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Oakland Schools Resources, tutorials and blog

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​Twitter: Christy Osborne ESL Educational Improvement Consultant Christy.Osborne@Oakland.k12.mi.us @COsborne_ESL ​ #ESLocMI Twitter: ​ Suzanne Toohey Supervisor of Instruction & Pedagogy, ESL Suzanne.Toohey@oakland.k12.mi.us #ESLocMI @SuzanneToohey

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Resources/Translations for MDE Temporary Guidance: Identifying Potential ELs

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Resources/Translations for MDE Temporary Guidance: Identifying Potential ELs

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OS: Temporary Guidance for Identifying ELs - MDE Guidance

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For Newcomers

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MES Games- Online Games to Learn English

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MES Games offers ESL games and activities to learn English. You’ll find grammar games, listening activities, spelling, vocabulary games and more!

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For ELs

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The MES free online flashcard app has thousands of images with text, audio, and small games to play to build and teach vocabulary. Use them for online teaching, on smartboards, tablets, or even your phone.

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For Multilingual Students

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Curriculum, Instruction & Assessment Toolkits

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Curriculum, Instruction & Assessment Toolkits

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K-12 prioritized learning in all content areas

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K-12 virtual learning lab with lesson plans for ELA, SS, Science & Spanish

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Best practices & Legal obligations for multilingual communication

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Best practices & Legal obligations for multilingual communication

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Immigrant connections

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How to Fulfill Interpretation & Translation Requirements: Tools for Guiding Decisions

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Both before COVID and now, the topic of interpretation (oral) and translation (written) in schools is something that regularly comes up in Immigrant Connections' work with schools and districts, particularly because it has to do with equitable family engagement.

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Guidance & Tools for General Education Teachers of ELs

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Guidance & Tools for General Education Teachers of ELs

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Share critical practices week by week.

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Guidance and Tools for General Education Teachers of ELs: Remote Learning & Beyond

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Great session on Flipgrid & tech tools, culturally affirming practices, remote learning from pre-K to 12.

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A collection of authentic, award winning read alouds in English and Spanish to raise awareness about the beauty of diversity.

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Copy of Multicultural Awareness Books in English & Spanish

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Educators, Parents & Students

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Migration Stories of Love, Loss and Longing

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Not all writers think of migrants as a "faceless brown mass". Indeed, if there is one thing that readers should take away from the ill-fated release of the over-hyped American Dirt, it is that the stories of migrants and refugees have been and are continuing to be told by writers around the world, richly, with nuance, and without relying on trite stereotypes.

We asked the authors of some of our favorite novels about immigrants and migration to recommend an alternative reading list to American Dirt. Here are their selections.

Viet Thanh Nguyen

Luis Alberto Urrea 's The House of Broken Angels is the Latinx novel that Oprah should have picked for her book club. The novel has it all - humor, history, politics, emotions, all packaged into a highly readable account of a Mexican American family that straddles the border of the United States and Mexico. This is the Great American Novel, if by "American" we mean the greater America that is both north and south of the border. Urrea is an expert on the border and migration, having spent years and many books exploring these topics. He combines that intimate knowledge with a master novelist's flair to pull us into a family whose struggles have historical roots but whose feelings are ones that we all know - love, loss and longing.

Elaine Castillo's America is Not the Heart has a special place in my heart because it's set in the 408 - the area code for the south bay of the Bay Area. The Bay is dominated by San Francisco, but the 408 is the less than glamorous land of bedroom communities including Castillo's Milpitas and my San Jose. Castillo, of Filipina descent herself, focuses on the lives of documented and undocumented Filipina/os and traces their origins to the impact of American colonization in the Philippines and the US support for the martial law regime of Ferdinand Marcos. While politics and revolution form the background of the novel, the foreground is all about the power, pleasure and peril of kinship and romance, set in a beautifully, intimately drawn portrait of the Filipino American community. Plus lots of hot queer sex.

Nguyen is the Pulitzer prize-winning author of The Sympathizer and The Refugees.

Luis Alberto Urrea

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Luis Alberto Urrea. Photograph: Astrid Stawiarz/Getty Images

The crisis of representation and appropriation ignited by American Dirt has made my mind turn to scores of worthy books in every genre about this issue. It would be nearly impossible for me to suggest *the book* on this subject. But one of the books that weighs on my mind is this moving work of witness by Tim Hernandez, All They Will Call You. He tells a forgotten story about the fate of a group of migrants, deported by the US government in 1948, who died in the worst airplane disaster in California history. The thing that haunts me is his care for the stories of the dead, his refusal to allow those human beings to be forgotten. It is a quintessential migrant story, which makes it a truly American story.

Urrea is the author of 17 books, including Nguyen's top pick above, the short story collection The Water Museum, The Devil's Highway, a Pulitzer finalist in non-fiction, and several volumes of poetry.

Angie Cruz

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Author Angie Cruz. Photograph: ©Erika Morillo / The Shipman Agency

I highly recommend Bang by Daniel Peñ a, Butterfly Boy by Rigoberto Gonz ález, Mean by Myriam Gurba and The Moths and Other Stories by Helena María Viramontes, all of which are by Chicano writers who have dedicated themselves to researching, exploring and writing about and around the border and immigration. I read Viramontes as an undergrad. Her work was being taught in a sociology class. In my creative writing and lit classes I was taught writers like Simpson, Gaitskill and Atwood. All of whom were writers in the same generation as Viramontes but stocked on different shelves in the bookstores. And this is obviously a problem because Viramontes' stories are innovative, acute and beautifully written and if published today, one hopes her collection wouldn't have had to include a long academic introduction to create context and validity for her work and instead would have been reviewed and celebrated in mainstream literary spaces for the explosive content, the nuanced characters and her singular literary style.

Another work I'm excited about by a storyteller who works for the stage is Andrea Thome's Fandango for Butterflies (and Coyotes). If you are in NYC you don't want to miss the show that tells the story of undocumented immigrants coming together for a fandango on the evening of an Ice raid in New York City, as they wait for a loved one to arrive from Honduras. Inspired by interviews with undocumented immigrants from Latin America living in New York, the piece will be a community celebration where stories are brought to life through live performance, music and dance.

Cruz is the author of three novels, including Dominicana, about a child forced to marry in order to secure her family's future in America.

Mohsin Hamid

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Author Mohsin Hamid on Anarkali Street in Lahore, Pakistan. Photograph: Ed Kashi/VII/Corbis

I would like to suggest two very different books.

Tayeb Salih 's Season of Migration to the North is a novel about a young man going from Sudan to Europe. He studies, immerses himself in a different culture, and comes back changed, both angry and anger-inducing, but also perplexed and deeply unsettled. It's a seminal text, not of the migrant who assimilates and achieves the so-called dream, but of the migrant who goes and comes back. There's a very strong awareness in this book about the sexualisation of the migrant and the self-exoticisation that occurs, but also about the impossibility of return. You can go back to where you come from but the person who goes back is no longer the person who left. That is a theme we see echoing again and again across migrant fiction. It's important to remember that we need antidotes to the idea that migrant fiction is simply people going north or going west. Very often, it's people who willingly or unwillingly have to return, altered, to where they began.

Julie Otsuka's The Buddha in the Attic is an incredible work on multiple levels. It tells the story of a generation of women, a shipload of Japanese wives who head to California, employing a first person plural, which is very unusual. We sometimes hear about the danger in fiction of a writer depicting a group as a "faceless mass", or of presuming to speak for an entire group through underhanded means. Otsuka's book is remarkable: it does speak for a group but uses form to subvert and interrogate that critique. The narrative voice that emerges is of a group of people with constantly individualized particulars. That's a very difficult task to pull off but I think Otsuka succeeds magnificently. I would suggest this book as an antidote to the limited imaginings of what we think a narrative can be and as a reminder of the power of literary fiction to unlock some of those puzzles. It's truly a unique and awe-inspiring book.

Hamid is the author of four novels, including The Reluctant Fundamentalist and Exit West.

Matt de la Peña

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Author Matt de la Peña. Photograph: ©Heather Waraksa / Penguin

I'll never forget the visceral experience I had the first time I read Luis Alberto Urrea 's powerful The Devil's Highway. I was living in Brooklyn, NY, and my wife and I were expecting our first child. Back then I was reading a lot of books set on the Mexican border. Having grown up in a border community myself, I think it was my way of staying connected to home. We used to make the short drive into Tijuana frequently when I was young, to visit family, and I remember staring outside the windows of our Volkswagen Vanagon, fascinated by how drastically everything changed the second we officially left San Diego and entered Mexico. But it was The Devil's Highway that woke me up to the political travesties surrounding this barrier between the two countries. I was so shaken by Urrea's brutal account of 26 men and their passage across the border, into the Arizona desert, that as soon as I finished, I started again. This time I listened to the audiobook, read by Urrea himself, as I pushed my sleeping newborn around Prospect Park in a stroller. It was on these walks, listening to The Devil's Highway, staring at my baby girl, that I realized all writing is political writing. And my own work was forever changed.

De la Peña's books for young adults include Mexican WhiteBoy and We Were Here. He has also written several books for younger readers, including the Newbery Medal-winning Last Stop on Market Street.

Dina Nayeri

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Author Dina Nayeri. Photograph: Roberto Ricciuti/Getty Images

"We lost our home, which means the familiarity of daily life. We lost our occupation, which means the confidence that we are of some use in this world. We lost our language, which means the naturalness of reactions, the simplicity of gestures, the unaffected expression of feelings." Hannah Arendt wrote these words in the 1943 essay We Refugees.

I think of these words when I read immigrant stories to remind myself of what an honest story owes to the reader. Has the author struggled over these private and subtle calculations? Does she understand these specific indignities? Or does she want to portray the drama for the entertainment of others? The books below impressed me because they understood deeper truths about displaced lives. They honored immigrants even in humiliating moments, instead of exploiting their stories.

Years ago, I read Dinaw Mengestu's novels The Beautiful Things that Heaven Bears, and All Our Namesin quick succession. Both are stories of Ethiopian men struggling to make a new life in DC and Chicago, to find companionship and love, despite poverty, the heartbreak of a ravaged home, and so much American hostility. Both novels show well-meaning American women who, as they try to help, trample on the men's dignity, safety and much else.

99 Nights in Logar by Jamil Jan Kochai is so well rooted in the Afghan narrator's voice and experience, it goes beyond empathy, transporting the reader. It ignores the western gaze and tells the story the way its subjects need it to be told. The result is funny and sharp and devastating. One chapter, a private family story, is written in Pashto - because it isn't meant for everyone.

Catherine Chung 's Forgotten Country is gorgeously written and full of heart. And that's another way to honor the subject matter: write it well. Bother to learn the craft (as many have failed to do). Chung's book is about sisters, family loyalty and war. It is illuminating and sensory and the characters come alive in the care of a precise and compassionate author who has made a lifelong study of her craft.

Nayeri is the author of two novels, Refuge and A Teaspoon of Earth and Sea, as well as the memoir The Ungrateful Refugee.

Aida Salazar

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Aida Salazar, the author of The Moon Within. Photograph: Photo by Lluvia Higuera

These recently published or upcoming books for children and young adults are part of a larger dialogue about immigrant realities and migrant justice that was taking place before the American Dirt fiasco. It must be acknowledged that there is no one definitive migrant story but many and must include not only Mexican voices but the many voices of migrants to the United States.

Picture books: My Shoes and I by Ren é Colato La ínez; Where Are You From? by Yamile Saied M éndez; Dreamers by Yuyi Morales.

American Dirt: why critics are calling Oprah's book club pick exploitative and divisive

Middle grade: Gaby, Lost and Found by Angela Cervantes; Front Desk by Kelly Yang; Other Words For Home by Jasmine Warga; Efrén Divided by Ernesto Cisneros and my book, Land of the Cranes.

Young adult: All the Stars Denied by Guadalupe Garcia McCall; Diary of a Reluctant Dreamer by Alberto Ledesma; The Distance Between Us by Reyna Grande; American Street by Ibi Zoboi; Illegal by Francisco X Stork; The Grief Keeper by Alexandra Villasante; We Are Not From Here by Jenny Torres Sanchez; Lobizona by Romina Russell; Sia Martinez and the Moonlit Beginning of Everything by Raquel Vasquez Gilliland; Indivisible by Daniel Aleman.

Salazar is the author of The Moon Within.

Topics

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'Love, loss and longing': the best books on migration, chosen by writers

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Not all writers think of migrants as a "faceless brown mass". Indeed, if there is one thing that readers should take away from the ill-fated release of the over-hyped American Dirt, it is that the stories of migrants and refugees have been and are continuing to be told by writers around the world, richly, with nuance, and without relying on trite stereotypes.

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Black Lives Matter Instructional Library

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Black Lives Matter Instructional Library

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Read-alouds organized in themes, includes a Spanish set.

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The Importance of Home Language - Head Start 

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The Importance of Home Language - Head Start 

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Pass on to families (in 6 languages) and teachers to help celebrate the benefits of reading, writing, speaking and embracing native language at home and the classroom.

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School readiness and school success for children who are dual language learners are tied directly to mastery of their home language. This series of handouts is designed to provide staff and families with basic information on topics related to children learning two or more languages. They emphasize the benefits of being bilingual, the importance of maintaining home language, and the value of becoming fully bilingual. These easy-to-read resources highlight important information that every adult living or working with young dual language learners should know.

English versions

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The Importance of Home Language Series | ECLKC

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School readiness and school success for children who are dual language learners are tied directly to mastery of their home language. This series of handouts is designed to provide staff and families with basic information on topics related to children learning two or more languages. They emphasize t…

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CMAS - Supporting the Care and Settlement of Young Immigrant Children

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Refugee parents come to Canada with unique settlement needs, and language barriers that make it challenging to get information to support their parenting, children's development, and the health and safety of their family here in Canada.

We've developed a series of 14 parent resources to help - and they're available in the 16 languages most commonly spoken by refugee families here in Canada!

After research and consultations with frontline service providers, we identified the following list of key topics, tailored to meet the unique needs of immigrant and refugee parents of young children:
10 Tips For Stopping Aggression Children Learn Through Play Creating Routines For Your Child Getting Ready For Kindergarten Guiding Your Child's Behaviour Helping Your Child Cope With Stress Helping Your Child Get Ready To Learn Keeping Children's Teeth Healthy Keeping Your Home Language Listening To And Talking With Your Child Sharing Stories With Your Child What Can I Do If My Child Is Aggressive? When Your Child Has Nightmares Why Is My Child Aggressive?

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Newcomer Parent Resource Series: Available in 16 Languages - CMAS

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Refugee parents come to Canada with unique settlement needs, and language barriers that make it challenging to get information to support their parenting, children's development, and the health and safety of their family here in Canada. We've developed a series of 14 parent resources to help - and they're available in the 16 languages most commonly spoken by refugee families here in Canada!

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PROVIDING SERVICES TO ENGLISH LEARNERS DURING THE COVID-19 OUTBREAK

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PROVIDING SERVICES TO ENGLISH LEARNERS DURING THE COVID-19 OUTBREAK

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US Department of Ed

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Critical Concepts for ELs in Distance Learning

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Critical Concepts for ELs in Distance Learning

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Multibriefs: Exclusive

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The current state of affairs has caused a shifting tide from face-to-face instruction to online learning and out-of-the-classroom learning through online platforms; apps; paper packets being sent home; letters and communications; and other creative means to keep students learning.

Educators have done a phenomenal job all over the world in transitioning to remote learning and are working diligently to meet the needs of each student in their classes. But for emergent bilingual and multilingual students, many issues have arisen in terms of meeting their instructional needs.

The intent here is not to share specific resources, as myriad resources are available from a variety of sources. Rather, there are a few critical concepts in instructing these students that hold true for both face-to-face as well as distance learning, be it online or through paper packets, that we should always strive to consider and embed into our instruction.

Consider the Linguistic Demand of Assignments, Websites, and Materials

Perhaps the first and most critical consideration is to consider the language proficiency levels of your students, and the linguistic demand embedded in the materials, tasks, activities, etc. As you are considering and planning your instruction, which materials are available to you, and how you will deliver instruction, begin with not only the content that students need to learn, but also the language that student will need to be familiar with, including the words and phrases they will need to master to understand the content, and later demonstrate their learning.

Consider sharing language objectives with the students so that they are clear on the language skills you are planning on teaching and expecting them to learn. More information on linguistic demand is available through this article: "Determining the linguistic demand of tasks."

Build Background Knowledge

The current "learn-at-home" scenario may provide us with an opportunity to deepen our students' background knowledge on a variety of topics. The importance of background knowledge and prior knowledge cannot be underscored, as how much a person already knows about a topic will greatly impact how much they learn.

In other words, the more people know about a topic, the more they will learn about that topic when resented with new information. There are many ways to help build background knowledge in students, even virtually. Having students read an article or book about a topic written at their independent reading level is an excellent way to both provide reading practice as well as build knowledge.

For texts that are written beyond students' independent reading level, reading a text aloud is another powerful strategy. There are many resources for read-alouds available online, including videos of authors reading books. Teachers can also record themselves reading a book and send the video to their students as a way to make a more personal connection. Video clips are another engaging tool that can be utilized to provide students with new concepts, facts, and ideas.

Comprehensible Input: Videos, Pictures, Infographics

Anytime we are providing instruction to emergent bilinguals and multilingual students, we need to ensure our instruction is comprehensible. This related to the earlier topic of linguistic demand and considering the proficiency level of our students.

There are a variety of strategies that are available to make instruction more comprehensible. One of the most common is to include visual cues such as pictures or gestures to make the instruction more understandable. Videos can also be used for this purpose. Infographics can be an engaging tool as well to provide content while lowering the linguistic demand.

An infographic can also include visuals to help enhance the comprehensibility of the information being provided. More information on this topic is available in the article entitled "Comprehension: Do your English learners understand your instruction?"

Guided Practice and Feedback

Along with comprehensible input, students need guided practice. This follows the gradual release of responsibility model of "I do - We do - You do," wherein the teacher models the concepts and skills to be learned, the students practice with teacher guidance, then practice with peers, and finally practice independently.

Herein lies a great challenge with distance learning; if we are not utilizing an electronic platform due to resource, connectivity, or other issues, it can be very difficult to provide guided practice to students as we are not with them. In addition, feedback throughout the learning process is essential, yet if we are not observing students directly during the learning process, we cannot provide them with the feedback they need in order to learn more effectively and more efficiently.

