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Top 5 Strategies for Language Learning Success

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Top 5 Strategies for Language Learning Success

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"Hattie's Research" comes to life in this presentation!

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TRTW at its best supporting Benchmark Unit 5 Technology

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TRTW at its best supporting Benchmark Unit 5 Technology

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This is an example of how I support PLC's at my support schools.

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Imagine Learning for our beginner ELL students offers support in all 4 language domains. This presentation allows you to get informed.

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TRTW/QSSSA in all content areas Grades 3-5

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TRTW/QSSSA in all content areas Grades 3-5

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This combo (QSSSA & TRTW) are like sisters offering support to our ELL students.

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Learn about TRTW in all content areas! Grades  K-2

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Learn about TRTW in all content areas! Grades  K-2

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QSSSA takes the lead again; as it weaves seamlessly into the TRTW!

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Students with diverse backgrounds and cultures are often marginalized during their education because they are exposed to a "one-size-fits-all" curriculum with one predominant cultural bias. Isael Torres challenges this bias and seeks to create educational programs that incorporates diverse perspectives.

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Students with diverse backgrounds and cultures are often marginalized during their education because they are exposed to a "one-size-fits-all" curriculum with one predominant cultural bias. Isael Torres challenges this bias and seeks to create educational programs that incorporates diverse perspectives.

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Cultural Pedagogy: Educational Equality for Our Youth | Isael Torres | TEDxSaltLakeCity

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Teacher Fest Presentation. Thanks for attending.

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Teacher Fest Presentation. Thanks for attending.

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As I promised... here is the tools you need to kick start your year.

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Top 5 Strategies for the Success of Student Led Language Learning- Tools for engaging ELLs and DLLs

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Mrs. Campisi taking the time to plan ahead to include the QSSSA in all her Benchmark lessons and makes them bilingual.

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Janelle was the key to support the TCP. PLC's that align with coaching cycles to support teachers.

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Excited for my coaching cycles and the QSSSA.

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Taking the time to create a model of the expectation for the unit vocabulary.  

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Principal Patterson investing in the TC Program.  

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Principal Patterson investing in the TC Program.  

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This year I created a program that takes Tier 1 through 3 teachers and builds them through numerous coaching cycles with me. The TCP program includes modeling and the implementation of strategies and scaffolds like the QSSSA and TRTW approach. It sall about student driven learning. 

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This year I created a program that takes Tier 1 through 3 teachers and builds them through numerous coaching cycles with me. The TCP program includes modeling and the implementation of strategies and scaffolds like the QSSSA and TRTW approach. It sall about student driven learning. 

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Presentation to kickstart the year 2023/2024 with TRTW and QSSSA

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Presentation to kickstart the year 2023/2024 with TRTW and QSSSA

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Presentation to kickstart the year 2023/2024 with TRTW and QSSSA

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TRTW testimonies from teachers that attended my symposium presentation.

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TRTW testimonies from teachers that attended my symposium presentation.

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Salcedo_Lilly on Twitter: "Testimonies from todays attending teachers at our TRTW training/Elementary Symposium ! Thanks to Andrea Suarez and Rolanda Saint-Preux for the feedback. @PBC_MPatterson @JGomezELLs @ChoisKatty @EsolPbc @MaggieWoehlcke @PBCSDEspanol @561Sdpbc @HighlandElemPBC @Ed_Tierney1 pic.twitter.com/z5WYIxZZ5c / Twitter"

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Testimonies from todays attending teachers at our TRTW training/Elementary Symposium ! Thanks to Andrea Suarez and Rolanda Saint-Preux for the feedback. @PBC_MPatterson @JGomezELLs @ChoisKatty @EsolPbc @MaggieWoehlcke @PBCSDEspanol @561Sdpbc @HighlandElemPBC @Ed_Tierney1 pic.twitter.com/z5WYIxZZ5c

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Testimonies from todays attending teachers at our TRTW training/Elementary Symposium ! Thanks to Andrea Suarez and Rolanda Saint-Preux for the feedback. @PBC_MPatterson @JGomezELLs @ChoisKatty @EsolPbc @MaggieWoehlcke @PBCSDEspanol @561Sdpbc @HighlandElemPBC @Ed_Tierney1 pic.twitter.com/z5WYIxZZ5c
— Salcedo_Lilly (@SPbcsd) August 7, 2023

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Scaffolding and adding ESOL strategies at its best to Benchmark. A shout out to Mrs. Aquino because she is setting the standard HIGH!

