language Through Intentional Listening

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Supporting ELs Through Distance Learning

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Supporting ELs Through Distance Learning

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Episode 11: Supporting ELs Through Distance Learning

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Designing Designated ELD Lessons in a Distance Learning Environment

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Designing Designated ELD Lessons in a Distance Learning Environment

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Designing Designated ELD Lessons in a Distance Learning Environment: SDCOE Innovative Digital Learning

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Engaging Emerging Multilinguals In An Online Setting | K-12 Online Teaching Academy

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Engaging Emerging Multilinguals In An Online Setting | K-12 Online Teaching Academy

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Engaging Emerging Multilinguals In An Online Setting | K-12 Online Teaching Academy

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Engaging Emerging Multilinguals In An Online Setting | K-12 Online Teaching Academy

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Engaging Emerging Multilinguals In An Online Setting | K-12 Online Teaching Academy