Practice can and should still be provided to students as part of the learning process, even if we are not able to interact with students. When we provide practice opportunities that are not live, we should keep the practice short, so that students do not continue to make errors as they practice new concepts. We should strive to also provide feedback to students as quickly as possible, so that students can practice the concepts and skills correctly.

Please read these articles for more info:

Interaction

Emergent bilinguals and multilingual students need opportunities to practice language with their peers as they practice content. Students need to be provided opportunities to utilize the language you are teaching. While this can be done through independent practice, opportunities for authentic practice with other students is preferred.

If you are utilizing an online platform in which students can talk to each other, provide live opportunities for students to talk to each other about the content you are teaching. Writing opportunities can also be provided in live or asynchronous learning. If online learning is not an option, consider calling students to have them talk with you, or if possible, arrange for them to call each other to have conversations in the target language.

If students have access to technology such as a cell phone, they can also record videos of themselves to send to the teacher or their classmates. There are multiple apps and platforms that are designed for this purpose, and students can certainly share short videos through email or text as well.

The following two articles discuss the concept of interaction in more depth:

Assessment

In terms of assessment, a key concept to consider is what exactly we are assessing. Are we assessing students' mastery of content? Use of vocabulary and language structures taught? Both? Or something else? Assessment in remote and distant learning situations can also be a challenge as we are not always able to directly observe students as we are assessing them.

We do not necessarily know if they are accessing other resources, for example, if we send home an assessment. There are multiple online platforms that can be used, as well as having students video themselves, as discussed earlier, that can be utilized for assessment purposes. Of course, any assignment that students turn in can also be used for assessment purposes, by utilizing a rubric or through careful analysis of the language and content skills they are practicing.

In any assessment, focus on the essential language and content that you taught. Return to your objectives to the lesson, and hone in on the critical concepts and skills that were included in the lesson. The following article discusses assessment in greater detail: "Assessment for English learners: content, language, or both?"

While we are in a challenging time in education, with remote or distance learning being the norm for many at this time, it is important to remember that good, solid instruction for emergent bilinguals and multilingual students remains critical no matter the platform or learning format.

We are all hopeful that face-to-face instruction will resume soon. Many people have concerns about student privacy with online learning, as students' data and locations may be tracked through online platforms, potentially putting students at risk. Teachers are working hard to meet the needs of their students, through a variety of means. I, for one, appreciate everything each of you is doing to support students during this difficult time. Thank you, educators!

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MultiBrief: Critical concepts in distance learning for multilingual learners

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The current state of affairs has caused a shifting tide from face-to-face instruction to online learning and out-of-the-classroom learning through online platforms; apps; paper packets being sent home; letters and communications; and other creative means to keep students learning.

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Age 13 and older

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A Choice Board for Teaching and Learning With The New York Times (Published 2020)

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A menu of 10 activities — including telling a story, analyzing a photo and watching a short film — for students to try at home or in school.

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How Teachers are Trying to Reach ELLs During a Pandemic

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How Teachers are Trying to Reach ELLs During a Pandemic

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PBS

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Administrators at Dorchester School District Two in suburban Summerville, South Carolina, were well aware of the digital divide when they decided to give students both paper and online resources after shuttering schools because of coronavirus. But even their best efforts have some educators worried, especially those who teach English to speakers of other languages (ESOL).

Katie Crook, Newington Elementary School's only ESOL teacher, didn't hear back from many of the parents she texted early on. Many of her students, she said, were born in the United States and live in Spanish-speaking homes. So she tried a decidedly old-school means of communication: letter writing.

Crook began each note with a joyful "Hello!" before telling students how much she missed them. "I am so sad that school is closed and we can't work together right now," she wrote. "If you want, you can write me back and tell me how you are and what you have been up to. Love, Mrs. Crook."

The veteran teacher included a self-addressed stamped envelope along with every card.

"Their lives have been totally turned upside down. There is so much goodness in school that they are missing out on."

"Their lives have been totally turned upside down. There is so much goodness in school that they are missing out on. I want them to know their teachers love them and miss them and are really excited about when they get to see them again," she said.

Crook received her first response April 9, and she was so thrilled by the correspondence that she tore it open right away.

The letter, written on a blank piece of computer paper, was just a few sentences long - it began with, "Hi Mrs. Crook, I miss you to (sic)" - but was more than enough to prove her effort was worth it.

Among the more than 55 million students forced to stay home because of coronavirus-related school closures are at least 4.9 million English-language learners (ELLs). These students made up 9.6 percent of all school-age children in the fall of 2016, the last year for which such data is available. The number has likely risen, according to experts.

By law, schools must ensure ELLs "can participate meaningfully and equally in educational programs," according to the U.S. Department of Justice, Civil Rights Division, and the U.S. Department of Education's Office of Civil Rights. And they must communicate with families in a language they understand.

Schools often fell short of these requirements, even before the current crisis.

Tim Boals, executive director of WIDA, a group that provides educational resources for multilingual learners, worries the shutdowns will result in an even greater marginalization of those students. "I think schools are struggling now to serve all their kids, so there is no doubt in my mind that this is an issue," he said.

READ MORE: Helping kids who are feeling isolated and anxious after schools shut down

Julie Sugarman, senior policy analyst with the Migration Policy Institute, has heard of many schools around the country having problems serving ELLs right now - sometimes even within the same district. For example, she said, one family might have materials translated into their home language while another might not.

"What I'm hearing is more along the lines of schools not having the knowledge or resources to do what they want," she said. "It's not neglect or forgetting these students exist."

Even schools that manage to give all children access to devices and the internet cannot escape the fact that much of the educational software they're using is not specific to the needs of ELL students, Sugarman said. It cannot replace the moment-to-moment adjustments teachers make every day to help these students keep up with the material.

Sandra Quiñones-Hemphill is an English as a second language specialist at the Rowland Academy, a middle school in the Harrisburg School District in Pennsylvania. She's used Facebook and text messaging to keep in touch with her eighth graders as the district builds online resources and begins to distribute devices to those who need them. The Pennsylvania school system also has partnered with its local public television station, WITF, to offer over-the-air educational programming to children of all ages, coordinated to match what they are learning in class.

Quiñones-Hemphill likes the idea, but worries her students, many of whom live in poverty and are just starting to learn English, will only fall further behind. There is no recent historic equivalent for the current shutdowns. But if the educational loss students experience during the summer can be a guide, Quiñones-Hemphill fears this long absence will have an even bigger impact for those trying to keep up with their studies and learn a new language.

"My concern is that academically, they are already behind," she said. "If you were to assess our entire school, we have a lot of students reading at the second grade level in the eighth grade."

A third of the children at Skokie School District 68 in Illinois are ELLs. The district spent the last weeks of March distributing iPads and meals to students while posting fun, low-stakes assignments to its website, work that was meant to keep kids engaged while school officials developed a distance learning program.

Barbara Marler, director of English Language Services for the school system, knows her English learners, many of whom hail from Urdu-, Spanish-, Arabic- and Tagalog-speaking households, will likely backslide during the break. But she's more worried about their mental and emotional health.

"I think it's triggering for refugee and immigrant families," she said. "Here they are in a new country and everything is turned upside down and restricted. I think that's unnerving. And, so, if they were to slide a bit back in their English proficiency, I don't know that's necessarily bad. When things get back to normal, we can accelerate the growth as long as we take care of them right now."

Her district will not cover all the material it normally would, but has instead developed activities that can be done at home. Grading will shift to a "pass" or "incomplete" model.

"Our intention is to do no harm in the feedback we give," Marler said.

Ehsanullah Ehsan of Modesto, California, whose family came to the U.S. as refugees in 2015, is desperate for his youngest son to retain his English skills.

Ehsan hadn't heard much from his child's school when he decided in late March to give the boy an assignment of his own, asking 12-year-old Yonus to read and summarize one of his older brother's college essays.

His father finally picked up a packet of assignments from Yonus' school on April 3.

"It's good material," Ehsan said in a call from the school's parking lot. "All we have to do as a parent is enforce it."

He's had less luck with the school's online offerings.

"When I picked up the package, they said that my son should be receiving online instruction through his email account," he said on April 8. "But now his account has been locked. He can't log on. I called them yesterday morning and left them a voicemail but haven't heard back from them yet."

READ MORE: Stuck at home with young kids due to the coronavirus? Here's what to do-and not to do

"I think schools are struggling now to serve all their kids, so there is no doubt in my mind that this is an issue."

Julie Perron, director of equity and dual programs at Walla Walla Public Schools in Washington state, said her district is sensitive to the needs and fears of the immigrant community, including those who might be hesitant to reach out because of their citizenship status, among many other possible factors.

Her staff has spent weeks building an informal yet extensive phone tree meant to help maintain contact with their ELL families, who may be displaced during the pandemic. She's expecting some kids might move in with relatives if their parents are exposed to the virus at work, or that the economic crisis could force others to relocate if they can't afford rent.

"Our Latino families are very family-oriented," Perron said. "Somebody knows somebody who knows somebody and we take those connections very seriously."

If a family within the immigrant community leaves one of her staff a distraught message, she said, they're called back almost immediately and are asked if anyone else they know shares the same concern.

Some educators who work with ELLs have been pleased to discover technology they were already using has been helpful during the school closures. Pamela Broussard, who teaches new arrivals at Cypress Falls High School in Houston, serves students who have been in the United States for less than six months. She had already worked hard to build stronger connections with families using, among other tools, the TalkingPoints app, which translates messages between sender and receiver.

"Families are used to talking to us regularly," she said.

Two of her students who work for a cleaning company that services a local Home Depot recently sacrificed their lunch break to sit in on a lesson they accessed through their cellphones. Broussard appreciates their dedication.

She uses one of Aesop's Fables to reinforce the notion that they should focus on their studies during the shutdown so they may be prepared for next school year.

"I talked to my kids about the grasshopper and the ant," Broussard said, "how we are the ants, how we are going to work hard now."

Taniuska Worsham, who teaches ELLs at Pinnacle Charter High School in Thornton, Colorado, a suburb of Denver, felt ahead of the curve when schools were shuttered. She's been using Google Classroom, an online resource meant to help teachers manage students' coursework, since September 2018.

Worsham, who teaches mostly Spanish speakers, held her first online meeting two weeks after her district was shuttered. Nine of 12 students in the class logged on. Worsham tried hard not to cry when she heard their voices in what was their first official day of school since the closures. "I felt a little of my family was back," she said.

Her students were just wrapping up the graphic novel "Maus" when school closed. Worsham asked them to finish the book and to identify some of the Holocaust story's themes, easing students into the lesson by using a far simpler tale as an example.

"Let's use 'The Three Little Pigs,'" said Worsham, sitting in front of a map of the United States on what was her students first day of online class, her ears covered by oversized headphones. "What comes to mind when you think of that?"

"Friendship," one of her students said.

"What else can I think of when I think of 'The Three Little Pigs'?" Worsham pushed.

"The wolf?" another student offered.

"Yes, of course!" Worsham said.

She explained that the theme is also about working, family and patience, and how the pigs turned to one another for help when they were in danger much like we are turning to our own loved ones in response to the global crisis.

"The theme is the message of the story," Worsham said. "But it's bigger than the story because I can apply it to my life."

In addition to her lesson, Worsham reminded students to let her know if they need food or have trouble accessing computers or the internet. "Don't feel shy about any of that stuff," she said, adding, with a laugh, "I'm like your online mom now."
This story about ELL students was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for Hechinger's newsletter.

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How teachers are trying to reach English language learners during pandemic

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Administrators at Dorchester School District Two in suburban Summerville, South Carolina, were well aware of the digital divide when they decided to give students both paper and online resources after shuttering schools because of coronavirus. But even their best efforts have some educators worried, especially those who teach English to speakers of other languages (ESOL).

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Webinar recording with option to purchase 3 SCHECHs ($10)

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SIOP for Remote Learning: Recording & Resources

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National Geographic ESL Textbooks & Online curriculum

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Pair with units, or assign as independent language practice.

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Free online ESL games to help students learn English in a fun and interactive way.

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Parenting/COVID tips: Several languages; several categories of wellness tip handouts

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Parenting/COVID tips: Several languages; several categories of wellness tip handouts

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Parenting for Lifelong Health

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The COVID-19 Playful Parenting resources have now reached
90,449,961
people!

ABOUT US

COVID-19: 24/7 PLAYFUL PARENTING
Evidence-based playful parenting tips available in more than 100 languages.

Parenting for Lifelong Health (PLH) provides open-source and evidence-based playful parenting resources to support parents and caregivers during the COVID-19 pandemic and beyond. These resources focus on building positive parent-child relationships and reducing violence against children by learning through play, reinforcing positive and managing difficult behaviours, creating structure and routines, talking about COVID-19, keeping children safe online, and reducing stress and conflict.

We are working with the World Health Organization (WHO), UNICEF, the Global Partnership to End Violence Against Children, USAID, Centers for Disease Control and Prevention (CDC), the Oxford University, the LEGO Foundation, the Internet of Good Things & many more, to keep children safe during the COVID-19 pandemic and beyond.

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The COVID-19 Playful Parenting resources have now reached 90,449,961 people! ABOUT US Evidence-based playful parenting tips available in more than 100 languages. Parenting for Lifelong Health (PLH) provides open-source and evidence-based playful parenting resources to support parents and caregivers during the COVID-19 pandemic and beyond.

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Simple Graphics to accompany district health and Coronavirus with visuals.

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Anyone can publish on Medium per our Policies, but we don't fact-check every story. For more info about the coronavirus, see cdc.gov. Icons to help communicate important hygiene, health and wellness information. During an emergency, quick and efficient communication is critical.

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Arabic & Spanish SNAP and Pandemic EBT translations

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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ESL/Multilingual Family Resources

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Learn to Read

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From the creators behind Duolingo, the world's #1 education app, comes Duolingo ABC! Duolingo ABC is the fun, hands-on way for your child to learn to read!

From preschool to second grade, engage kids with interactive stories and over 700 hands-on lessons. Duolingo ABC offers bite-sized lessons to help kids learn the alphabet, phonics, sight words, vocabulary, and more! Lessons also include multi-sensory activities, such as tracing, drag-and-drop prompts and more.

Interactive stories will teach kids to read and build fluency. Delightful stories include engaging imagery while reading words aloud to kids and highlighting each word spoken. This utilizes multi-sensory learning, and can help your child learn to read independently.

Fun mini games and rewards work in tandem with the bite-sized lessons, keeping kids motivated to learn while building their confidence.

Duolingo ABC helps kids have fun while they sound out words, practice reading and writing in English, and build reading literacy skills for a lifetime!!

DUOLINGO ABC FEATURES:

Lessons & Stories:
- Engage kids in hands-on learning they will love!
- New lessons are added often, so there is always something new to discover!
- Bite-sized lessons help kids learn phonics, sight words & vocabulary
- Enjoy fun activities like letter tracing and interactive stories, suitable for even the youngest learners
- Kids will love, play and learn from Duolingo ABC's cast of characters!

Designed For Kids, By Experts:
- Designed by literacy & early-education experts to develop kids' skills in phonics, sight words, reading & more
- Lessons are built to feel like a game, mixing learning with fun!
- Get children excited to learn with mini games & rewards to stay motivated and keep going
- Thoughtfully designed learning sequences will build confidence in your kids with each success!

Kid-Safe & Ad-Free
- Rest easy, parents: There are no ads or in-app purchases to worry about
- Age appropriate content: content is focused on preschool, kindergarten and first and second grade level lessons

Offline Learning
- On a plane? At a restaurant? Duolingo ABC can be used anytime, anywhere
- Enjoy playing and learning offline - so kids can learn wherever you go

Duolingo ABC is an educational learning app that offers immersive lessons to teach preschool to second grade kids reading fundamentals.

--

Privacy Policy: https://www.duolingo.com/privacy
Terms of Service: https://www.duolingo.com/terms

We work hard to pack bug fixes and other improvements into every release. Send us your feedback at literacy-feedback@duolingo.com!

Editors' Choice

Duolingo is one of the most successful language-learning apps in the world. Now with Duolingo ABC, kids ages 3 to 6 can get in on the fun with English reading activities. Packed with games and engaging exercises, Duolingo ABC applies the same tried and true methods that make Duolingo so popular-only with a lot more cute monkeys.

Makes learning to read easy!

We first downloaded this app before a trip to see family for my gifted 2-year-old to use while traveling. She flew up to the 5th building pretty quickly but then got out of her depth when it came to lessons on assembling sentences. We then saw that in the settings you can reset the game. Brilliant! She's going through again slower now that the novelty has worn off but still loves it.

My initial complaints were totally addressed in the settings, and I think this is awesome for accessibility for learners at all levels:
1. Speaking exercises: the app had trouble recognizing my daughter's voice, whether it was from toddler language or volume. We found ourselves shouting at the app for her. You can easily turn off the speaking exercises in the settings which we have done now.
2. Tracing letters: my daughter is very interested in tracing the letters, but 2-year-olds lack the physical development to be able to do this skill. We noticed that she would intentionally do it wrong to get the guided tracing so she could do it perfectly. We were able to adjust this in the settings too to only offer her the guided tracing! We will turn the regular tracing back on next year probably.

Best early learning app!!!

I have homeschooled all 4 of our kids. (Oldest 16 youngest 7) we use DUOLINGO for teaching our two older boys Spanish. (We tried Rosetta Stone which was an absolute waste of money!) Duo Lingo is engaging and does an excellent job teaching to speak, read and write in Spanish. I saw the add for Duo abc and instantly thought of our 7 year old son who has Down Syndrome. His disability has made it a challenge to get him interested in learning. I have tried many different programs and apps, this is by far THE BEST app we have ever found!! I absolutely love it!!! The first time we opened he loved it!! It keeps his attention, and he's finally learning his letters and sounds! The first time it asked him to say a word, I was nervous. He sees a speech therapist for his language. There are many times I (his mom) can't even understand him. So when he repeated the word and it chimed because he got it right, I teared up a bit! I was ecstatic!! I can't tell you how excited I am!! I have been telling all my homeschool friends!! Thank you Duo abc!!!! I am so grateful!!!

The developer, Duolingo, indicated that the app's privacy practices may include handling of data as described below. For more information, see the developer's privacy policy.