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Scaffolding and adding ESOL strategies at its best to Benchmark. A shout out to Mrs. Aquino because she is setting the standard HIGH!

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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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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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Presentation to kickstart the year 2023/2024 with TRTW and QSSSA

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It was such a pleasure to work with Ms. Aquino this year. She took all my suggestions and made them hers. The weaving of the QSSSA in her classroom repertoire is evident.

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Summer PD 2023-Back to School on the Road to Success- Writing Strategies for ELLs that Work! 

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Free lessons to start off next year just right!

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Free lessons to start off next year just right!

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Learning a new language can be daunting. Get kids excited about mastering their developing language skills with these entertaining English lesson plan ideas. There's a wide variety of worksheets and activities that cover everything from action verbs to common adjectives and pronouns. The printable materials can be adapted to suit any language level including advanced students.

1. Survival Guide

Help your students remember the basics. Cover daily greetings, school vocabulary, and parts of the calendar. Don't forget to teach essential phrases such as "Where is the bathroom?"

Learn More: Made By Teachers

2. Alphabet Books

Build a strong foundation for your language goals by starting with the alphabet. Work on letter recognition and pronunciation or match words to beginning letters.

Learn More: A Spoonful of Learning

3. Nursery Rhymes

Singing nursery rhymes makes language learning fun! Sing songs together to work on pronunciation and word recognition skills. For advanced students, why not let them pick a favorite pop song?

Learn More: Pinterest

4. Counting with Leaves

Start your ESL lessons with a numbers unit! Attach leaf-shaped slips of paper to a big paper tree and count the leaves of each color.

Learn More: Googoo English

5. Crazy Color Creatures

Examine colors with adorable monsters! Design a monster on different colored paper and place it around the room. Students can describe the monsters or arrange the colors in a rainbow.

Learn More: Caroline Koehler

6. Vocabulary Centers

Once you've prepped these vocabulary centers, you can use them multiple times. Laminate sheets of paper to explore parts of speech such as verb tenses, adjectives, and pronouns.

Learn More: Terrific Teaching Tactics

7. Verb Rainbows

Tackle the wide variety of verb tenses with this eye-catching craft! On colored paper, have students write a verb in different tenses before inviting them to form sentences.

Learn More: Buggy for Second Grade

8. Linking Verbs

This creative activity helps turn an abstract idea into a visual model. Students can visualize how linking verbs work in a sentence by creating these hands-on sentence chains.

Learn More: Ashleigh's Education Journey

9. Past Tense Verb Sounds

Add a fun matching game to your grammar lesson plans. Kids will see the correct spelling of past tense verbs while learning how to pronounce them.

Learn More: Balanced Literacy Diet

10. Helping Verb Song

Tackle helping verbs with a fun song! Print this catchy song on sheets of construction paper so students can see how the verbs are spelled.

Learn More: I Teach For Kids

11. Sentence Structures

Make your English lesson plans active! Students put themselves in the correct order to form a sentence before having a discussion about the different parts of a sentence such as nouns and verbs.

Learn More: Teachers Pay Teachers

12. Clothes Speaking Activity

Practice conversational skills by describing different types of wardrobes. This activity is great for targeting colors, comparative adjectives, and seasonal vocabulary.

Learn More: Eduki

13. Apples to Apples Vocabulary Game

Enliven class time with a super fun game! Ask a question and have students vote on their favorite response. Perfect for working on interrogatives, adjectives, and nouns.

Learn More: Amazon

14. What Am I

Study adjectives and action verbs with a guessing game. You can use specific topic cards or practice describing pictures cut out from magazines.

Learn More: Hot Chocolate Teachables

15. Conversation Board Games

Keep students engaged with your lesson plans through fun conversation games! Challenge them to use background knowledge of the topic to win the game.

Learn More: Eduki

16. Food Vocabulary

This reader worksheet is a fantastic way to wrap up a food unit or review common adjectives! Students can work independently or read the prompts in groups.

Learn More: TEFL Course

17. Describing Food

Food is a favorite lesson topic among English language teachers and students. Review common adjectives by writing and talking about students' favorite foods.

Learn More: iSLCollective

18. Body Parts

Head, shoulders, knees, and toes! Use these worksheets to ensure that students are meeting lesson aims about body parts.

Learn More: Worksheet Pack

19. Emotions

Give your learners the tools to discuss their feelings and express themselves. Print these emotions on sheets of paper and have students share how they feel each day.

Learn More: Teacher Created Resources

20. Occupations

In this lesson, students draw slips of paper to practice the names of occupations along with their spelling. Bonus points for describing the uniforms!

