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Some of the links on this padlet lead you to websites not associated with the Virginia Department of Education. VDOE does not necessarily endorse the views expressed or the data and facts presented on these external sites. VDOE does not endorse or recommend any commercial products, processes, or services.

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Academic Language Function Toolkit.pdf: ELD Professional Development Common Core

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Moving Towards Cultural Responsiveness: Guide for Teachers

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Moving Towards Cultural Responsiveness: Guide for Teachers

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Used for the card activity

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Used for the card activity

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Skip to main content

A Framework for Anti-Bias Education

The Social Justice Standards are a road map for anti-bias education at every stage of K-12 instruction. Comprised of anchor standards and age-appropriate learning outcomes, the standards provide a common language and organizational structure educators can use to guide curriculum development and make schools more just and equitable.

Divided into four domains-identity, diversity, justice and action (IDJA)-the standards recognize that, in today's diverse classrooms, students need knowledge and skills related to both prejudice-reduction and collective action. Together, these domains represent a continuum of engagement in anti-bias, multicultural and social justice education. The IDJA domains are based on Louise Derman-Sparks' four goals for anti-bias education in early childhood.

Each of the IDJA domains has learning outcomes and school-based scenarios organized by grades K-2, 3-5, 6-8 and 9-12.

Download the Standards

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The Social Justice Standards are a road map for anti-bias education at every stage of K-12 instruction, providing a common language and organizational structure educators can use to guide curriculum development and make schools more just and equitable.

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Bilingual Glossaries for Instruction ONLY (not SOL)

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Bilingual Glossaries for Instruction ONLY (not SOL)

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These glossaries are to provide permitted testing accommodations of ELL/MLL students. They should also be used for instruction during the school year. These glossaries may be downloaded, printed and disseminated to educators, parents and ELLs/MLLs.

Bilingual glossaries are an essential and expected test accommodation for ELLs/MLLs in the State of New York. The languages of these glossaries cover the top 10 languages at the state level, with new languages added based on changing language populations in the NY State student demographic data.

Schools should provide testing accommodations to ELLs/MLLs, as needed, on all NYS ELA and content-area assessments (i.e., Mathematics, Science and Social Studies). Districts/schools must make all necessary arrangements to make these accommodations available for ELLs/MLLs who need them. Please click here for the New York State Office of Bilingual Education and World Languages Webpage on "Assessment and Testing Accommodations".

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These glossaries are to provide permitted testing accommodations of ELL/MLL students. They should also be used for instruction during the school year.

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Your browser does not support JavaScript! This site uses JavaScript but is fully functional without it.

Instruction

Purpose & Introduction

The purpose of this webpage is to provide important information and links to resources that support educators in providing equitable instruction and services to English Learners (EL).

Divisions across the Commonwealth of Virginia serve over 105,000 ELs, who speak over 240 languages, and come from a variety of learning and cultural backgrounds. These students bring a unique set of assets that have the potential to enrich the experiences of all learners and educators.

The Virginia Department of Education works for the embodiment of an asset-based approach to educating ELs that honors their home language(s), background knowledge, and experiences.

Instruction

Standards

Resources for Teachers

Virginia Department of Education

Handbook for ELs with Disabilities

WIDA Secure Portal access flyer (Word)

2019 Monthly Newsletters, ADA compliant versions: English Learner (EL) News & Notes

TeacherDirect - Sign up to stay informed about new instructional resources, professional development and grant opportunities and other information of interest to teachers and their students.

Content Specific Resources

United States Department of Education

EL Toolkit - Resource from the USED that includes tools and resources for working with ELs

Newcomer Toolkit (PDF) - Report from the US ED to support educators who work with newcomer ELs

External Resources

Professional Organizations

Teacher Preparation and Licensure

Policy Guidance

Assessment

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The 5W Cube is a portable strategy to target open-ended questions (beginning with who, what, when, where, why, and how) as a means of exploring content and conversational speech. The 5W Cube helps students formulate questions and foster meaningful connections with content. The 5W Cube is a general strategy...

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Video: 2nd Grade, Science and ELA connections

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Video: 2nd Grade, Science and ELA connections

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ELA.RI.2.1

Common core State Standards

ELA: English Language Arts

RI: Reading Standards for Informational Text K-\x80\x935

2: 2nd Grade

1:
Ask and answer such questions as who, what,
where, when, why, and how to demonstrate
understanding of key details in a text.

Download Common Core State Standards (PDF 1.2 MB)

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ELA.RI.2.5

Common core State Standards

ELA: English Language Arts

RI: Reading Standards for Informational Text K-\x80\x935

2: 2nd Grade

5:
Know and use various text features (e.g.,
captions, bold print, subheadings, glossaries,
indexes, electronic menus, icons) to locate key
facts or information in a text efficiently.

Download Common Core State Standards (PDF 1.2 MB)

Thought starters

1. How does Ms. Rodriguez help her students build academic language?

2. What strategies does Ms. Rodriguez use to support English Language Learners?

3. How does Ms. Rodriguez support the small group working on the rug?

School Details

Amanecer Primary Center
832 South Eastman Avenue
Los Angeles CA 90023

Data Provided By:

Teachers

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Asking and Answering Questions About Soil

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Second grade teacher Maricela Rodriguez has students analyze text features while reading an informational passage about soil. Maricela begins by activating students' background knowledge about soil and recording their thoughts on a circle map. She then has students analyze text features before reading an informational passage.

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(station activity)