Data Linked to You

The following data may be collected and linked to your identity:

Privacy practices may vary, for example, based on the features you use or your age. Learn More

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‎From the creators behind Duolingo, the world's #1 education app, comes Duolingo ABC! Duolingo ABC is the fun, hands-on way for your child to learn to read! From preschool to second grade, engage kids with interactive stories and over 700 hands-on lessons. Duolingo ABC offers bite-sized lessons to...

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Great activities for Dual Language Learners!

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Download the Ready DLL App Today!

Ready DLL is a mobile application (app) for Head Start and Early Head Start teachers and caregivers who support children who are dual language learners (DLLs). Access resources, learn key words and phrases, and discover implementation strategies from your smartphone. Through Ready DLL, you can:

Get badges by completing weekly classroom-based activities

Support children by learning survival words and key sentences in Spanish, Mandarin, Arabic, and Haitian Creole

View resources and videos to learn more about effective teaching practices

Download the App

Select the buttons below to download the Ready DLL Mobile app on your smartphone.

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Ready DLL is a mobile application (app) for Head Start and Early Head Start teachers and caregivers who support children who are dual language learners (DLLs). Access resources, learn key words and phrases, and discover implementation strategies from your smartphone.

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Features, supports & tutorials

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Remote Learning & Beyond!

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Accommodations for ELs_ Remote Learning & Beyond.pdf

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SIOP Aligned; resources for teachers

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Interactive, free and ready to go!

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STEM Teaching Tools- In 8 languages

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Supporting Students' Science Learning During COVID-19 School Closures

Posted on March 17, 2020

During the COVID-19 crisis, many families are looking for helpful educational resources. There are many opportunities to engage in safe, meaningful science learning in your home and neighborhood. Science teachers, district science coordinators, and other science education leaders are working to provide advice and resources to support families.

These resources might be useful to educators, families, and educational leaders. They were developed by members of the Council of State Science Supervisors (CSSS). Many of the links below connect to editable versions of each document. Please adapt the resources as necessary for your context.

Page Contents

These resources provide an overview of how to best support home-based science learning. They are applicable from immediately after a school closure announcement is made until the building is reopened. However, in thinking about longer-term support, the resources in the next section are also helpful.

This section also includes documents geared toward the particular audiences of family members and students. Learning menus offer suggestions for different home-based phenomena to investigate.

These documents offer support for designing longer-term home-based science learning opportunities. They highlight the many ways family members can support young peoples' learning. The FAQ document addresses important questions, such as "How should we think about assessments and grading at this time?" and "How do we support our learners who are furthest from educational justice in science at this time?" The final four resources outline different activity types that focus on local phenomena, science notebooks, and family science talks.

To do our best for one another, including our families, our communities, and our students, we must take care of our own mental, emotional, and physical health. This collection of self-care resources was compiled by the Self-Care Project Group of the Council of State Science Supervisors. These were compiled with education leaders in mind, but may be helpful to anyone.

These documents have been authored by members of the Council of State Science Supervisors (CSSS) and their collaborators. Each member of CSSS directs efforts to improve school science and ensure excellence and equity in science education. The resources are guided by a focus on equity and are framed through a lens of socio-emotional health. CSSS members will improve and update these resources over time. Many more are in active development. We will host them here on this page.

Please note: Any documents or resources developed do not represent official CSSS documents approved by the Board, but rather they are collective efforts to identify and develop resources needed by the community at this time.

Thank you!

The developers of these materials extend the deepest gratitude for the following individuals who made voluntary contributions to translating these documents to extend accessibility to as many families and students as possible:

Arabic - Jeanane Charara & Fatima Charara

Traditional Chinese - Monique Hwang and Emily Lee

Chuukese - Joanna Jacob

Japanese - Marian Okada

Korean - Mi Young You

Spanish - Daniel Alcazar-Roman

Tagalog - Nel Venzon

Tongan - Milika Meli and Michael Meli

Updated: 14 April 2020, Version 1.2

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Supporting Students' Science Learning During COVID-19 School Closures

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Posted on March 17, 2020 During the COVID-19 crisis, many families are looking for helpful educational resources. There are many opportunities to engage in safe, meaningful science learning in your home and neighborhood. Science teachers, district science coordinators, and other science education leaders are working to provide advice and resources to support families.

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Nice graphics, a variety of topics, English & Spanish.

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The following are resources to support families in helping young children cope with the challenges that might occur during stressful emergency or disaster situations. This website will be updated as we obtain more resources.

Let's work as a community to support our little ones! Do you have a COVID 19/emergency-related Pyramid Model or early childhood resource you want to share with families? Email it to sipayton@usf.edu.

COVID-19 and Pandemic Resources

Having to Stay at Home

Children: Stress and Challenging Behavior

Prevention Strategies

Response Strategies

Adults: Self-Care and Managing Stress

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The following are resources to support families in helping young children cope with the challenges that might occur during stressful emergency or disaster situations. This website will be updated as we obtain more resources. Let's work as a community to support our little ones!

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K-5: Visuals & low tech

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6-8: Includes visuals & low tech

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Ramadan is almost here! Friday April 24 will be the first day of Ramadan. For those of you who don't know, is the 9th month in the lunar calendar and it is an incredibly holy month for Muslims. Many Muslims, including some of your Muslim students, will be fasting - abstaining from any food or drink (yes, even water) - from dawn to dusk for 30 days to focus on personal growth and reflection.

This year's Ramadan is going to look and feel different for many Muslims around the world, including the ones in your virtual classrooms.

Here are some reminders and resources for you as you begin to think about how to best support the students that are distance learning and simultaneously observing Ramadan.

1. First and foremost, make sure that you are educating yourself about what Ramadan is and why it is so important for Muslims. Please make sure that you are not making students responsible for educating you or their classmates about Ramadan. is a good starting point.

2. Now that many standardized tests have been canceled, teachers might feel freer to actually carry out a lesson about Ramadan in their distant classrooms. Check out this resource from Teaching Tolerance and this resource from Teachers Pay Teachers.

3. An easy way to make your Muslim students feel connected is to wish them a "Ramadan Kareem" or "Ramadan Mubarak" which both loosely translates to "Have a Blessed Ramadan."

4. Many teachers already have great relationships with the parents/guardians of students - utilize that relationship at this time! Reach out to parents and ask about how you can specifically support their child during the month of Ramadan.

5. Students who are fasting are going to be exhausted. Not only is this still a pandemic, but it is a tradition for families to wake up before dawn (dawn is at 4:55 AM right now in NJ) to have a meal before beginning the fast (known as suhoor), and it is a tradition for some to also stay up late praying with their families. Since Muslims are no longer able to pray together in a Masjid, students might be spending even more time in front of a screen for virtual worship activities, in addition to their virtual learning.

6. The days will be LONG. Please keep that in mind! Here in NJ, Muslims who are fasting won't be eating or drinking from around 4:55 AM to 7:42 PM. Ramadan is for an entire month, therefore a student's energy will fluctuate over the course of that month.

7. Prayer is important for Muslims all year round, and praying on time is also incredibly important, especially during Ramadan. Some families might want to pray together during the day because they are at home, even if students are expected by their teachers to be in a virtual class. You can look up the prayer times in your area and allow your students to miss a few minutes of virtual learning during those times if they wish to pray.

8. It might also be helpful (especially for younger students) if you avoided lessons or class activities that revolved around food, eating, or drinking during the month of Ramadan as well.

9. This suggestion is SUPER optional, but it might be nice if you so desired. Ramadan is supposed to be a very spiritual but also communal month. It is spent with family and friends especially when it is time to eat. When it is time to eat, at dusk, it is called "iftar" which literally means "break of a fast." Students might miss having communal gatherings, which is why you might feel inclined to invite your students to a Zoom Iftar (or any other virtual platform). This is absolutely NOT mandatory and please don't feel obligated to do so. Just a thought!

10. Lastly, here is a list of books about Ramadan that you might wish to use in your classrooms, or read yourselves!

It is very important to remember that just because your student is Muslim, does not mean that they will definitely be fasting. Muslims are excused from fasting when they are traveling, ill, elderly, pregnant, or menstruating. Some Muslims might be struggling with eating disorders and some might just be struggling with the fast for a number of reasons. Please don't assume that a student is fasting or ask them why they aren't fasting. Some Muslims also choose to explore other aspects of their spirituality and religiousness during this month which can manifest itself in different ways. For example, Muslim girls might decide to try wearing hijab and some Muslim students might choose not to listen to music. Please keep in mind all of these decisions do not dictate a person's religiosity, and as teachers, our job is to create spaces in which our students feel comfortable exploring their identities, however they choose to do so.

Thank you for caring about the well-being of all of your students, and especially the well-being of your Muslim students during this beautiful month of Ramadan.

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Ramadan Considerations for Teachers During Distance Learning - Teaching While Muslim

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Ramadan is almost here! Friday April 24 will be the first day of Ramadan. For those of you who don't know, is the 9th month in the lunar calendar and it is an incredibly holy month for Muslims. Many Muslims, including some of your Muslim students, will be fasting - abstaining from any food or drink (yes, even water) - from dawn to dusk for 30 days to focus on personal growth and reflection.

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English, German, Farsi/Dari, Arabic

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Leider ist der Eintrag nur auf Amerikanisches Englisch verfügbar. Der Inhalt wird unten in einer verfügbaren Sprache angezeigt. Klicken Sie auf den Link, um die aktuelle Sprache zu ändern.

Psycho-educational Booklet-Series by the NOW Working Group Trauma Surviving
Please click on the image above to learn more about each booklet.
Many young people suffer from the effects of traumatic experiences. To provide youth with an understanding of impacts accompanied by trauma, the booklet series "Trauma Surviving and Hope" addresses post-traumatic symptoms. In various picture stories, problems faced after emotional injuries like sleeplessness, lack of concentration, loss and grief, anxiety, anger and aggression and dark memories are described and strategies to alleviate them are suggested.

Young people can read the stories on their own. The booklets can also be used in various psycho-educational settings and as motivation for young people to seek psycho-therapeutic help in dealing with traumatic experiences.

About the booklet series

Four booklets about sleeplessness, concentration problems, avoidance and loss and grief are already available in English, German, Arabic and Farsi/Dari. In total, 10 stories and further translations are planned. The stories are aimed at young people of 12 years and above from all over the world who are suffering from the effects of traumatic experiences. The booklets do not specify the traumatic experience that causes symptoms, in order to enable different possibilities for the reader to identify with the protagonist.

NOW Working Group Trauma Surviving

The series was conceived and realised by the NOW Working Group Trauma Surviving, an interdisciplinary and international group of experts in the field of trauma survival, hosted by Barbara Preitler, co-founder and psychotherapist at Hemayat.

Cooperation

We are looking for cooperation partners to finalise the booklet series and support the printing and distribution process. With the booklet series we aim to reach as many people as possible and support traumatised young people in their trauma surviving process. For further information please get in contact with us at office@act-n-o-w.com

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Trauma Booklets - Trauma Surviving and Hope

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Leider ist der Eintrag nur auf Amerikanisches Englisch verfügbar. Der Inhalt wird unten in einer verfügbaren Sprache angezeigt. Klicken Sie auf den Link, um die aktuelle Sprache zu ändern. Please click on the image above to learn more about each booklet. Many young people suffer from the effects of traumatic experiences.

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Texts, lessons & discussion starters

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Oakland County Community Resources: Immigrants & Undocumented families

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Oakland County Community Resources: Immigrants & Undocumented families

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Financial, medical & food guidance with Arabic & Spanish translations

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Translated Michigan specific COVID-19 documents

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Translated Michigan specific COVID-19 documents

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Executive order for school closings, health guidance, directions for claiming unemployment, fraudulent testing warnings; multiple languages.

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Description: Coronavirus - Alternate Languages

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12 Languages. ARGO translation

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Parent guidance for social and emotional health of children

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Tips to support student wellness during COVID-19

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Educational Programming designed and clustered for ages 2-8, 4th-8th grade and 8th-12th grade.

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It starts with taking care of yourself.

There is no doubt we are in a time of great uncertainty. That's one reason we are emphasizing self-care and taking time as an adult for your own needs during this period.

It's important to remember that we are not helpless in light of current news events. We can always choose our response. If you are struggling, here are some things you can do to take care of your mental health in the face of uncertainty:

1. Separate what is in your control from what is not.

2. Do what helps you feel a sense of safety.

3. Get outside in nature-even if you are avoiding crowds.

4. Challenge yourself to stay in the present.

5. Stay connected and reach out if you need more support.

Learn more at Taking Care of Your Mental Health in the Face of Uncertainty.
NON-TECH FAMILY ACTIVITIES
Want to play cards? If it's been a while, here's a refresher for playing Crazy 8s.

Looking for a new card game? The people who make Bicycle cards has games for all ages on their website - along with the rules (just in case an argument breaks out!).

A news story this week reported there has been a big run on jigsaw puzzles from online retailers. As an alternative, you could try a game of Balance Building. Pick uneven or unstable objects such as cards, paper cups, or rocks and challenge your kids to build as high as they can or in various shapes. The kids will be learning to solve problems, but you don't have to tell them that!

Need a variation on HopScotch? Try playing "Letter Hopscotch" and build some reading skills. A little bit of sidewalk chalk required.
BINGE-TIME
Is somebody in your household mourning the delay of the 2020 baseball season? So was Ken Burns, so he's released his multi-part history of "Baseball" for the sports fans in your family. All episodes can be viewed for free on the free DPTV App, the PBS Video App - also free - which is available for Roku, Apple, and other cord-cutting devices, as well as on your mobile phone or tablet.

Not to be outdone, Antiques Roadshow has a collection of baseball and sports memorabilia on their website, including a Joe DiMaggio bat valued at more than $80,000. Check out the vintage 1940 Michigan Wolverine football helmet!
COMMUNITY INFORMATION
On Thursday, a group of more than 20 community organizations in Detroit held a virtual town hall to help spread information about the coronavirus and resources in the city. Because of a simultaneous internet and Facebook outage, the event did not reach everyone who wanted to see it. DPTV recorded the COVID313 virtual town hall, and you can view it here.

Are you an emergency worker looking for child care? The state has set up a referral and placement system for the young children of emergency workers. The information is available in multiple languages. Get more information and apply here.

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Education Resources List - Detroit Public TV

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It starts with taking care of yourself. There is no doubt we are in a time of great uncertainty. That's one reason we are emphasizing self-care and taking time as an adult for your own needs during this period. It's important to remember that we are not helpless in light of current news events.

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Great suggestions for districts!

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Schools across the nation are closing in an effort to stop the spread of COVID-19 and in the scramble to provide at-home learning, a major problem has risen to the forefront: millions of American students don't have reliable access to the internet.

According to recent federal data , approximately 14 percent of U.S. families with school-age children lack high-speed internet. Most of those families are low-income or live in rural areas. While there are plenty of best practice guides available for online learning, strategies for bridging the digital divide are scarce.

We asked the MindShift community to share how they're addressing the issue and what strategies, tips or activities might they have to do distance learning with students who only have access to cellphones and limited data or internet.

Here's what they shared, plus a few more tips we've found that can even be implemented today. Comments have been edited for brevity, clarity and comprehension.

Call Regularly

During this time of distance learning, students may feel isolated or lonely. Contacting them as often as you can - by email, comments on their work or phone - can make a huge difference, especially for those students without internet access. When in doubt over-communicate, but also maintain boundaries to avoid burnout.

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14 Tips For Helping Students With Limited Internet Have Distance Learning | KQED

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As schools close because of the COVID-19 pandemic, education has gone online at many school districts. However, many students can't afford to connect to the internet with anything more than their phone. In order to help struggling students, teachers have some work-arounds to help students get what they need while staying within their data plan.

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Communicating w/ ELLs and their families

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Communicating w/ ELLs and their families

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Colorin Colorado

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As schools continue facing new waves of challenges and changes during the COVID-19 pandemic, good communication with all families, including multilingual families, remains crucial. There are more options than ever before for educators and administrators to connect with families of English language learners (ELLs) and keep that communication strong.

Here are some tips for schools, many of which are based on lessons learned so far during the pandemic.

Note: Families have a legal right to information from the school in their home language. This information is critical as schools make decisions about closures, changes to online and hybrid models, and changing safety and health protocols.

It's essential that schools have accurate contact information for families. Understanding why families' contact information might change, how they prefer to update that information, and how the school can make it easier for them to do so can go a long way in helping everyone stay connected.

Learn more from the following:

1. Find families' contact information.

Start by looking for families' contact information and checking to see if information on file is still accurate. This may be challenging if families' housing and economic situations are unstable. Families who use prepaid cell phones may also change phone numbers regularly.

If you don't have updated contact information for families, consider trying to pass on a message through:

other students or families (including through families' networks among themselves)

an interpreter, family liaison, or ELL educator who knows the family

other educators such as teachers, coaches, and counselors

teachers of other children in the family

community or faith-based organizations serving your students' families.

2. Help families keep their contact information updated.

Ensure that families understand why the school needs updated contact information, especially during the pandemic. You may wish to provide translated emergency contact forms or other tools that can help.

Learn how to make this easier for families in The Importance of Keeping Emergency Contact Information Updated (and keep in mind that families' with limited internet access may not be able to log in easily to parent portals).

3. Ensure that families know how to contact you or the school.

Make sure that families have:

You may also wish to provide a translated information form to help families keep this information organized. In addition, ensure that families know that they are allowed (and encouraged!) to reach out to their child's school with questions.

Preferred methods of communication

4. Find out how families prefer to communicate.

Each family will have their own preferences on how to communicate, although there may be some similarities among families from particular communities who are using the same methods. The more you know about how families wish to communicate, the more successful your communication will be. You can learn more about tech tools that can support this communication in How to Use Technology to Engage Multilingual Families.

Phone calls

You may wish to start with a call if you have families' phone numbers. This will also allow you to reach some families who don't have internet access. Google Voice allows you to place phone calls without sharing your phone number. Keep in mind that some families are not allowed to answer their phones while working.

Texts

Some families may prefer to communicate by text. That will allow them to respond at their convenience. You may also wish to text video messages to your students or families with information, greetings, or messages of encouragement. Many immigrant families use WhatsApp and create large texting groups as part of the app.

Social media

Many schools have had success in communicating with ELL families through social media, including Facebook messenger or a dedicated Facebook group with translated information. For example, the Roseville, MN school districts posts bilingual information for families on its community Facebook pages, including translated messages from a family liaison. For more ideas on how to engage effectively with multilingual families in virtual settings, see these ideas from Dr. Karen Woodson.