Learn More: Teach This

21. Introducing Myself

Start your lessons by having students talk about themselves! Study phrases and vocabulary students can use to introduce themselves to their peers.

Learn More: Mungafli

22. If Conversations

Expand students' fluency with "If" conversation cards. Adapt the cards to suit your learners' language level. Add blank cards for students to write their own questions.

Learn More: Handouts Online

23. Question Words

Questions are essential to building language skills. Challenge advanced students to respond to questions with a question and see who can last the longest.

Learn More: Woodward English

24. Daily Routines

Talk about daily routines by having students arrange the pieces of paper to share their daily schedules. For extra practice, have them present another student's routines to the class.

Learn More: English Wsheets

25. House and Furniture

Add an entertaining game to language class time and boost vocabulary knowledge at the same time! Great for meeting household vocabulary language objectives.

Learn More: Gru Languages

26. Pronouns Song

Learn all about the difference between nouns and pronouns. Sung to the tune of the SpongeBob theme song, kids will love this pronouns song!

Learn More: The Classroom Key

27. Picture Dictionary

Allow students to make connections between words through themes. Cut up old magazines for them to create their own picture dictionaries.

Learn More: Raise the Bar Reading

28. Let's Talk

Teach your students useful conversational phrases. Place the colorful pieces of paper around the room to create specific topic conversation corners.

Learn More: Wayfair

29. Common Adjectives

This common adjective-matching game is a fun way to introduce kids to descriptive words. You can also find specific adjective types organized into groups.

Learn More: A Blog from the Pond

30. Comparative Adjectives

Knowing how to compare objects is super important! Use the pictures on the worksheets to build confidence in using and understanding comparative adjectives.

Learn More: Live Worksheets

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30 Engaging ESL Lesson Plans - Teaching Expertise

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Learning a new language can be daunting. Get kids excited about mastering their developing language skills with these entertaining English lesson plan ideas. There's a wide variety of worksheets and activities that cover everything from action verbs to common adjectives and pronouns. The printable materials can be adapted to suit any language level including advanced students.

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This little chatterbox tells me about the story then easily writes what she says using sentence frames.

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This little chatterbox tells me about the story then easily writes what she says using sentence frames.

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So cute! Listening, speaking, reading and writing all go hand in hand.

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Talk it out then write! Helping students reach success in writing. 

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Talk it out then write! Helping students reach success in writing. 

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She set her herself up for writing by telling me what the book was about pre writing.

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Student testimony says everything.

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To all that attended: Thank you for showing up and allowing me to present my craft! It was an honor!

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To all that attended: Thank you for showing up and allowing me to present my craft! It was an honor!

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What can I say... "Everything I suggest, she puts to work"! 

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What can I say... "Everything I suggest, she puts to work"! 

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Practice makes perfect! Reminding students to re-state the question during a QSSSA.

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Practice makes perfect! Reminding students to re-state the question during a QSSSA.

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She scaffolds each lesson and has students participate in their learning.

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Sample Lesson Plan that includes 4 language domains

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Sample Lesson Plan that includes 4 language domains

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1-in-5 in US Homes Speaks a Second Language after English

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1-in-5 in US Homes Speaks a Second Language after English

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The U.S. Census Bureau reports that t he number of people in the United States who speak a language other than English at home increased by three times between 1980 and 2019.

About one in five people in America speak a second language at home. That is 68 million people.
Arabic among top five
Dina Arid of California, who is the mother of three children, is one of them. She grew up speaking Arabic at home. She said it is true that the country is "a melting pot," a place where many cultures come together.

Arabic is one of the five most-spoken second languages in the U.S. Arid speaks mostly English to her children and is trying to teach them a little Arabic.

She said some of her cousins "didn't get to learn Arabic." They "always wished that their parents spoke to them in Arabic more so that they have that language," she noted.

Spanish is most common second language
Spanish is the most popular second language in the United States. More than 41 million people - about 12 times more than the other most common second languages - speak Spanish at home. Hispanics are the largest minority group in the United States. Fifty-five percent of Spanish speakers were born in the United States.

The other languages in the top five are Chinese, Tagalog and Vietnamese.
Returning to help in family's homeland
Jenny Nguyen is studying dentistry in Virginia. Her parents emigrated from Vietnam, so they spoke both English and Vietnamese at home. "I would speak English at school during the day and at night I would only speak Vietnamese just so I could keep the language, Nguyen says. "When I was younger, I didn't understand the importance, but I think now I'm very glad that I'm able to speak and write at such a proficient level."