Email & online communication

Many ELL educators have reported that emails and newsletters are not a good option for their families. Sending out updates doesn't guarantee that families have received them or gotten the important information they need from them. If you don't receive responses to your emails, consider calling or texting instead. Just because families have provided an email address doesn't mean they are using it or are comfortable sending emails to a teacher. Other online options include doing a video chat, sharing a survey or family check-in form (perhaps via Google Forms), or sharing some online learning resources.
Notes:

Assisting families with access to devices and internet may also improve communication, although as our related article notes, the technology alone won't do the trick without strong relationships and tech training and support.

Your district may have policies in place regarding student privacy and online learning, such as restrictions on videos or images of students. Check with your school administrator for clarification as needed to protect student and family privacy, as well as with your families to find out if they have any concerns.

Mail and more

During the pandemic, some teachers have connected with families through creative ways such as post cards or attaching contact information to food delivery. One teacher who sent her phone number via pizza delivery heard back from the family she was trying to contact!

Partnering with families in the service industry

This video features Juliana Urtubey, 2021 National Teacher of the Year.

5. Find out when families prefer to communicate.

Keep in mind that immigrant families may be juggling a number of challenges and responsibilities that impact how and when they can communicate with the school. Some families may:

The better you know your families, the more you can learn about their schedules and their family's situation during the pandemic.

Language access resources

6. Ensure that families and staff know that families are entitled to information in their home language.

School districts are legally required to provide information in families' home languages. You may need to share information about these rights with families themselves, colleagues, or administrators if families are not getting the information they need in their language.

You can learn more about best practices for increasing families' language access from the following:

7. Identify your language access options.

If you are don't know what your language access options are, contact ELL educators or administrators from your school or district to find out more about your options, which may include the following:

School / district interpreters

Your school or district may have trained interpreters, as well as bilingual staff. It is important to note that bilingual staff and interpreters play different roles:

Bilingual/multilingual staff speak multiple languages. They may also be able to write and translate in those languages, but that is not always the case. They may not have had formal training in translation or interpretation.

Interpreters have received extensive training related to best practices for interpreting/translation, as well as training on specific legal and educational considerations around matters where they will be interpreting.

If your school or district has interpreters, ask your colleagues:

if and when they are able to assist with family communication

what process they prefer for setting up conversations

what has worked (or not) in the past

if there are other translation resources that you should be familiar with

if families have common questions that can be addressed more efficiently

if there are some ways to make technical support in families' home languages more efficient

if there is anything you can do to support their work.

Learn more about in Equity Through Language Access: Best Practices for Collaborating with Interpreters.

District translation hotline

Your school district may offer a translation hotline. Find out if it is currently available and, if so, how you can use it to set up conversations with families. If the hotline's hours don't match your families' availability, talk with an administrator about whether other options may be available.

Translation apps

Ideally, districts will have in-person interpreters available as part of their legally mandated obligations to make information available in families' home languages. However, there are tools that can help fill in some of the gaps, especially during the current crisis.

Talking Points is an app that translates messages between teachers and families in many different languages. Here's how it works:

Illinois multilingual education administrator Sarah Said notes, "It's an application that works as a text message on parents' phones. It enables two-way translation communication with families. You can send mass texts for free! It has been a LIFELINE."

The Talking Points can help give individual teachers more options in reaching out to families directly rather than relying on an intermediary. Please note, however, that it should not be considered a wholesale substitute for professional, knowledgeable interpreters and liaisons who are familiar with:

the language and culture of the families

technical school terms, especially for special education

strategies that can help build trust and community among ELLs and their families.

When to use what method of contact

Keep in mind that some information may be more suitable for texts (shorter messages, reminders, and check-ins) than lengthy or sensitive information, or information that is legally required to be translated. Please take a look at these privacy and security considerations for ELLs and immigrant families if you are considering using Talking Points or other apps.

Supporting learning

8. Identify the information and updates that ELL families will need in their language.

Does planning and communication in your district take ELLs and their families into account? It is critical that ELL families have clear information from the school in their language, especially about schedules and learning models. ELL families will need to know:

In addition, families will need information about:

Families may also want additional information about school meals, health care, social-emotional support, how to support learning at home, or parenting tips for managing schedules and routines. Asking families what information they want is the best to address their priority questions!

Building relationships

9. Look for ways to build relationships with ELL families.

ELL families are valuable partners, yet they are often overlooked in family engagement. The school-family partnership is a two-way street - just as schools have important information they want to convey to families, families have important information about their children and questions they want ask of schools. This partnership is not born overnight, and it may take time to build trust. However, by working steadily on aspects listed above, schools can increases their chances for success, especially when they make it a priority to make families feel welcome and build school-family partnerships.

As you communicate and connect with families, keep the following tips in mind:

In the words of one of our advisors, take time to ask how families are doing, not what they are doing. Like many families, they may be facing complex challenges. (You can learn more about how COVID-19 has impacted immigrant families in this article, as well as by talking with educators or liaisons who know your ELL families well.)

Ask them what their questions are, and what their experiences with schooling have been like during the pandemic.

Learn more about the families' strengths and interests. Start with low-key topics and avoid asking direct personal questions that may make them nervous. Over time, you may learn more about their prior experiences.

Share something about yourself that helps them relate to you as a person, such as a photo of you with a pet or doing a hobby.

Ask them to tell you more about their children's strengths, talents, and personality. As you get to know the child, share successes and observations that indicate that you are seeing the whole child.

It also helps to keep in mind the following:

Many families may have different perspectives on the role of the family in schooling based on the experiences within their culture. The idea of a "school-family partnership" - not to mention the shift to schooling children at home - may be very new to immigrant families and they may not respond to the school's outreach efforts in the way that other families do. You can learn more about how to engage families and encourage their leadership from our ELL family engagement guide.

Some families and students may be more comfortable in settings that are more oriented to the group as opposed to the individual. For example, some families may prefer group family conferences where they can learn from each other's questions and then break off for smaller individual conversations as needed.

10. Ask families what has worked (or not) so far.

Your families will have helpful insights about how things have worked so far. Topics related to communication might include:

getting updates from the school

being in touch with their child's teachers

how they prefer to communicate

questions about technology access and tech support

whether they have had enough information to support their child's learning.

In some cases during the pandemic, families didn't hear back from the school, or schools were unable to reconnect with families. In others, families were contacted by so many different people that they got overwhelmed. Finding out what their experiences were will help planning in future communication.

How administrators can help

Making space in teachers' schedules for the time and effort needed for the above strategies (especially if they do not yet have a relationship with the family) may seem difficult given all that they are juggling. In the long run, however, it will:

fortify those critical connections

allow them to plan more effective and efficient instruction around students' situations.

Administrators can help in this effort by:

acknowledging the importance of this communication

ensuring teachers have the necessary time to communicate effectively with ELL families in their schedules

ensuring that current policies and resources support teachers' ability to succeed in ELL family communication.

Administrators may wish to reach out to staff members, including ELL and bilingual educators, interpreters, family liaisons, and paraprofessionals, to talk about:

Closing thoughts

Most importantly, don't give up! While it will be a challenge, as this teacher notes, families you connect with will likely be appreciative to hear from the school:

I spent a chunk of my day today calling families using Google Voice. I didn't get through to most, but the ones I did talk to were SO grateful for the clarification about what's going on. I even got to hear a few of my sweet kiddos' voices. - Megan Kingery

If we can recognize and seize the challenge, there may be some opportunities that come out of this crisis, such as the chance to:

We are all in this together. Your ELLs and their families will be powerful partners on this journey - once they are invited to the table!

Acknowledgements

Note: Special thanks to Larry Ferlazzo and the educators who contributed to his Education Week series on distance learning and responding to the school closures.

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Communicating with ELL Families: 10 Strategies for Schools

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As schools continue facing new waves of challenges and changes during the COVID-19 pandemic, good communication with all families, including multilingual families, remains crucial. There are more options than ever before for educators and administrators to connect with families of English language learners (ELLs) and keep that communication strong.

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Every day thousands of people across North America turn to 211 for information and support-whether financial, domestic, health or disaster-related. 211 is a free, confidential referral and information helpline and website that connects people of all ages and from all communities to the essential health and human services they need, 24 hours a day, seven days a week.

211 can be accessed by phone or computer. A toll-free call to 211 connects you to a community resource specialist in your area who can put you in touch with local organizations that provide critical services that can improve-and save-lives.
You'll find information about:

supplemental food and nutrition programs

shelter and housing options and utilities assistance

emergency information and disaster relief

employment and education opportunities

services for veterans

health care, vaccination and health epidemic information

addiction prevention and rehabilitation programs

reentry help for ex-offenders

support groups for individuals with mental illnesses or special needs

a safe, confidential path out of physical and/or emotional domestic abuse

Whether in times of natural disaster or personal crisis, 211 is committed to being the first, most essential resource to anyone who needs help.

Call 211 and speak with a live, highly trained service professional in your area from any cell phone or landline. All calls are private and confidential.

The Latest

How United Way Uses AI To Solve The Next Generation Of Complex Problems
211 highlighted at Dreamforce 2019 in a session and interview with IBM Bluewolf focused on how the national 211 team is leveraging AI tools like Salesforce Einstein and IBM Watson to make better use of 211 data.

Local charities helping furloughed workers during government shutdown
As the government shutdown enters its 20th day, the effects are starting to be felt by the 420,000 federal employees working without pay and the 380,000 federal employees who have been furloughed. On January 10, thousands of federal employees missed their first paychecks of 2019. Learn more.
Jan. 10, 2019

Partners

For information about 211, or to discuss a partnership, please contact the 211 team at 211@uww.unitedway.org.

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Every day thousands of people across North America turn to 211 for information and support-whether financial, domestic, health or disaster-related. 211 is a free, confidential referral and information helpline and website that connects people of all ages and from all communities to the essential health and human services they need, 24 hours a day, seven days a week.

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A Trauma-Informed Approach to Teaching During the Coronavirus

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A Trauma-Informed Approach to Teaching During the Coronavirus

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Teaching for Tolerance

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Last week, as schools across the nation closed their doors to slow the spread of the coronavirus, TT reached out to our community to learn what support you needed at this time. Among the most common responses was a call for trauma-informed practices to support students over the coming weeks and months.

For guidance, we reached out to our friends at the National Child Traumatic Stress Network with a series of questions. A group of researchers, psychologists and educators were quick to respond. We're grateful to Laura Danna, Dr. Jane Halladay Goldman, Dr. Jen Maze, Dr. George Ake and Dr. Isaiah Pickens for their answers, and we hope their recommendations offer some much-needed support during this difficult time.

We know that in some districts, schools have just closed, while in others, there's an expectation that classes will shift to distance learning. This change can be a challenge for educators as well as students. From a trauma-informed standpoint, what do educators need to be conscious of as they navigate this transition?

Establishing a routine and maintaining clear communication are crucial.

Maintaining and communicating predictable routines is very important. Doing so helps students to maintain a sense of psychological safety-a sense that they can manage stress or connect with someone who can help them manage stress.

It is important not to assume that students understand your routine is changing due to current events. Even if routines shift as you determine the best ways of connecting, taking the time to explain the changes and provide a predictable agenda is helpful. It will reduce student stress and increase their confidence that important adults in their lives are capable of taking care of them.

It's also important that educators ensure that the information they provide to students is digestible. Moving to remote learning and having fewer direct interactions can make assignments feel more overwhelming and daunting-particularly when several directions are given at once. Break directions down into smaller bites when necessary and encourage students to ask clarifying questions even if it appears they understand.

Finally, we can't assume students' experiences with remote learning or their understanding of a global pandemic are universal. Encourage students to lead the way in sharing what they understand and do not understand about their current situation. You can do this by asking open-ended questions, such as, "How are you feeling about not being in school?" which can provide insight without letting assumptions guide the conversation. Approach students' experiences with curiosity. Aim to clarify misinformation and connect students with other important adults (such as family) who help them feel safe.

Relationships and well-being can take priority over assignment and behavioral compliance.

In shifts to distance learning, educators will need to actively focus on maintaining attitudes of inclusivity. Now more than ever, students should feel valued and welcome regardless of their background or identity.

Remember that students may be dealing with many different home life situations while trying to maintain their academics, and there are myriad reasons they may be embarrassed to share about why they can't complete assignments. Educators should communicate that, regardless of challenges, students' efforts are appreciated.

In work with students right now, educators should let relationships be the focus. It is important to ensure students have structure and to hold high expectations. But students will fare best if they know their teachers care about their well-being just as much as their behavior and assignment compliance.

Educators can display their investment by creating relational rituals before checking on distance learning assignments with students. For example, students and educators can share one tough moment and one hopeful moment of the day, or educators and students can share one new lesson they learned about themselves during the day. Participating in these shares can help educators build and maintain connection despite the distance.

What are a few key points educators need to understand about stress, trauma and their effects? Are there specific approaches to student support they should be prioritizing during this crisis?

When people are facing stress and difficult life circumstances, it can particularly affect three areas: a sense of safety, feelings of connectedness and feelings of hope. In each of these areas, educators can make an impact.

Sense of Safety

A sense of safety is the belief that your needs-and the needs of those you care about-will be met. It is a belief that you will be protected from harm and that those around you will be safe. Educators can expect that many students' sense of safety will be compromised right now. None of us have ever seen a time like this, when institutions that provide safety and structure are closed, and the news talks about death rates and hospital bed shortages. For the many families that are experiencing or will experience significant income loss, this crisis may also mean food insecurity or an inability to pay rent and bills-all of which can severely damage a child's sense of safety.

But there are steps educators can take to support a sense of safety in children. They can:

Reach out, provide space and encourage students to connect with them or another trusted adult or counselor to talk about their safety concerns. Offer students a way to connect if there is something that they need help with or are worried about.

Encourage students to talk to friends or family members on the phone.

Help students plan some virtual playdates to distract them from their worries.

Recommend or include in lesson plans and packets some fun, free activities that kids can do at home.

Encourage families and caregivers to avoid watching the news in front of their children (as that can be upsetting), keep as much of a regular family routine as possible, and plan activities such as going for walks or hikes or playing board or video games together.

Connectedness

Connectedness refers to having relationships with others who can understand and support you. As we are practicing social distancing and have closed most public places, educators will need to get creative to help students feel connected.

To foster a sense of connectedness, educators can:

Make time to ask students about something fun they are doing right now.

Greet students by name and create a touch-free or virtual routine (similar to a handshake, a hug or a high five) to invite connection, either online or at meal pick-up.

Consider putting students together in small groups to work on projects or activities and encouraging students to work together online or by phone. These activities may include virtual puzzles or scavenger hunts. The key is to help the student feel connected to others in the class by sharing an important part of themselves that helps the class get to know them better. Foster a sense of community by highlighting each student's contribution to the group activity.

Plan activities through the use of web-conferencing sites that allow students to see, hear and interact with each other and their teacher.

Talk directly about the importance of connecting with others.

Incorporate space for play and fun activities into online lesson plans or take-home packets.

Hope

Hope is the expectation that everything will work out and the feeling that things will be all right. Right now, many people may be feeling discouraged, hopeless or angry. Adults and students may be feeling a great sense of loss for activities that will not be taking place as usual. Students particularly may be disappointed in missing out on sports, competition, performances and other important rituals of the spring semester.

To encourage a sense of hope, educators can:

Have students connect with someone in their family or community to ask a person they respect how they stayed hopeful in troubled times.

Teach about other historical times of crisis, including how these ended and communities rebounded.

Encourage students to get fresh air and to move when possible.

Share some of the many stories of hope and helping that have come out of this current crisis.

Share a positive affirmation or a strength of a student-it can go a long way right now.

Let students know that people find help in different ways, including through spiritual beliefs and practices, and encourage students to discuss things that bring them hope.

Facilitate and encourage students meeting virtually or by phone with a trusted adult who can show them a different perspective, help to identify their talents and strengths, list their options and resources, and encourage and support them.

In addition to the suggestions above, are there any activities for students (either for online classes or that students can do independently) that you recommend educators try?

Now is a time to provide opportunities for students to complete activities that affirm their competence, sense of self-worth and feelings of safety. There are many social emotional learning practices and wellness activities that teachers can encourage students to complete independently or online.

These activities can promote self-regulation when students are feeling stressed and provide a healthy sense of control over controllable aspects of an overwhelming situation. Some possible social emotional and wellness practices can include the following:

Promote self-awareness by having students review a feelings chart and share how they are feeling. To help them communicate their feelings, encourage the use of a scale, such as, "On a scale of 1-10, how bored are you feeling?" or "Are you feeling a little lonely, somewhat lonely, or very lonely?"

Recommend quick mindfulness or self-soothing exercises such as smelling a flower or completing four-corner breathing prior to completing the lesson. Four-corner breathing simply involves inhaling deeply and exhaling deeply four times. Students can complete this breathing exercise by standing up and taking one inhale and exhale breath while facing each of the four corners in a room.

Model and normalize a range of emotions by giving students opportunities to express themselves in nonverbal ways. This may include drawing a picture about how their lesson or day is going or showing the most important thing that happened to them that day. Teachers can complete this exercise first and share with students to model how to share with others in a way that feels safe and helps us feel connected.

Have students complete a virtual or long-distance appreciation or gratitude circle. Encourage students to write one thing they appreciate about classmates. Add your own, and then give each student the appreciations written about them.

Give students the chance to share what they've learned or a chance to teach their classmates. This can include having students find and teach brief self-soothing or mindfulness exercises that promote self-regulation.

Are there students in particular situations that educators should be keeping closer contact with during this period? Do you have recommendations for ways educators can reach out?

While not all families have a history of exposure to trauma, children with identified histories of trauma may be especially vulnerable to the impact of significant changes in schedule, routine and expectations that come with social distancing, canceled classes, remote learning and reliance on caregivers for academics.

Other students may also be at additional risk during this time:

students who have had anxiety;

students who have depression or suicidal ideation;

students who have learning and attention disorders;

students whose families may have lost jobs or income;

students who have loved ones particularly vulnerable to the COVID-19 virus;

students who have a caregiver who is a healthcare worker or in another occupation where they are exposed to the virus or are being asked to respond in an intense way;

students who may be less supervised because of caregivers' work.