She was able to put her language skills to use when she traveled to Vietnam to offer free dental care to poor communities. Many of her co-workers there were also Vietnamese Americans.

"They couldn't really communicate with the patients," Nguyen says. "I was one of the very few young volunteers that were able to speak with the patients and communicate with them what was going on."

Secret language
Cathy Erway is a food writer based in New York City. Erway is using a language application to improve her ability in her mother's native Mandarin Chinese. She said her parents used Chinese between them to talk secretly when their young children were listening

The Census Bureau reports that the number of people who spoke only English at home also increased - by about 25 percent - during the same period.

I'm Jill Robbins.
Dora Mekouar reported on this story for VOA News. Jill Robbins adapted it for Learning English.
_________________________________________________________________

Words in This Story

cousin - n. a child of your uncle or aunt (your parent's sister or brother's child)

emigrate- v. to leave a country or region to live elsewhere

proficient - adj. good at doing something; skillful

application -n. a computer program that mainly does one task

__________________________________________________________________
What do you think of this story? We want to hear from you. We have a new comment system. Here is how it works:

1. Write your comment in the box.

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3. Click on one image and a box appears. Enter the login for your social media account. Or you may create one on the Disqus system. It is a blue circle with "D" on it. It is free.

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1-in-5 in US Homes Speaks a Second Language after English

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The U.S. Census Bureau reports that t he number of people in the United States who speak a language other than English at home increased by three times between 1980 and 2019. About one in five people in America speak a second language at home. That is 68 million people.

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North Grade Leadership Team ready to align supports and pipeline to teachers ESOL strategies (QSSSA).

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What an honor to be chosen again to be a presenter at NABE 2023. Hope to see you all there at 4:10 to 5:00 pm in Portland, Oregon!

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What an honor to be chosen again to be a presenter at NABE 2023. Hope to see you all there at 4:10 to 5:00 pm in Portland, Oregon!

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Planning for writing

using the 4

language domains

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Mrs. Aquino showing us how the QSSSA has all her students engaged in her lesson.

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Mrs. Aquino showing us how the QSSSA has all her students engaged in her lesson.

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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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Nearpod allows for interactive lessons that enhance learning for all students.

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A complete PD outlining the best strategies for our ESOL students.

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A complete PD outlining the best strategies for our ESOL students.

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I absolutely adore this PD because it breaks down 4 strategies into a years worth of PLC's and PD's.

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Teachers often feel immense pressure to cover too much material in too little time. They work tirelessly to ensure that their students are adequately prepared for the high-stakes testing that permeates the world of education. In addition to these accountability measures, today's teachers are asked to communicate a dense and rigorous curriculum to classrooms full of students who have widely varying needs.

In their committed efforts to meet and exceed these expectations, instructional focus can get lost. It is time to move away from a spotlight that is solely placed on curriculum and instead shift back to successfully teaching students. In particular, we need to teach students how to think for themselves.

Students often spend much of their school day listening to teachers and then completing assignments related to the teachers' mini-lessons or lectures. They have limited opportunities to orally process what they are learning, to make meaning in the company of their peers, and to read or write for authentic purposes. Why is this? Time. It takes time for students to talk, read, and write about academic topics. It is precious time that teachers are not sure they can afford to give.

As Schmoker (2011) clearly explains, however, "It should go without saying that most students won't optimally learn facts (much less care about them) without abundant opportunities to read, write, and talk."

Many leaders in the field of literacy, as well as those in educational research, contend that in order for students to achieve at the highest levels, they must actively participate in learning through conversation, reading, and writing (Wilkinson and Silliman, 2000; Tovani, 2004; Daniels and Zemelman, 2004; Gallagher, 2004; Zwiers, 2008). Students develop deep conceptual knowledge in a discipline only by using the habits of reading, writing, and thinking (McConachie et al., 2006; Schleppegrell, 2004).

In other words, in order for students with a vast array of needs to master dense, rigorous curriculum and to demonstrate success on high-stakes assessments, they must have consistent opportunities to talk, read, and write about content-area concepts.

To meet this challenge, teachers may reconcile their constrained time with the need to provide students opportunities for critical literacy practice by adopting the talk, read, talk, write (TRTW) routine.

TRTW is a simple way to deliver content that is centered around students' practice of literacy skills rather than centered on a teacher's direct teaching of a concept.
The TRTW routine can be used to teach an entire lesson but is also easily adapted as a routine for teaching individual terms or concepts.