Even remotely, however, there are ways that educators can provide extra support to these students:

Educators can reach out to caregivers to check in and offer or explain the supports that they typically use in the classroom with their children.

Educators can set up individual conferences via computer or phone to check in with students and ask about their safety and worries.

Educators can and should connect with school mental health professionals to know how they can connect students and families with them when necessary.

What kinds of stressors or potential trauma will families and caregivers be facing during this time that educators should be aware of? How can educators help?

In general, it is important to consider that the stress adults might be facing during this time of uncertainty will probably be mirrored in children. Families could be dealing with high levels of stress, and they probably will be for an extensive amount of time. Educators can consider sharing messages about how families need to give themselves some space when emotions run high, and they can model how to regulate emotions to help children cope.

Educators should have an appreciation for how kids might respond to stress and consider how stress might play out by age group. Whenever possible, they should share this information with caregivers.

Educators can also play a role in promoting the message that caretakers should try their best to establish a routine, involve children in the development of their own schedules, and maintain reasonable expectations of children, knowing that some changes are just difficult to predict.

Finally, we understand that in other countries, rates of domestic violence and child abuse have increased during the COVID-19 crisis. Stress and increased isolation are risk factors for abuse. Families experiencing difficult financial issues or job loss during this time might be especially at risk. But all families will be under increased stress and isolation with varying levels of support and resources.

For more information about child trauma and child traumatic stress, the National Child Traumatic Stress Network has many resources to help educators and caretakers better understand the impact, consequences and resilience of children and families exposed to trauma. This page is a good place to start.

What steps do you recommend for educators who want to be there for their students but who might also be dealing with their own stress right now?

Practice self-kindness, and remember that it is best to take care of yourself before you try to take care of anyone else.

Take time to check in with yourself to gain insight into where you may be struggling. Once you identify the issues, work to create a plan to address the issues you can control and to work on letting go of the ones you cannot.

Utilize social supports as needed. Consider planning a virtual coffee break or lunch hour with colleagues or other educators via Zoom, where you might share strategies that are or are not working, talk about what you're cooking or watching on Netflix, and experience a much-needed sense of community

Create a routine that includes getting up at a regular time, getting ready and dressed for the day, a work schedule, some way to move your body and some breaks to connect to others.

Remember that, as adults, we are the best predictors of how our students and children are doing; they are watching and listening to us. When we take care of ourselves, we're showing them how they can take care of themselves, too.

Are there any specific resources, articles or other information you recommend?

Some of the answers above were adapted from the National Child Traumatic Stress Network (NCTSN) publications, including:

These resources from the NCTSN expand on some of the recommendations above:

These resources from the Center for the Study of Traumatic Stress can be helpful:

Educators can may find these resources from the Centers for Disease Control and Prevention (CDC) useful:

These resources from Substance Abuse Mental Health Services (SAMSHA) may also provide support:

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A Trauma-Informed Approach to Teaching Through Coronavirus

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Teaching Tolerance provides free resources to educators-teachers, administrators, counselors and other practitioners-who work with children from kindergarten through high school. Educators use our materials to supplement the curriculum, to inform their practices, and to create civil and inclusive school communities where children are respected, valued and welcome participants.

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Health, testing & financial resources by state

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OCR: Schools' Civil Rights Obligations to English Learner Students and Limited English Proficient Parents

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OCR: Schools' Civil Rights Obligations to English Learner Students and Limited English Proficient Parents

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The obligation not to discriminate based on race, color, or national origin requires public schools to take affirmative steps to ensure that limited English proficient (LEP) students, now more commonly known as English Learner (EL) students or English Language Learners (ELLs), can meaningfully participate in educational programs and services, and to communicate information to LEP parents in a language they can understand. The following materials include information for students and parents, OCR guidance and resources for education officials about their obligations to EL students and LEP parents, and added resources with related information. For Students and Parents For Education Officials Self-Evaluation Materials Related Resources
U.S. Department of Education Resources

U.S. Department of Education Funded Resources and Partnerships

LEP.gov (federal interagency website on limited English proficiency)

U.S. Department of Justice Civil Rights Division

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civil rights; racial discrimination; national origin discrimination; limited english proficient; english (second language); language proficiency; title vi; english learner (el) students; limited english proficient (lep) students; english language learners (ells)

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Schools' Civil Rights Obligations to English Learner Students and Limited English Proficient Parents

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OCR resources about civil rights issues regarding English Language Learning and Limited English Proficient students

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Guidance and links from Pam Schwallier, ESL Consultant from Kent ISD

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Webinar Recording: Supporting Immigrant & Refugee Families during remote learning 

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Webinar Recording: Supporting Immigrant & Refugee Families during remote learning 

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Tips for distance learning & Communication with families

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Laura Gardner on Supporting Families of Immigrants & Refugees During Remote Learning

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Article: I need you to care about the other kids in Michigan.

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Article: I need you to care about the other kids in Michigan.

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Equity and Remote Learning. Detroit Free Press

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CLOSE

Paula Lightsey, a supervisor with Southfield Public Schools, adds more Chromebooks to a stack to be given out at Birney Middle School in Southfield, Michigan on Wednesday, March 18, 2020. The school district were letting parents checkout the laptops for their kids to use on online learning while they stay at during the Coronavirus COVID-19 pandemic. (Photo: Eric Seals, Detroit Free Press)

I have been trying to finish this column for two days, but I keep stopping: to make lunch; to sort out which worksheets from the school-provided packet my son needs to complete next; to enter a code from his music teacher in Google classrooms; because we absolutely have to get out for a walk or we will both go crazy; to set up a language app on his tablet; to intervene when I realize that he has fired up Minecraft before our mutually agreed upon ( this was a trick) electronics moratorium lifts at 3 p.m.

I am going crazy, but I am luckier than most, because I have internet access and Minecraft and an embarrassing number of devices and a job that pays me to work remotely, even when I am tearing my hair out in our first week of state-mandated school closures and distance learning. I'm not scrambling to arrange for child care so I make it to an hourly job, or worried about how I'll pay the rent, at least this month.

Struggling to fill the days of a child accustomed to the mental, social and physical stimulation of school is not easy. What your child is likely to get from the weeks, or more likely months, of school closures ahead is dictated by who you are, where you live, what your district is able to offer, and the personal resources you command.

West Bloomfield, where the median household income is more than $80,000 a year, is one of several districts that offer most students district-supplied Chromebooks.

In Detroit, where the median household income is around $26,000, only 60% of households have internet access. The district has just under one device for every three students. But that's an improvement from 2017: When Detroit Public Schools Community District Nikolai Vitti was hired, he told me this week, and the district had just one one device for every six children.

More: Michigan coronavirus cases skyrocket to 334

More: As schools shift lessons online, experts fear some kids may get left behind

This is what we call "disparity," and it's pervasive in our schools, even when other contagions are not. But the pandemic has dragged disparity to center stage. The disparities of resources available to students in different school districts among students will largely determine how well they weather the state-mandated coronavirus school closures, and how quickly they adapt when the school year resumes late this spring, or (let's be honest) more likely this fall.

Friday, the state Department of Education announced that distance learning wouldn't replace state requirements for instructional time; nor, the department said, would it grant waivers for required seat time. It's uncertain how all of this will play out. Extending the school year, educators told me, would be a logistical nightmare. So would repeating the missed months in the next school year.

"The longer we go without clarity about how things will be funded, the less outside the box we can be," Vitti says.

What all of this means is that kids without special needs, and lucky enough to live in middle-class or affluent homes are likely to be OK, even if they miss months of school. Online or distance learning, bolstered by parents eager to offer enrichment opportunities to supplement what's lost this school year, will mean they're keeping up, and losing less.

But for the state's most vulnerable kids, the ones already behind, the gap will widen. A new law that takes effect this year requires school districts to retain third-graders who are a full grade-level behind, scoring in the bottom 5% on a state test. The state says that's about 5,000 kids; around 20% are in Detroit.

If you are one of those parents in West Bloomfield - or a parent like me, in a less-wealthy district where I am a lot luckier than many of my fellow parents - I need you to care about this. The coronavirus didn't create the disparity between poorer and richer school districts, but the virus is certain to expand that gap without decisive intervention by the state.

There's nothing wrong with doing well, or choosing a well-funded, high-performing school district for your child. But there is something very wrong with allowing other children to struggle, to lag and to fall perhaps irreparably behind.

More kids than you think

In the 2018-2019 school year, more than 50% of Michigan students were considered economically disadvantaged, Brian Gutman, director of external relations for education policy watchdog EdTrust Midwest, says.

"We're talking just over half the student population, and we're talking about weeks of time, at least, where they may not have access to the same learning quality we're talking about during the school year. What does that mean for the next year? It compounds the gap, significantly perhaps," he says. "We understand the health crisis demand, and closing schools makes sense. But academically speaking, how do we make sure that students who don't have all of the advantages at home can keep learning and catch up?"

During the coronavirus closure, most districts are using some combination of paper homework packets and online learning. Vitti says Detroit is no different: packets for reading, math, science and social studies for grades k-8, SAT workbooks and access to online tutoring program Khan Academy and another online platform called iReady for high school kids. The latter, accessible by smartphone, is commonly used by lower income Americans as a source of Internet access. The district is also directing students to reading platform MyON.com, and offering a homework hotline for parents who have questions about the homework packets.

But there is no question, Vitti says, that many children in his district have a steeper hill to climb.

"Even if, theoretically, there was equal or equitable distribution of resources to meet students' social and economic reality, regarding a device, the underlying difference would be what the individual parent or family could do with the child at home," he said. "We have a lot of parents who are police officers, employees in restaurants, who have to work because society requires them to work, but also because they have to pay the rent or mortgage. This plays out on a day-to-day basis, in who completes homework or extra reading, and over time it becomes more exacerbated and clear.

Vitti says the crisis "puts inequities and challenges starkly in front of us. When we're not in crisis, we go about our day to day lives, and unless we're exposed to those challenges we don't see it. That's what privilege means. That's what privilege is all about."

But the disparities Vitti speakes of aren't limited to urban school districts, notes Randy Liepa, superintendent of Wayne County RESA.

"This is a disadvantage for poor kids, whether you live in rural or urban areas," he says. "They don't have the same access, don't have the same resources, and school districts are all over the place in their ability to provide materials. Ability to access it is another issue. Some students going to have an advantage for that period of time, and it's just that simple."

In a district meeting this week, said Mike DeVault, superintendent of the Macomb County ISD, some superintendents plainly acknowledged that they lack the technology to offer a robust online program.

How significant online or distance learning can be , "There's no answer to that," he said. "That's why these substitutes we have will at least keep the students engaged. It's essential that teachers have communication with students, electronically or digitally or by phone, and even have communications with parents. We don't even know how effective that would be, that you have to do as much as you can with tools you have."

Districts need guidance, and money

What do districts need?

They need the federal government to waive this year's standardized testing requirements. Investment in our most at-risk kids.

They need the state Deparment of Education to set clear guidance about how, exactly, those hours will be made up.

And they need state legislators to provide the money to make it all happen.

"Distance learning is not a substitute for a teacher, and we don't want people to think it is," said Mike DeVault, superintendent of the Macomb County ISD. "We have summer school programs that are very extensive for kids who need remedial help. It's probably premature for me to say this is what we would scale up if we missed four to eight weeks. I am skeptical that the public would support that."

Vitti also suggests that summer school could be expanded to help kids catch up. But there would have to be funding, he says, and it's a policy the state must set.

"We were already planning on expanding summer school for K-2 [because of the third-grade reading retention law] to allow kids to continue to catch up," he says, "And we're open to expanding summer school, but that would have to be funded."

No one really knows what's going to happen, yet: not the Michigan Department of Education, and not the local superintendents I talked to. But no one believes students will be heading back to school when the state-mandated closure expires in early April.

The Michigan Department of Education's only public response, as of Friday morning, was this not-very-helpful statement: The department "is working on guidance associated with a number of school-related issues due to the closure of schools as a result of COVID-19. These are complex issues in a rapidly changing environment in a state of 842 diverse school districts. Guidance will be released to school districts on a subject-by-subject basis as information and/or updates become available."

What they're saying is, they don't know what the future holds, either.

But this is an opportunity to push for the changes that every credible education advocacy group, from the business community to teachers' unions, has been pushing for years: tiered funding that reflects the disparate cost of educating students with different challenges; more support for teachers; a set of standards that aligns with what kids need to learn.

I'd add to the list, more funding for districts that have fallen the farthest behind. In normal times, when Detroit schools are open, students struggle to learn under leaking roofs, in dilapidated buildings.

This isn't right. Let's fix it.
Nancy Kaffer is a Free Press columnist. Contact: nkaffer@freepress.com.
Read or Share this story: https://www.freep.com/story/opinion/columnists/nancy-kaffer/2020/03/20/coronavirus-learning-gap-education-michigan/5070571002/

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I need you to care about the education of other kids in Michigan

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CLOSE Paula Lightsey, a supervisor with Southfield Public Schools, adds more Chromebooks to a stack to be given out at Birney Middle School in Southfield, Michigan on Wednesday, March 18, 2020. The school district were letting parents checkout the laptops for their kids to use on online learning while they stay at during the Coronavirus COVID-19 pandemic.

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Videos and articles. Text and audio can be translated into multiple languages. Settings/tool icon includes translation options. Michigan eLibrary

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Full 8-week free-of-charge mindfulness course in Arabic, providing Arabic-speaking refugees vital tools for easing the trauma of facing and fleeing violence.

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مشروع اليقظة في اللغة العربية

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Free Audible.com: Translations in 6 languages

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Free Audible.com: Translations in 6 languages

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Encourage families to read and listen to books in their native language. Audible is FREE for kids as long as schools are closed.

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Oakland County Emergency Food Resources: Arabic, Spanish & English

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Oakland County Emergency Food Resources: Arabic, Spanish & English

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Oakland Schools Resource

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Simple English with Pictures

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K-8: Printable reading & math packets, in English 

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K-8: Printable reading & math packets, in English 

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iReady

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What We Do

Teaching and Learning in 2021-2022

This is a unique year of teaching and learning. As teachers, students, and families navigate different learning contexts and constantly adapt to change, we are here to help.

For Educators

For Families

Get to Know Our Programs

Locate Your Representative

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Remote Learning: At-Home Teaching Support with i-Ready

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This is a unique year of teaching and learning. As teachers, students, and families navigate different learning contexts and constantly adapt to change, we are here to help.

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K-8: Printable reading & Math packets, in Spanish 

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K-8: Printable reading & Math packets, in Spanish 

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iReady

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Paquetes de actividades imprimibles para estudiantes practicar matemáticas y lectura, guías para usar i-Ready y Ready, y otras actividades desde la casa. Vea los recursos disponibles.

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Colorin Colorado. These can also be used for at home reading during IRIPs.

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Colorín Colorado is a national multimedia project that offers a wealth of bilingual, research-based information, activities, and advice for educators and families of English language learners (ELLs). Colorín Colorado is an educational service of WETA, the flagship public broadcasting station in the nation’s capital, and receives major funding from the American Federation of Teachers and National Education Association. © Copyright 2023 WETA Public Broadcasting.

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K-8 calendars of activities for ESL students translated into 10 languages... and counting!

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Hello! Thanks so much for your commitment to your students. Here you will find links to activities for students in grades K through 12. They require only paper and pencil, and some materials that can be found around the house.

English K-8, Weeks 1-8, written by Maria Montroni-Currais, NJ. English K-8, Weeks 9-12 written by Meghan Love and Laura McAulay, SC

Spanish, courtesy of the River Falls District, WI. Spanish Weeks 5-8 courtesy of Kelly Cesarski, NJ, Spanish Weeks 9-12 courtesy of Tiffany Wells, NJ

Portuguese, courtesy of Maria Costa, MA. Portuguese Weeks 5-8, courtesy of Elisangela Defreitas

Somali, courtesy of the Saint Cloud, MN Community Volunteers. Somali weeks 5-8 courtesy of Hassan Adan, MN.

Arabic, courtesy of Sarah Badi, TN via Marci Butler, Sumner County Schools, TN

Chinese, courtesy of a student and her family, WV. Chinese weeks 5-8 courtesy of Sue Zhao, TN via Marci Butler, Sumner County Schools, TN

French, courtesy of Jennifer Larance, VA

Urdu, courtesy of Saba Ahmed, NJ

Vietnamese, courtesy of Julia O'Neil, MN and Mai Hoang

Punjabi, courtesy of Savdeep, Hargurjeet, and Ritu, NJ.

Polish, courtesy of Kasia Liu, NJ.

Hindi, courtesy of Savdeep, Hargurjeet, and Ritu, NJ. Hindi weeks 5-8 courtesy of Shilpa Palawat, Lincoln Community School, NJ

Haitian Creole, courtesy of Denise Vega-Moore, East Orange School District, NJ

Turkish, courtesy of Ayse Takhim, NJ

Burmese, courtesy of Globelink, LLC via Talonna Hybki, CO

Korean, courtesy of JaeJun Daniel Cho via Lisa Geib and Heidi Son, TX and Eun Jung Kim, Benjamin Banneker Academy, East Orange School District, NJ

Japanese, courtesy of Mizuho Furusawa, TN. Japanese weeks 5-8 courtesy of an anonymous teacher, TN, via Marci Butler, Sumner County Schools, TN

German, courtesy of Michelle Cimenton, Lyons H.S., KS

Italian, courtesy of Andrea Williams, KS

Nepali, courtesy of Tarwan Tiwari, Nepali liason for Springfield, MA

Khmer, courtesy of Phala Chea, MA

English 9-12, courtesy of Cornelia Okraski, Fort Mill, SC

Romanian, courtesy of Maria Bornea, TN. Romanian weeks 5-8 courtesy of Ruxandra Wagner, parent, TN via Marci Butler, Sumner County Schools, TN

Farsi, courtesy of Yara Ahrar, ESOL Teacher, Fort Mill School District, SC

Tagalog, courtesy of Glenn and Margaret Rutaquio, Garland ISD, TX

Swahili, via Your Language Connection and the school district of Lancaster, PA and Linda Cyomuhendo from Jewish Family Services in Springfield MA. Swahili weeks 9-12, courtesy of Kerry Martins, MA

Ukrainian, courtesy of Maryana, Syracuse, NY

Pashto, *translation is hand-written* courtesy of Shereen Khan and family

Russian, courtesy of Olga Tamm, via Marci Butler, Sumner County Schools, TN

Albanian, courtesy of Anisa Bega and Viollca Sumbulla from Plymouth-Canton Community Schools

Zomi, Kinyarwanda, Hakha Chin, courtesy of LoriAnn Martin, Warren County Public Schools, KY

We are still looking for translations in languages such as:
Thai, Hmong, Tigrinyan, Kurdish
If you or someone you know can effectively translate into these languages, please email mmontroni@Somerdale-park.org.