At its core, students are reading a text to learn, rather than listening to their teacher to learn. In addition to reading the text, students engage in structured opportunities to discuss and write about the content.

The TRTW framework is instructionally significant for several reasons. Paramount on the list is that no student, not even the struggling reader, is invisible. All students participate in two conversations with peers, and those conversations directly support their ability to successfully complete both the reading and the writing tasks embedded in the lesson.

Additionally, there are many ways to differentiate within this approach. The selection of the text itself is a differentiation point. For example, a teacher can provide a grade-level article to the majority of the students in his or her class as well as a simplified version of the same article to any readers who are not proficient enough for the original text. The teacher could also provide a more advanced option, offering students a bank of additional resources that also meet the students' same purpose for reading. Other ways to differentiate the text include providing copies with key points highlighted, teacher notes in the margin of the text, online versions of the text, or native-language text for beginner English language learners.

Differentiating the task is another effective option. For example, the teacher can have more than one purpose for reading a text. Some students may read for a literal and basic purpose, while others might read for a more inferential or evaluative purpose. The teacher can provide more than one version of any graphic organizer or note-taking support in order to specifically target what individual students should focus on during the reading. Furthermore, the writing task does not need to be the same for all students.

Some students might also need differentiation within the talking tasks. Teachers can give sentence stems and word banks to those needing additional support. Another option is to provide different questions to different groups of students. Some discussion groups only have the capacity to address one question at a time, while others could benefit from a list of questions that increase in complexity.

Lastly, the structure of this approach gives valuable time back to the teacher. While students are talking, reading, and writing, the teacher can provide individualized support for those who are struggling. Teachers are no longer the "sage on the stage" but rather true facilitators, equipped with the tools to consistently provide differentiated support as needed throughout the lesson.

Aside from differentiation, another significant benefit of the TRTW routine is that every step of the process builds academic language. Students are listening, speaking, reading, and writing in the language of the content area. They are active users of academic language, rather than passive observers of the teacher's use of academic language. The responsibility for learning is shared with and then passed on to the students. The TRTW routine requires the students, not the teacher, to accept responsibility for learning. When they do, they become independent thinkers and problem solvers prepared for tasks both within and beyond our classrooms.

Bibliography
Daniels, H. and Zemelman, S. (2004). Subjects Matter: Every Teacher's Guide to Content-Area Reading. Portsmouth, NH: Heinemann.
McConachie, S., Hall, M., Resnick, L., Ravi, A. K., Bill, V. L., Bitz, J. and Taylor, J. A. (October 2006). "Task, Text, and Talk." Educational Leadership 64, no. 2, p. 8-14.
Motley, N. (2016). Talk, Read, Talk, Write: A Practical Routine for Learning in All Content Areas (K-12), 2nd ed. San Clemente, CA: Canter Press.
Schleppegrell, M. J. (2004). The Language of Schooling: A Functional Linguistics Perspective. Mahwah, NJ: Lawrence Erlbaum Associates.
Schmoker, M. (2011). Focus: Elevating the Essentials to Radically Improve Student Learning. Alexandria, VA: ASCD.
Tovani, C. (2004). Do I Really Have to Teach Reading? Portland, ME: Stenhouse.
Wilkinson, L. C., and Sillman, E. R. (2000). "Classroom Language and Literacy Learning." In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, and R. Barr (eds.) Handbook of Reading Research, Vol. 3, p. 337-360. Mahwah, NJ: Lawrence Erlbaum Associates.
Zwiers, J. (2014). Building Academic Language: Essential Practices for Content Classrooms. 2nd ed. San Francisco, CA: Joley-Bass.

This article originally appeared in Language Magazine in April, 2017. At the time, Nancy Motley was an educational consultant for Seidlitz Education and had written Talk, Read, Talk, Write: A Practical Approach to Learning in the Secondary Classroom. She was also the co-author of The Diverse Learner Flip Book and has developed a variety of training sessions in thinking strategies, vocabulary development, nonfiction reading and writing, and ELPS implementation.

Nancy's previous educational roles have included classroom teacher, reading specialist, intervention program coordinator, professional development instructor, and curriculum developer.

She was awarded the Alief ISD's Teacher of the Year Award in 2003. While teaching for Alief in Houston, Texas, she specialized in increasing student achievement for a variety of special populations, including English language learners and students with dyslexia.

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Talk, Read, Talk, Write - Language Magazine

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Teachers often feel immense pressure to cover too much material in too little time. They work tirelessly to ensure that their students are adequately prepared for the high-stakes testing that permeates the world of education. In addition to these accountability measures, today's teachers are asked to communicate a dense and rigorous curriculum to classrooms full [...]