Stay healthy! - Maria Montroni-Currais, ESL and G&T Teacher, Somerdale, NJ
ESL at Home and www.eslathome.edublogs.org Copyright 2020

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Hello! Thanks so much for your commitment to your students. Here you will find links to activities for students in grades K through 12. They require only paper and pencil, and some materials that can be found around the house. English K-8, Weeks 1-8, written by Maria Montroni-Currais, NJ.

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Translated into 19 languages

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From Google Arts & Culture

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Explore all Collections on Google Arts & Culture.

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Translated Resource: Talking to Children about COVID-19

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Translated Resource: Talking to Children about COVID-19

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6 languages. Helpful to send to parents to help them support the emotional well being of their children during this time.

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National Association of School Psychologists (NASP)

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Families across the country are adapting to the evolving changes in daily life caused by the COVID-19 pandemic. Most schools, places of public gathering, and nonessential businesses are closed, and parents and other caregivers are faced with helping their families adjust to the new normal. This includes trying to keep children occupied, feeling safe, and attempting to keep up with schoolwork as best as possible. None of this is easy, but it helps to stay focused on what is possible in order to reinforce a sense of control and to reassure children that they are okay, and that the situation will get better.

It is very important to remember that children look to adults for guidance on how to react to stressful events. Acknowledging some level of concern, without panicking, is appropriate and can result in taking the necessary actions that reduce the risk of illness. Teaching children positive preventive measures, talking with them about their fears, and giving them a sense of some control over their risk of infection can help reduce anxiety. This is also a tremendous opportunity for adults to model for children problem-solving, flexibility, and compassion as we all work through adjustting daily schedules, balancing work and other activities, getting creative about how we spend time, processing new information from authorities, and connecting and supporting friends and family members in new ways. The following tips can help.

STAY CALM, LISTEN, AND OFFER REASSURANCE

Be a role model. Children will react to and follow your reactions. They learn from your example.

Be aware of how you talk about COVID-19. Your discussion about COVID-19 can increase or decrease your child's fear. If true, remind your child that your family is healthy, and you are going to do everything within your power to keep loved ones safe and well. Carefully listen or have them draw or write out their thoughts and feelings and respond with truth and reassurance.

Explain social distancing. Children probably don't fully understand why parents/guardians aren't allowing them to be with friends. Tell your child that your family is following the guidelines of the Centers for Disease Control and Prevention (CDC), which include social distancing. Social distancing means staying away from others until the risk of contracting COVID-19 is under control. Showing older children the "flatten the curve" charts will help them grasp the significance of social distancing. Explain that while we don't know how long it will take to "flatten the curve" to reduce the number of those infected, we do know that this is a critical time-we must follow the guidelines of health experts to do our part.

Demonstrate deep breathing. Deep breathing is a valuable tool for calming the nervous system. Do breathing exercises with your children.

Focus on the positive. Celebrate having more time to spend as a family. Make it as fun as possible. Do family projects. Organize belongings, create masterpieces. Sing, laugh, and go outside, if possible, to connect with nature and get needed exercise. Allow older children to connect with their friends virtually.

Establish and maintain a daily routine. Keeping a regular schedule provides a sense of control, predictability, calm, and well-being. It also helps children and other family members respect others' need for quiet or uninterrupted time and when they can connect with friends virtually.

Identify projects that might help others. This could include: writing letters to the neighbors or others who might be stuck at home alone or to healthcare workers; sending positive messages over social media; or reading a favorite children's book on a social media platform for younger children to hear.

Offer lots of love and affection.

MONITOR TELEVISION VIEWING AND SOCIAL MEDIA

Parents/guardians should monitor television, internet, and social media viewing-both for themselves and their children. Watching continual updates on COVID-19 may increase fear and anxiety. Developmentally inappropriate information, or information designed for adults, can also cause anxiety or confusion, particularly in young children.

Dispel rumors and inaccurate information. Explain to your child that many stories about COVID-19 on the internet may include rumors and inaccurate information. Older children, in particular, may be accessing a great deal of information online and from friends that contains inaccuracies. Talk to your child about factual disease information.

Provide alternatives. Engage your child in games or other exciting activities instead.

TAKE TIME TO TALK

Let your children's questions guide you. Answer their questions truthfully, but don't offer unnecessary details or facts. Don't avoid giving them the information that experts indicate as crucial to your children's well-being. Often, children and youth do not talk about their concerns because they are confused or don't want to worry loved ones. Younger children absorb scary information in waves. They ask questions, listen, play, and then repeat the cycle. Children always feel empowered if they can control some aspects of their life. A sense of control reduces fear.

BE HONEST AND ACCURATE

Correct misinformation. Children often imagine situations worse than reality; therefore, offering developmentally appropriate facts can reduce fears.

Explain simple safety steps. Tell your child this disease spreads between people who are in close contact with one another, when an infected person coughs or sneezes, or when one touches infected objects or surfaces.

Stay up-to-date on the facts. Go to https://www.cdc.gov/coronavirus/2019-ncov/index.htmlfor additional factual information.

KEEP EXPLANATIONS AGE-APPROPRIATE

Early elementary school children. Provide brief, simple information that balances COVID-19 facts with appropriate reassurances that adults are there to help keep them healthy and to take care of them if they do get sick. Give simple examples of the steps people make every day to stop germs and stay healthy, such as washing hands. Use language such as "adults are working hard to keep you safe."

Upper elementary and early middle school children. This age group often is more vocal in asking questions about whether they indeed are safe and what will happen if COVID-19 spreads in their area. They may need assistance separating reality from rumor and fantasy. Discuss the efforts national, state, and community leaders are doing to prevent germs from spreading.

Upper middle and high school students. Issues can be discussed in more depth. Refer them to appropriate sources of COVID-19 facts. Provide honest, accurate, and factual information about the current status of COVID-19. Engage them in decision-making about family plans, scheduling, and helping with chores at home.

For all children, encourage them to verbalize their thoughts and feelings. Be a good listener!

STAY CONNECTED TO SCHOOL

Locate learning resources. Schools' capacity to conduct virtual learning experiences will vary greatly, but most schools are providing lessons and learning activities for children to do. Take advantage of the many companies and online platforms currently offering free learning opportunities.

Identify additional resources. Know if your school or district is providing additional resources, such meals, or technology, such as a laptop or tablet.

Stay in touch. Find out how the school is communicating with families and students. Be sure to read any communications you receive. Check with you children, particularly older ones, as they may be receiving information directly that would be helpful for you to know.

Connect with school staff. Reach out to your child's teacher and other relevant school staff if you have concerns about their coping and keeping up with assignments or activities.

KNOW THE SYMPTOMS OF COVID-19

According to the CDC, symptoms of fever, cough, and/or shortness of breath appear within 14 days after being exposed to the disease.

For some people, the symptoms are similar to having a cold; for others, they are more severe or even life threatening.

MODEL BASIC HYGIENE AND HEALTHY LIFESTYLE PRACTICES

Practice daily good hygiene. Encourage your child to practice these simple steps to prevent spreading the virus.

Wash your hands multiple times a day for 20 seconds. Singing "Twinkle, Twinkle Little Star" or "Happy Birthday" twice is about 20 seconds.

Compliment your children when they use a Kleenex or sneeze or cough into the bend of their elbow. Teach them the importance of throwing away used tissues immediately after sneezing or coughing.

Sadly, handshakes and hugs need to be limited to immediate family members, at least for now.

Foster a sense of control. Offering guidance on what your child/children can do to prevent infection offers them a greater sense of control, which reduces anxiety.

Build the immune system. Encourage your child to eat a balanced diet, get enough sleep, and exercise regularly; this will help them develop a robust immune system to fight off illness.

BE AWARE OF YOUR CHILDREN'S MENTAL HEALTH

Most children will manage well with the support of parents and other family members, even if showing signs of some anxiety or concerns, such as difficulty sleeping or concentrating. Some children, however, may have risk factors for more intense reactions, including severe anxiety, depression, and suicidal behaviors. Risk factors can include a pre-existing mental health problem, prior traumatic experiences or abuse, family instability, or the loss of a loved one. Parents and caregivers should contact a professional if children exhibit significant changes in behavior or any of the following symptoms for more than 2 weeks.

Preschoolers -thumb sucking, bedwetting, clinging to parents, sleep disturbances, loss of appetite, fear of the dark, regression in behavior, and withdrawal.

Elementary school children -irritability, aggressiveness, clinginess, nightmares, school avoidance, poor concentration, and withdrawal from activities and friends.

Adolescents -sleeping and eating disturbances, agitation, increase in conflicts, physical complaints, delinquent behavior, and poor concentration.

ADDITIONAL RESOURCES
For more information related to schools and physical and mental health, visit www.nasponline.org and © 2020, National Association of School Psychologists, 4340 East Wes t Highway, Suite 402, Bethesda, MD 20814, 301-657-0270 www.nasn.org.
Adapted from, Talking to Children About COVID-19 (Coronavirus): A Parent Resource, National Association of School Psychologists and National Association of School Nurses, NASP, 2020.

Contributor: School Psychologist Kathy Sievering

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Helping Children Cope With Changes Resulting From COVID-19

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Families across the country are adapting to the evolving changes in daily life caused by the COVID-19 pandemic. NASP has provided the following tips to help families reinforce a sense of control and r...

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Article: ELs May be Left Behind as Remote Learning Becomes the New Normal

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Article: ELs May be Left Behind as Remote Learning Becomes the New Normal

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How will we advocate for our EL, refugee & immigrant families, many of whom have no access to technology and/or have interrupted schooling? This is a great article to share with your districts as we advocate to include our multilingual learners in our learning and communication plans.

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As the nation shifts to online learning during the novel coronavirus outbreak, language and access barriers may shut many of the nation's nearly English-learner students out of the learning process.

A December 2019 report from the U.S. Department of Education found that few teachers reported assigning English-learners to use digital learning resources outside of class, in part because of concerns about students' lack of access to technology at home.

The same report also revealed that teachers who work with English-language learners are more apt to use general digital resources rather than tools designed specifically for English-learners and that English-learner educators reported fewer hours of professional development with digital learning resources than did mainstream teachers.

Those findings suggest the spread of outbreak-related school closures could have severe consequences for the millions of students with limited access to digital devices or the internet, limited understanding of English, and limited ability to work independently without support.

"This crisis has emphasized the inequities and gaps that exist in our [education] system," said Kristina Robertson, the English-learner program administrator for the Roseville, Minn., schools. "This is a wakeup call about the value of having technology for all."

English-learner educators often offer tailored support for their students in class, something that is not available in many of the online programs schools have implemented, said Joseph Luft, the executive director of the Internationals Network for Public Schools.

The New York City-based network operates 28 high school and middle school campuses in New York city, the San Francisco Bay Area, the Washington, D.C.-area, and Minneapolis that educate more than 10,000 English-learners and newly arrived immigrant students.

The widespread closures have left teachers and administrators scrambling for ways to connect with students they may not see face-to-face again for weeks or months. In New York City, schools are closed until at least April 20, and perhaps the rest of year, Mayor Bill de Blasio said this week.

Education Week has tracked school closures across the nation: At least 38 states have closed schools to help slow the spread of coronavirus; the closures have affected more than 38 million public school students.

In some of the International Network's New York schools, teachers spent the weekend printing paper packets for student pickup. The organization has also created a network-wide resource for teachers to share curriculum ideas and suggestions for connecting with families.

"This makes online learning a lot more difficult," Luft said. "We're trying to be very creative but it's very hard to transition so quickly."
Language Barriers
Across the country, public schools educate about 4.9 million English-learners from hundreds of different language backgrounds. While the numbers for several other languages are on the rise, 76 percent of the nation's English-learners speak Spanish.

Many of the nation's largest school districts have had significant English-learner populations for years, but communication challenges even exist for many of those school systems.

In Seattle, where schools will remain closed until April 24, the district offers translations for materials in six languages: Spanish, Somali, Mandarin Chinese, Vietnamese, Amharic, and Tagalog. That still leaves some families out of the loop. The district has nearly 7,000 English-learners and they speak a total of about 160 languages.

"[English-learners] who don't speak one of the major languages have much less support," Judie Haynes, an author and English-learner-educator consultant, wrote in an email to Education Week. "All distance learning will probably be in English or Spanish unless another language group has a big concentration."

The state of New Jersey, where Haynes in based, has a concentration of Portuguese students and teachers that would allow their needs to be met at school, she said.

Roughly 40 percent of the 7,000 students in Robertson's district, the Roseville schools, speak a language such as Spanish, Hmong, Karen, Somali, or Nepali at home.

The district employs 11 cultural liaisons, whose duties range from providing interpretation and translations, advising students, cultural navigation, and working to bridge the language and cultural gaps that emerge between district staff and families.

The district also plans to establish a multilingual Facebook page to communicate with families and send daily robocalls and emails in multiple languages to inform families about meals and other efforts to support families.

"Families need to have somebody they trust to communicate what they need from schools, Robertson said. "They want to their children to be safe and have learning opportunities just like everyone else."
Banding Together
Colorín Colorado, a site for English-learner educators, has compiled a list of resources and suggestions for school staff and English-learner families. The guide includes tips for ensuring that families have access to information about online learning and that their district or school online-learning plans account for English-learners.

In addition to providing links to COVID-19 information in several languages, the site also offers tips on staying connected with English-learner families during the extended shutdowns by communicating with families via phone calls, texts or video chats and providing translated information whenever possible.

"We want to ensure immigrant and English-learner families aren't left behind," said Giselle Lundy-Ponce, an English-learner advocate with the American Federation of Teachers. "It's going to require a monumental effort."

In an ongoing online survey of teachers conducted by the site, respondents have reported that many of their English-learners don't have laptops or tablets to access online lessons; in some cases, they don't have internet access.

"We would like not to lose anything [in terms of learning progress], but that's not very realistic," Robertson said. "Some families are going to be left behind."

A longtime English-as-a-second-language teacher, Haynes started #ellchat about a decade ago. On Monday, the Twitter chat focused on online learning for English-learners during the coronavirus outbreak. The exchange focused on tools that could help students access online lessons and remain in touch with teachers.

TESOL International Association, an organization for teachers who specialize in working with English-learners, has also collected resources that teachers and administrators can use to help guide their discussions with students about this pandemic.
'Losing Ground'
Luft is especially concerned about a particular subset of English-learners: older students who are nearing graduation.

School districts have long struggled to meet the educational needs of these students, including refugee and immigrant students who often have gaps in their formal education. Laws allow students to enroll in traditional public schools until they reach age 21, but many times they're pressured to leave campuses or funneled into alternative programs.

Luft fears that, with extended school closures, some of these students may leave school without graduating, unless some districts waive exam requirements or amend state laws on how many days schools must be in session.

"It's just throwing another roadblock in their way," Luft said. "We don't know how long this is going to last. They're in real danger of losing ground."

Robertson has asked district staff, including the cultural liaisons, to monitor whether families have enough food and understand when to seek medical help during the coronavirus outbreak.

Staff in the district-which has a one-to-one computing initiative-were also pressing to get tablets to students as schools shut down Wednesday through at least March 27.

"You can digitize instruction, but education is about connections," Luft said. "We don't really know what this is going to look like over the next couple of weeks. I'm not looking for miracles; I'm just looking for people working to keep kids connected to school."
Photo Credit: Students Valerie Mejia-Terry, left, and Karina Medina, right, focusing during class at Spirit Lake Elementary School in Spirit Lake, Iowa, in 2017. -- Bryon Houlgrave /The Des Moines Register

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English-Learners May Be Left Behind as Remote Learning Becomes 'New Normal'

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UPDATED As the nation shifts to online learning during the novel coronavirus outbreak, language and access barriers may shut many of the nation's nearly English-learner students out of the learning process. A December 2019 report from the U.S.

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Student Text Sets on history, diverse perspectives and experiences

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Our searchable library of short texts offers a diverse mix of stories and perspectives. This multigenre, multimedia collection aligns with the Common Core's recommendations for text complexity and the Learning for Justice Social Justice Standards. Choose from informational and literary nonfiction texts, literature, photographs, political cartoons, interviews, infographics and more.

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Virtual Professional Learning

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miPLACE For Educators of ELs - Virtual Professional Learning Opportunities by Lyn Weber | This newsletter was created with Smore, an online tool for creating beautiful newsletters for educators, nonprofits, businesses and more

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Easy tool for remote participation. Participants make a group word cloud, graph, short answers or take quizzes.

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"How to" presentation. Changing language of Google Classroom is on slide 37.

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Google Classroom for Teaching and Learning

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Authors read their books aloud.

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Hello, friends! I'm Kate Messner, a former classroom teacher, forever-educator, and the author of more than three dozen books for kids. These include picture books like Over and Under the Snow, The Brilliant Deep, and The Next President; the Fergus and Zeke easy reader series; the Ranger in Time historical chapter book adventures; nonfiction like Tracking Pythons and Solve This: Forensics; and novels like All the Answers, Breakout, and . I'm happy that you found your way here!

This is a library of resources for kids, families, teachers, and librarians to make sure that reading & learning can happen anywhere this spring. Some of you may be out of school as communities try to prevent the spread of a virus known as COVID-19. Here's a great page from NPR that explains what that's all about, in a kid-friendly comic. National Ambassador for Young People's Literature Jason Reynolds shares "How to Fight the New Bad Guy in Town," a PSA for kids, on the StorySeeds podcast here. And this excellent & important post from author Laurie Halse Anderson does a great job explaining why we're seeing closings (and why that's important) for older readers.

Below, you'll find a growing collection of resources that include everything from first-chapter and picture book read-alouds (all shared with permission!) to drawing and writing mini-lessons. Be sure to check back often, as new resources will be added every day. If you'd prefer to browse learning-at-home resources by age group, my daughter Ella has put together the pages below, with even more resources, organized by grade level. (Thanks, Ella!)

Resources for grades PreK-2 (ages 3-7)
Resources for grades 3-5 (ages 8-10)
Resources for grades 6-8 (ages 11-13)
Resources for grades 9-12 (ages 14+)

Many teachers & librarians have also reached out to ask about permission to read books aloud to your students via closed platforms like Google Classroom, Zoom, and unlisted YouTube links. Individual publishers have been sharing their own guidelines for online read-alouds, and you'll find a round-up of those here.

Author Kate Messner shares a read-aloud of THE NEXT PRESIDENT: THE UNEXPECTED BEGINNINGS AND UNWRITTEN FUTURE OF AMERICA'S PRESIDENTS, illustrated by Adam Rex. Writing challenge: After the read-aloud, write your own presidential platform. What changes would you make to your country if you were in charge?

Author Kate Messner shares a read-aloud of OVER AND UNDER THE POND, illustrated by Christopher Silas Neal (shared with permission from Chronicle Books). After the read-aloud, look out your window - or step outside if you can - and see what hidden nature you notice!

Author Kate Messner shares a read-aloud of THE BRILLIANT DEEP: REBUILDING THE WORLD'S CORAL REEFS illustrated by Matt Forsythe. After the read-aloud, check out the Coral Restoration Foundation website. Learn more about the threats coral reefs are facing from NASA's Climate Kids page, and check out this page about how kids can help our oceans. Challenge: Make a poster or drawing to teach people about how we can all help coral and other sea creatures!

OVER AND UNDER THE RAINFOREST, Kate's book with illustrator Christopher Silas Neal doesn't come out until August, but we got special permission to share an early read-aloud! After the story, check out this page with more information on the wildlife of Costa Rica, where Kate did most of the research for this book. Writing challenge: Write a short article to teach people about your favorite rainforest animal!

Tracey Baptiste, the author of The Jumbies series, shares a mini-lesson on comparative mythology. She talks through how creatures from different mythologies have traits in common and encourages kids to find those similarities in the mythologies they come across. She's also sharing some reading resources such as D'Aulaires' Book of Greek Myths, The Element Encyclopedia of Mythical Creatures, and her own Jumbies Field Guide available at her website.

Author Debbi Michiko Florence shares a read-aloud excerpt of her chapter book JASMINE TOGUCHI FLAMINGO KEEPER, along with a writing prompt (and a peek at a real daruma doll)!

Author Leah Henderson shares a first chapter read-aloud of her middle grade novel THE MAGIC IN CHANGING YOUR STARS. Writing Challenge: Find out who Ailey Benjamin Lane is named after. (Hint: His first name comes from an African-American dancer & choreographer with the initials A.A. His middle name comes from an African-American farmer & naturalist who searches out the stars and who created an almanac in 1792. This person's initials are B.B.) Who could they be?

Author-illustrator Jarrett Lerner shares tips and techniques to help you draw ANYTHING and EVERYTHING!

Veera Hiranandani, author of the Newbery Honor winning book The Night Diary, The Whole Story of Half a Girl, and The Phoebe G. Green series offers a diary writing prompt to help you get to know your characters and create an inspired story!

Author Jason Reynolds shares a read-aloud from his MG novel, GHOST. In this chapter, the main character talks about world records, so after the read-aloud, check out this page from the Guiness Book of World Records, with some records you can try to break at home!

Author Kate Messner shares a read-aloud excerpt from TRACKING PYTHONS: THE QUEST TO CATCH AN INVASIVE PREDATOR AND SAVE AN ECOSYSTEM. After the read-aloud, you can learn more about invasive species from National Geographic and the National Wildlife Foundation. Also check out this article from New York State Conservationist Kids!

Kate also shared this article about the python scientists, with photos and infographics.

Author & illustrator Grace Lin teaches viewers how to draw a Chinese Dragon and shares some tidbits about Chinese culture! You can find more of Grace's reading & drawing videos on her YouTube channel.

Author Carole Lindstrom shares a read-aloud of WE ARE WATER PROTECTORS.

Author Jo Knowles reads from the first chapter of her MG novel WHERE THE HEART IS and offers students a fun writing exercise! For more about Jo and her books, or for teachers/book group guides that go along with her books, visit her website.

Kelley McMorris, who illustrates the RANGER IN TIME chapter book series, shares a video about how she illustrates a book cover. After you watch, try using Kelley's process to design a new cover for one of your favorite books!

Author and illustrator Debbie Ridpath Ohi shares a read-aloud of her picture book WHERE ARE MY BOOKS?, gives a drawing demo and challenges young readers to create their own imaginative squirrels, and shares a crowd-sourced "Where Are My Books?" music video. You can find lots of free, print-ready activities and other fun bonus info at https://www.debbieohi.com/wamb

Author Erin Entrada Kelly gives a peek into the notebooks for several of her novels, including HELLO, UNIVERSE. Writing challenge: What's in your notebook? Take a little time to write in it today, inspired by Erin's ideas!

Author Chris Tebbetts shares a read-aloud of the first chapters of STRANDED. Writing challenge: Choose a wilderness setting of your own - the Arctic, the desert, the rainforest - and imagine you're stranded there. How will you survive? Write an imaginary journal documenting your adventure. Check out these wilderness survival skills from Outdoor Life for ideas!

Author Nikki Grimes shares poetry selections from WORDS WITH WINGS. Writing challenge: Try writing your own poem today, in the style of one of Nikki's read-alouds! For more of Nikki's read-aloud videos and lessons, check out her YouTube Channel here.

Author Ann Braden shares a read-aloud excerpt from THE BENEFITS OF BEING AN OCTOPUS. Note: the octopus is a pretty amazing creature, so after the read-aloud, read up on them at this page from National Geographic Kids!

Author Kate Messner shares a read-aloud of UP IN THE GARDEN AND DOWN IN THE DIRT, illustrated by Christopher Silas Neal. After the read-aloud, read more about helpful insects here and check out these garden activities from KidsGarden!

Author Sarah Albee shares a STEM mystery, "Did the Doctor Do It?" as part of her series exploring the science and intrigue of poison throughout history. Check out more of Sarah's Poison videos here.

Middle grade and Young adult author, Paula Chase offers a mini-writing exercise to help students build stories around their unique traits.

Author Nancy Castaldo reads some of BACK FROM THE BRINK with tips how we can all use our voices through our writing to make a difference. Here's the link to the reader's guide for more activities.

Author Debbi Michiko Florence shares an early read-aloud excerpt of her upcoming MG novel KEEP IT TOGETHER KEIKO CARTER, along with a writing prompt!

Author & illustrator Grace Lin shares the first story from her early reader, "Ling and Ting: Not Exactly the Same!" You can find more of Grace's reading & drawing videos on her YouTube channel.

Author Kate Messner shares a read-aloud excerpt from RANGER IN TIME: RESCUE ON THE OREGON TRAIL. Writing challenge: Choose your favorite event in history and imagine how a search and rescue dog might be able to help out. Then so some research about your historical event, and write your own story about Ranger's adventures there!

Christina Soontornvat shares how she came up with the idea for her new middle grade fantasy novel, A WISH IN THE DARK. Writing challenge: Use Christina's model to brainstorm your own list of ideas for stories that might be inspired by a classic tale! And check out more videos from Christina here!

Author KA Holt reads an excerpt from her forthcoming middle grade novel-in-verse, BEN BEE AND THE TEACHER GRIEFER.

Author Mae Respicio reads a few pages from her upcoming middle grade novel, Any Day With You, and shares a quick, fun writing prompt. Writing challenge: Imagine you've been planning a beach day with your best friends. You're so excited to go but when you get there... everything goes wrong and not the way you expected it to! Describe what happens.

Author Elly Swartz shares tips on how to use the emotion in your life to create authentic characters! Writing challenge: Take a few minutes to journal about a day when you felt an especially strong emotion - joy or fear or excitement! How might you use those emotions in a fictional story?

Author Lisa Yee drinks water, reads the first chapter of Millicent Min, Girl Genius, and fumbles when she comes across a couple of lines in Latin. Writing challenge: Try rewriting a scene from this chapter from the point of view of another character!

Award-Winning author Michelle Cusolito shares a writing mini-lesson to help writers add more sensory details to their writing. You can find more resources related to Michelle's book FLYING DEEP: CLIMB INSIDE DEEP-SEA SUBMERSIBLE ALVIN here.

Author-illustrator Lita Judge shares a video about how a sketching trip inspired one of her picture books! After you watch, take your own mini-sketching trip. Go to your kitchen or your bedroom, your porch or your backyard, and sketch what you see. Observe closely!

Author Kate Messner shares a read-aloud excerpt from CHIRP, a mystery for kids that's set on a cricket farm! After the read aloud, you can learn more about entomophagy (eating insects as food!) from CBS Kids, and check out a real cricket farm's website!

Author Chris Tebbetts shares a video mini-lesson on how to create a good beginning for a story!

And another video writing workshop from Chris, called Four Elements of Character. (This is an 8-minute video where you pause & write sometimes, so the full activity will take about half an hour. Recommended for writers ages 10 and up.)

Author Aisha Saeed shares a read-aloud of her picture book, BILAL COOKS DAAL, along with a related activity!

Author Emily Jenkins shares a read-aloud of A GREYHOUND, A GROUNDHOG.

Author Lisa Schroeder shares a read-aloud excerpt from her MG novel MY SECRET GUIDE TO PARIS, along with a writing exercise!

Author Janet Fox shares a read-aloud of the first chapter of her MG novel THE ARTIFACT HUNTERS. Writing challenge: Try writing a short scene of your own in which something unexpected happens!

Author & illustrator Jess Keating shares some thoughts on where ideas for stories come from! (This is part of a series Jess shares on writing & you can find more on her YouTube channel.)

Author Chris Tebbetts shares a read-aloud of the first chapters of MIDDLE SCHOOL, THE WORST YEARS OF MY LIFE, co-written with James Paterson.

Poet Charles Waters shares poetry from DICTIONARY FOR A BETTER WORLD (by Charles Waters and Irene Latham)

Author Abby Cooper reads the first chapter of her middle grade novel, FRIEND OR FICTION.

Author Lynn Plourde shares some tips on starting an observation notebook!

Author-illustrator James Burks shares a video lesson on how to draw Squirrel from his graphic novel series, Bird and Squirrel!

Author Kristen Larson shares an engineering design activity based on her book WOOD, WIRE, WINGS: Emma Lilian Todd Invents an Airplane.

Author Liz Garton Scanlon shares a video lesson on writing am ETHEREE - a ten line poem in which each line is one syllable longer than the last.

Author-illustrator Karen Romano Young shares a video doodling tutorial. You can also check out Karen's #AntarcticLog comics, a weekly series of comics about Antarctica - as well as the Arctic and anyplace where climate change is being studied.

Author KA Holt reads an excerpt from her novel-in-verse, HOUSE ARREST. Mini-lesson: listen for as many poetic devices as you can find (metaphor, simile, assonance, hyperbole, etc.)

Author Jennifer Roy shares a video read-aloud from her historical novel YELLOW STAR, along with a writing prompt about looking for symbols of hope in tough times, recommended for ages 10 and up.

Author Laurel Snyder shares some thoughts on fiction and making up stories, along with a read-aloud of CHARLIE AND MOUSE OUTDOORS.

Author Caroline Starr Rose reads her picture book, A RACE AROUND THE WORLD: THE TRUE STORY OF NELLIE BLY AND ELIZABETH BISLAND. When you've finished listening, visit the article, How to Pack Like Pioneering Journalist Nellie Bly, Who Circumnavigated the Globe in 1889 with Just a Small Duffle Bag, to see what Nellie brought on her journey. Challenge: Plan your own trip around the world. What would you like to see? Where would you like to visit? Mark these places on a map.

Author Corinne Demas shares a read-aloud of THE DISAPPEARING ISLAND.

Author Lauren Tarshis shares a read-aloud of the first two chapters of I SURVIVED THE SINKING OF THE TITANIC. After the read-aloud, check out this link to read about Robert Ballard, the oceanographer whose team discovered the wreck of the Titanic more than seventy years after it sank.

Author & poet Nikki Grimes shares poems about one of her favorite cakes, Pineapple Upside Down Cake, along with five steps to creating your very own poem about your favorite food! For more of Nikki's read-aloud videos and lessons, check out her YouTube Channel here.

Author Sarah Aronson shares a read-aloud of JUST LIKE RUBE GOLDBERG. And here's a FlipGrip page where kids can share their projects and ask questions.

Author Chelsea Clinton shares an excerpt from her book START NOW: YOU CAN MAKE A DIFFERENCE.

Author Bruce Hale shares a read aloud of BIG BAD BABY.

Writing Challenge: Write about the same experience in multiple ways (letters, poems, illustrations, and screenplay).

Bonus challenge: Write positive affirmations for your family members.

Author Sayantani DasGupta shares a read-aloud of the first chapter of THE SERPENT'S SECRET.

Author Deborah Underwood reads INTERSTELLAR CINDERELLA (illustrated by Meg Hunt) and gives kids a mini-lesson on how to write their own fractured fairy tales.

Author Kate Messner shares a read-aloud of UP IN THE GARDEN AND DOWN IN THE DIRT and answers questions from kids in a "Family Book Club" video recorded earlier this year (thanks to Read-Aloud Revival for making this recording publicly available for learning at home this spring!)

Author-illustrator Brian Biggs shares a read-aloud of his EVERYTHING GOES board books.

Author Jessica Young shares a read-aloud of HAGGIS AND TANK (illustrated by James Burks) with a mini-lesson on sound words.

Author-illustrator Brandon Reese shares a read-aloud of his picture book CAVE DADA. And here's a link to download a coloring page, too!

Here's a fun challenge from author Laurel Snyder ... She's written a brand new book, but doesn't have any pictures for it. Will you help? She'll read you the story of The Beastly Collective, and you'll draw your favorite animals, while she teaches you some brand new words!

Author Christine Evans shares a read-aloud of Evelyn the Adventurous Entomologist, illustrated by Yasmin Imamura.

Author and illustrator Grace Lin shares a chapter from her book, The Year of the Dog. You can find more of Grace's reading & drawing videos on her YouTube channel.

Grace Lin teaches families how to draw a dog from the number 5 (just like in The Year of the Dog!)

Amy Guglielmo, co-author of POCKET FULL OF COLORS shares a read-aloud of her picture book biography of Disney artist Mary Blair. Art challenge: Collect a rainbow of colorful objects inside or outside as a fun follow up activity. Take part in the "Rainbow Hunt," and draw a picture of a rainbow to post in your window for neighbors to see on their daily walks.

Author Kerry O'Malley Cerra demonstrates an easy tool students can use to summarize. This tip can also be used for writers as chapter checks!

Japanese American author, Kathleen Burkinshaw reads a chapter from her MG historical fiction, The Last Cherry Blossom based on events in her mom's life as a 12 yr old in Hiroshima during WWII. Also learn a little about her mom's favorite Japanese folk tale. You can find a Discussion Guide on her website www.kathleenburkinshaw.co

Newbery Award winning author Meg Medina shares a writing lesson on Creating Tension.

Kerry Madden shares a read-aloud of ERNESTINE'S MILKY WAY.

Author Buffy Silverman shares On a Snow-Melting Day: Seeking Signs of Spring and a little science show-and-tell.

Author Diane Zahler shares a read-aloud of the first chapter of The Marvelwood Magicians and a writing prompt.

Abigail Rayner shares a read-aloud of The Backup Bunny.

Michelle Cusolito reads aloud her book Flying Deep: Climb Inside Deep-Sea Submersible ALVIN (illustrated by Nicole Wong) while Jeff Angeley of Southcoast Lessons provides live musical accompaniment. You can find more resources related to Flying Deep here.

Author Meg Fleming shares a read-aloud of her picture book, Sometimes Rain.

S.K. Ali, co-author of THE PROUDEST BLUE, shares directions for making a paper boat.

The niece and nephew of Cedella Marley read her book, Get Up, Stand Up, a picture book adaptation of one of Bob Marley's beloved songs that has a timely message for children: To counter injustice, lift others up with kindness and courage.

Author Lisa Yee talks about Bobby vs. Girls (Accidentally) and reads passages from the book. Writing prompt for today: Do you think boys and girls can be friends?

Would you rather be an #astronaut or #aquanaut? Perhaps you need more info to decide. Check out Jen Swanson's video below. Then make your choice and draw a picture of your suit!

Author Jo Watson Hackl Shows How to Take Your Reading to the Next Level by Exploring the Natural World of Your Characters.

Author Heather L. Montgomery reads-aloud chapters from SOMETHING ROTTEN: A FRESH LOOK AT ROADKILL.

Author Heather Shumaker offers a weekly author chat called Fiction Friday. She shares tips and ideas for writing fiction, reads a short excerpt from her middle grade novel The Griffins of Castle Cary, adds in a mini writing lesson, a few corny jokes, and encouragement to young writers and readers.

Author Christina Diaz Gonzalez talks about finding writing inspiration from your own family history (video is in English and then in Spanish).

Kate Messner shares a read-aloud of HOW TO READ A STORY, illustrated by Mark Siegel & shared with permission from Chronicle Books.

Author Kimberly Derting shares a read-aloud of CECE LOVES SCIENCE with permission from HarperCollins.

Author & science teacher Anne Ruppert shares a try-it-at-home fingerprinting activity from SOLVE THIS: FORENSICS (by Kate Messner & Anne Ruppert, published by National Geographic)

Author Jacqueline West shares a read-aloud from The Shadows, volume one of her bestselling MG fantasy/mystery series The Books of Elsewhere, along with a writing activity for you (and possibly your pet!) that will help you think about character and dialogue. For more info and other videos, visit her website! www.jacquelinewest.com.

Author Carter Higgins shares a read-aloud of BIKES FOR SALE with permission from Chronicle Books.

Author Deborah Underwood reads FINDING KINDNESS, illustrated by Irene Chan (Godwin Books/Macmillan, 2019).

Author Melanie Crowder reads a chapter from her middle grade novel, Three Pennies, and shares a quick and easy craft to go with it. Writing Challenge: Think of one of your favorite books-does an animal make an appearance in the story? In Three Pennies, the author writes several chapters from the point of view of an owl (named Owl). Try to add a chapter to that favorite book you've got in mind, writing from the point of view of an animal in that story.

Author Cynthia Levinson reads The Youngest Marcher: The Story of Audrey Faye Hendricks, a Young Civil Rights Activist, illustrated by Vanessa Brantley Newton. Thanks to Simon & Schuster Kids for permission.

Loree Griffin Burns, author of books like Citizen Scientists and the upcoming picture book You're Invited to a Moth Ball, shares her favorite book of all time: The Flora and Fauna of Hosmer Street. It's not a book she wrote, but rather one she made with her three kids. For one year, Loree, Sam, Ben, and Cat committed themselves to getting to know their animal neighbors; what they found surprised them. In this video, Loree show listeners a few of their best finds (garter snake! walking stick! a skeleton!), what they learned (the more you look, the more you see!) and, of course, how to start creating The Flora and Fauna of Your Place.

Many people have heard of the secret network that helped many enslaved blacks escape to freedom in the North called the Underground Railroad. But how many of you have heard about the Overground Railroad? Author Lesa Cline-Ransome reads from her book, The Overground Railroad, illustrated by her husband, James Ransome.

Author Kathleen Blasi reads HOSEA PLAYS ON, which depicts a day in the life of street musician Hosea Taylor, who made his community better, with his open-hearted giving. After the read-aloud, you can take a look at the newspaper article that inspired Kathleen to learn more about Hosea Taylor and served as the research springboard for HOSEA PLAYS ON.

Author Laya Steinberg reads her picture book THE BEST SUKKOT PUMPKIN EVER and shares a seed planting activity.

Author Jewell Parker Rhodes shares a read-aloud of the first chapter of GHOST BOYS.

Roy Freeman shares a read-aloud of CORDUROY, written and illustrated by his father, Don Freeman.

Author Nancy Tupper Ling shares a read-aloud, along with a lesson on how to make a list poem about your favorite place in the world.

Author Sarah Scheerger reads her picture book, Mitzvah Pizza, and shares a story about the real-life pay-it-forward pizza place that inspired the story. Classroom activities for the story are found here.

Writing Lessons! Many families are using this time at home to work on writing projects that range from stories and poems to special interest research reports and even novels. Here are some craft lessons from authors to help with ideas & strategies!
Author Meg Medina shares a video lesson on creating tension. Author Jennifer Torres shares a mini-workshop on setting with a video and pages to download. Here's a lesson from author Paula Chase on writing dual points of view. Author Josephine Cameron shares creative writing tips about how choosing the perfect setting can help you shape the character, plot, and relationships in your story.
Additional Resources:

Want to see even more author & illustrator videos? Check out the Authors Everywhere YouTube channel, created by Susan Tan!

Check out STEM Tuesday from The Mixed of Files of MG Authors blog for weekly book lists, interviews, and activities.

Want to try writing some poetry today? Joyce Sidman shares an amazing collection of ideas to get you started.

Here's another poetry lesson from Kathryn Apel - writing a didactic cinquain!

If you're stuck at home, it's a great time to start a writer's notebook! Author & Poet Amy Ludwig VanDerwater has a whole collection of posts from different writers, called "Sharing Our Notebooks." Check it out -so many ideas here!

Author Madelyn Rosenberg shares a collection of writing prompts here.

Here's a collection of video mini-lessons from nonfiction author Melissa Stewart - great for teaching informational writing, including research, text features, text structure, rich language, voice, and revision.

Author & poet Laura Shovan shares a collection of poetry mini-lessons on her website!

The folks at Middle Grade at Heart share a list of MG novels with discussions questions & related activities here.

Author Victoria Coe has a playlist of writing lessons for kids with 25 lessons.

Author Sarah Darer Littman offers short readings and writing prompts on her website.

On the Kids Ask Authors podcast, you can hear author/illustrator Grace Lin and a guest author answer a kid question! Kids can submit their own book reviews, poems or jokes! https://www.kidsaskauthors.com Subscribe to the podcast here: http://ow.ly/8OPg30qr7WD

Erica S. Perl (@ericaperl) is doing a weekly Instagram live author event called "Winging It with Erica S. Perl" featuring read-alouds, writing prompts, and occasional shakings of a tail feather. Tune in every Tuesday at 2 pm EST and wish her good cluck!

The KidLit TV team, a group of diverse children's book authors and illustrators, has created a virtual library of FREE read aloud, drawing & writing tutorials, podcasts, art activities + reading resources for kids. https://kidlit.tv

Jarrett J. Krosoczka, author & illustrator, shares daily drawing lessons on his YouTube channel.

Author Kathryn Hulick invites you to investigate a ghost story as a scientist, based on her book STRANGE BUT TRUE.

New Books to Check Out!

In case you're missing your weekly trip to the library or bookstore, we also want to let you know about some new books out this spring!

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Read, Wonder, and Learn! Favorite Authors & Illustrators Share Resources for Learning Anywhere - Spring 2020

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Hello, friends! I'm Kate Messner, a former classroom teacher, forever-educator, and the author of more than three dozen books for kids. These include picture books like Over and Under the Snow, The Brilliant Deep, and The Next President ; the Fergus and Zeke easy reader series; the Ranger in Time historical chapter book adventures; nonfiction like Tracking Pythons and Solve This: Forensics ; and novels like All the Answers, Breakout , and .

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Books with audio, 45 languages!

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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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Learning Resources for Families, English & Spanish

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En su calidad de padre, usted dispone de muchas maneras para poder ayudar a su hijo a triunfar cada día.

Los siguientes recursos dirigidos a padres bilingües le ofrecen consejos para ayudar a su niño a aprender a leer, tener éxito en la escuela y aprender un nuevo idioma. También le dan información sobre el sistema escolar de Estados Unidos y le comparten ideas sobre cómo desarrollar una relación con el maestro y la escuela de su hijo.

Además, usted puede encontrar divertidos consejos y juegos, listas bilingües, ideas para el uso de la biblioteca pública y videos de autores e ilustradores de libros infantiles y músicos que tocan canciones para niños. A continuación los recursos se organizan por temas.

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En su calidad de padre, usted dispone de muchas maneras para poder ayudar a su hijo a triunfar cada día. Los siguientes recursos dirigidos a padres bilingües le ofrecen consejos para ayudar a su niño a aprender a leer, tener éxito en la escuela y aprender un nuevo idioma.

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English/Spanish: Parent Toolkit is a one-stop resource developed with parents in mind. It’s produced by NBC and includes information about almost every aspect of your child’s development.

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Find educational benchmarks, social emotional milestones, tips and advice for children at school in each grade.

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Customize templates for your district! Automatic language translation for COVID-19 Updates, Remote Learning & Home Learning. *Must have free Smore account to access

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Beautiful and easy to use newsletters | Smore

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Smore makes it easy to send engaging, informative, interactive newsletters to students, parents, faculty/staff, and community members.

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A collection of when, where and how you can listen in on read-alouds by famous authors.

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Non-fiction featured book: Breaking Down the Wall: Essential Shifts for English Learners’ Success

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Non-fiction featured book: Breaking Down the Wall: Essential Shifts for English Learners’ Success

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by Margarita Espino Calderon, Maria G. Dove, Diane Staehr Fenner et al. "...throw away the dark glasses of deficit-based approaches and see children who come to school speaking a different home language for what they really are: learners with tremendous assets."

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Fiction featured book: I am Not Your Perfect Mexican Daughter 

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Fiction featured book: I am Not Your Perfect Mexican Daughter 

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by Erika L. Sánchez. "...poignant but often laugh-out-loud funny contemporary YA about losing a sister and finding yourself amid the pressures, expectations, and stereotypes of growing up in a Mexican-American home."

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Free Audiobooks Each Month: Libro.fm Educator Account

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Free Audiobooks Each Month: Libro.fm Educator Account

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Two amazing & free March picks:
Adult: Stamped: Racism, Anti-racism and You (Reynolds & Kendi)
Youth: Mi Papi has a Motorcycle (Quintero, Peña)

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You must first create your free Libro.fm account to request access. Once your account is confirmed, refresh this page to complete your request form.

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You must first create your free Libro.fm account to request access. Once your account is confirmed, refresh this page to complete your request form. Create Account Already have an account? Log in here.

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Add #ESLocMI to your Tweets to laugh, be inspired and learn with us.

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We've detected that JavaScript is disabled in this browser. Please enable JavaScript or switch to a supported browser to continue using twitter.com. You can see a list of supported browsers in our Help Center.
Help Center

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Video chat/meet with up to 150 participants.

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Check in with your families. A Voice number works on smartphones and the web so you can place and receive calls without using your personal phone number. **Please ensure district permission prior to calling families directly.

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A smarter phone number

A Voice number works on smartphones and the web so you can place and receive calls from anywhere

Save time, stay connected

From simple navigation to voicemail transcription, Voice makes it easier than ever to save time while staying connected

Take control of your calls

Forward calls to any device and have spam calls silently blocked. With Voice, you decide who can reach you and when.

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A Voice number works on smartphones and the web so you can place and receive calls from anywhere From simple navigation to voicemail transcription, Voice makes it easier than ever to save time while staying connected Forward calls to any device and have spam calls silently blocked.

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An Educator's Guide: Read at Home Resources for Culturally & Linguistically Diverse Families (Spanish, Arabic & English printable resources)

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An Educator's Guide: Read at Home Resources for Culturally & Linguistically Diverse Families (Spanish, Arabic & English printable resources)

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An Educator's Guide Read at Home Resources for Culturally & Linguistically Diverse Families

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Title III/English Learner Handbook Template: With ESSA Updates

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Title III/English Learner Handbook Template: With ESSA Updates

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Make a copy of the document to update your district's EL handbook. Click here for details about our Technical Assistance EL Handbook session on May 7, 2020.

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ESL Title III Handbook Template Updated with ESSA Changes 1.10.20.docx

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Michigan Professional Learning & Collaboration Environment
Join the Oakland Schools English Learner Educator Community, and sign up for one of our many MiPlace courses.

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All K-8 lessons in English and Spanish.

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DreamBox Learning - Online Math Learning for Home

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DreamBox has the best math lessons for kids from K-8. Supports all students, including English learners and gifted. For Common Core and other standards.

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FREE to new customers, increased speed during school closures. Translated Website, English/Spanish phone numbers for customer support.

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Participate in assistance programs like the National School Lunch Program, housing assistance, Medicaid, SNAP, and others, or are enrolled or enrolling in the Affordable Connectivity Program (ACP) with Xfinity.

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Internet Essentials - Affordable Internet from Xfinity

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See if you qualify for low-cost, fast and reliable Xfinity Internet from Comcast now! low-income households benefit from access to online resources

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Pro features are free during school closures. Writing, grammar & conventions with tips for reaching English Learners.

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Overview

We've assembled some suggestions and created new resources for implementing distance learning so that you can support students with their writing while away from the classroom! If you're looking for help getting students logged in to NoRedInk from home, see this article.

❗️For the remainder of the 2019-2020 school year, we're also expanding our free offering in light of COVID-19. Learn more here!
On this page
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Our team created a library of new resources to assist you with creating lessons and supporting your students while you can't be with them in the classroom.

Quick Write Challenge

Eleven weeks of engaging, 15-minute prompts to help students get started writing quickly.

Teacher Plan (includes assignments you can create with a click)

Student Plan (can be used offline)

Day-by-Day Lesson Plans

20-80 minutes per day of mix-and-match activities that can be assigned with a click. Activities include skill building, informal writing, and essay writing.

Self-Directed Learning Guide for Students

This guide is for students who want to work independently at home (without teacher support). The practice plan includes 9+ weeks of daily recommendations that students can independently access with a click.

Resources for using Guided Drafts remotely

Text-based Quick Write prompts

Lightweight prompts about engaging texts that will keep students reading and writing at home.

Quick Write prompts to support students with self-directed work

Prompts for pre-work and post-work reflection, self-review of assignments, and self-directed reading and reflection.

Interactive tutorials

NoRedInk's tutorials are interactive mini-lessons that break writing and grammar concepts down into manageable chunks. We've made our entire library of interactive tutorials available to all users for the rest of the school year. You can find our library of tutorial links that can be shared with students, as well as tips for using tutorials with students remotely, here: Using interactive tutorials for distance learning

We'd love your feedback! How well are these resources meeting your needs? What would you like to see more of? Let us know in this 1-question survey.

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Below are some suggestions for leveraging the various assignments available in NoRedInk to keep your learners engaged with with their writing.

1. Assign work quickly with Featured Assignments and Sample Plans

Featured Assignments

Our team knows that distance learning can leave little time to prepare a lesson plan. If you're looking for a speedy way to provide assignments to students, look no further than the Featured Assignments tab in the Curriculum Library. This resource contains a collection of popular assignments organized by grade level. Learn more here.

Check out the Featured Assignments section of NoRedInk here!

Sample Writing Units and Lesson Plans

Looking for ideas of how to sequence NoRedInk assignments into units or to accomplish different learning objectives? Check out our sample plans here. They include pre-made assignments that you can create by directly by clicking on them, and many of these plans can be adapted for at-home use.

2. Master skills via Practice assignments

Assigning Practice to your students

An engaging way to build or reinforce skills is via mastery-based Practice. You can choose some topics you'd like students to focus on and create a Practice assignment from our Curriculum Library!

See how to monitor students' progress here: How do I see student progress on a Practice assignment?

🎯You can filter by grade level within the "Standards" tab of our Curriculum Library to make sure you're assigning topics appropriate for your classes! All teachers will also be able to access NoRedInk's Premium standards alignment filters for the remainder of the school year.

Student-led practice

Using their Learn page, students have access to a variety of lessons for each topic. Students can also practice topics on their own to earn progress towards mastery. It may be helpful to share this article on accessing the Learn page directly with students: How do I practice topics on my own?

You can also monitor student progress from your Student Data page by following these steps! Our team also put together a self-direct practice plan for students here.

💡Encouraging students to complete practice is a great time to offer extra credit or challenge students to see who can master the most topics! You can also use our Leaderboards feature to view a count of mastered topics by student for each class.

3. Keep students writing with Quick Writes

Assigning a Quick Write is a lightweight way to keep students writing by providing a prompt and few focus areas. Learn more about Quick Writes here: What is a Quick Write?

This is a great time for students to reflect on how they are feeling, or for them to respond to one of our existing prompts listed here! After students submit their writing, you'll be able to view their work and leave a comment while grading.

✏️Our team put together a Quick Write Challenge that includes eleven weeks worth of 15-minute prompts to help your students stay engaged! The teacher plan includes assignments you can create with a click, and the student plan can be used offline.

Assign a Quick Write by clicking here!

4. Provide support using Guided Drafts

We know it's tough to guide your young writers while away from school, and there's no replacement for a skilled teacher. However, if you can't be there to support your students one-on-one, Guided Drafts can help by providing students scaffolded tips and exemplars as they draft. Learn more about Guided Drafts here: Tell me about Guided Drafts!

🍎For the remainder of the 2019-2020 school year, NoRedInk's Premium Guided Drafts suite is available to all teachers.

Once your students have submitted their drafts, you can provide some feedback remotely by leaving comments on their work and requesting additional revisions. You can even view students' revision history after they complete multiple drafts of their work.

✏️If you're looking for some ways to use Guided Drafts with your students remotely, our team has put together some best practices here! We also have a sample lesson plan for distance learning using Guided Drafts.

Here are some additional resources you may find useful when assigning a Guided Draft:

Assign a Guided Draft by clicking here!

5. Review skills with Passage Quizzes

📚Premium Passage Quizzes will be available for all users through the end of the 2019-2020 school year.

Our Passage Quizzes allow students to practice their skills in an authentic setting comprised of high-interest, nonfiction content, with subjects ranging from "Taylor Swift: Fan Favorite" to "The Accidental Invention of Chocolate Chip Cookies." Since students will test their skills in the context of a longer piece of writing, Passage Quizzes make great culminating assignments if you've assigned students Practice on multiple topics within a Pathway. You can learn more about how to assign a Passage Quiz here!

✏️If you're looking for some ways to use Passage Quizzes with your students remotely, our team has put together some best practices here!

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🍎Need help getting your students set up using NoRedInk at home? Check out this article!

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Using NoRedInk during extended school closures: Resources and best practices

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We've assembled some suggestions and created new resources for implementing distance learning so that you can support students with their writing while away from the classroom! If you're looking for help getting students logged in to NoRedInk from home, see this article.

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Take care of yourself, so you're able to take care of others. Headspace and Calm Apps are free for teachers.

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Unlock hundreds of mood-boosting meditations, relaxing sleep exercises, focus music, and more with our biggest offer of the year.

It's the healthiest, happiest deal you'll find this Black Friday, and it won't last long.

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Meditation and Sleep Made Simple - Headspace

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Live a healthier, happier, more well-rested life in just a few minutes a day with the Headspace app.

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Interesting K-12 articles on a variety of topics and levels from Smithsonian. Many articles are translated into Spanish.

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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

Get Smithsonian Educational Resources

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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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Distance Learning plan. Parent/caregiver information in Spanish and English.

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Learning acceleration in practice

Learning acceleration begins with grade-level learning and, when learning gaps arise, students engage in just-in-time foundational support connected to the grade-level content they are learning.

A short on-ramp using 3rd grade division strategies helps students approach a 5th grade division of fractions problem: 2 ÷ 1/2

Students draw a tape diagram. They partition the tape into 1/2-pound units.

Students see that they have made four equal groups.

Students can solve the problem for the unknown factor.

Zearn is designed for learning acceleration

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Accelerate Math Learning Recovery | Zearn Math

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A research-backed approach to accelerate math learning recovery for all students. Students who used Zearn experienced 2-3x growth in state math assessment scores, equating to 2.7 grade levels of math learning growth in 2 years of pandemic learning

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Slide deck with lots of resources and links.

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35,000 books (and Spanish books!) are free for the 19/20 school year.

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Free for educators! Give students unlimited in-class access to the best books & videos on Epic

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Oakland Schools Resources to Support Ongoing Learning

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Oakland Schools Resources to Support Ongoing Learning

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Many schools are exploring options to support student learning online or outside of school. We have created this resource to assist schools in planning to support:

Sample Daily Schedule

Content Resources

Learning online in a hurry

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OS Resources to Support On-Going Learning

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With online, interactive tools. By Pam Schwallier, ESL Consultant at Kent ISD

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Lessons built on TedX talks and animations. Have your students write a Ted Talk!

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TED-Ed celebrates the ideas of teachers and students around the world. Discover hundreds of animated lessons, create customized lessons, and share your big ideas.