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by Nancy Motley

I know that we are all in a steep learning curve right now, myself included! Interestingly, I am immersed in learning how to transform the very routine I created into a format suitable for remote learning. I am referring to Talk, Read, Talk, Write, which is a literacy-based routine for teaching just about anything. Luckily for me, there are many teachers who have already blazed this trail. One such teacher is Alma Juarez, who teaches ESL classes at Frisco High School. She generously shared her work with me so that I can share it with you. (She also wanted me to explain that her process is evolving each week as she and her students learn what works best for them.) Before we dive into Alma's sample lesson, let's build a little background.

What Is Talk, Read, Talk, Write?

Talk, Read, Talk, Write is a practical routine that can be used to teach any content, from a math vocabulary word to a primary source document in social studies; from a scientific process discussed in chemistry class to Romeo and Juliet in English class. In the chart below, you'll find a description of each component.

Students talk to each other in order to engage with the topic/lesson.

Two great strategies for engaging students are to ask an interesting question or have them respond to a compelling visual.

Students read a text* to learn and apply content.

*Text can be passages, single sentences, word problems, graphic sources, calculations, etc .

It is critical to give students a clear purpose for their reading.

Students collaborate with each other to clarify and deepen their understanding of the reading.

Offering students discussion questions that are relevant, rich, and response-worthy increases the quality of their conversation. Watch my webinar for more detail on these characteristics.

Students write to demonstrate their learning and express thinking .

One way to increase motivation and quality of writing is to offer students sentence stems and/or paragraph frames .

Watch Natalia Heckman's webinar for more detail on paragraph frames.

The routine as described above is easy to implement within a classroom setting, and thankfully, it is also easily adaptable for distance learning. What you'll find in the chart below are specific ways to implement each component in an online setting, along with appropriate supports you can provide for your English learners.

Component How can I implement this remotely? How can I scaffold/support English Learners remotely?

Use the available scaffolds on various websites. Examples:

In EdPuzzle, teachers can create questions for students to respond to at the end of each paragraph to check comprehension. This helps eliminate students "skipping over" sections.

CommonLit has leveled texts in Spanish for free, offers a "read aloud" option, and allows students to annotate as they read

Newsela allows you to adjust the lexile level of the text, so an entire class can read the same content, but each student's version could be specific to his or her reading level.

Hopefully the charts above have helped you understand both the routine itself and how it takes shape in distance learning. Like I mentioned at the beginning, many teachers are experiencing success with this routine, including Alma Juarez, who I introduced last week. She used TRTW with her students all year during class, and she has continued to use it now while her students are learning at home.

She begins each week with a video in which she explains the assignments and shows students how to access everything. This video is beneficial because it is both a visual aid and a permanent record. Students can go back to it as many times as they need to for information or reinforcement. Here is a link to the video that corresponds with one of her recent lessons.

For each lesson, Alma also creates a hyperdoc with a "week at a glance." (I just learned the term "hyperdoc," which refers to a Google doc that has hyperlinks embedded in it.) The idea is that students have one place to go for any given class. Below is a weekly lesson plan for her high school ESL class. I don't imagine very many of us will be using this exact plan, but I've included it to highlight some features that we can all use in our lessons. While these features are good for all students who are learning remotely, they are critical to the success of our English learners.

The good news about the features highlighted above is that we can use them in any online lesson, TRTW or otherwise. I hope you make a few adjustments to your work based on these features.

There are so many invaluable lessons and "aha! moments" applicable to remote learning here. I'd like to wrap up with a big THANK YOU! I am so grateful to Alma and her team for sharing their path with me. We can all learn so much from how they collaborate together (see the precursor to this post in Part 1), and from how they are helping their English learners grow and collaborate more during distance learning.

Published

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TRTW in the Remote Classroom, Part 2: Bringing TRTW to Life Online

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by Nancy Motley I know that we are all in a steep learning curve right now, myself included! Interestingly, I am immersed in learning how to transform the very routine I created into a format suitable for remote learning. I am referring to Talk, Read, Talk, Write, which is a literacy-based routine for teaching just...

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#29. Talk-Read-Talk-Write: Creating a Language-Rich Classroom - ELL Strategies | TanKHuynh

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Applying Nancy Motley's Talk Read Talk Write (TRTW) strategy in the ELL classroom. Differentiating TRTW for Beginning to Bridging ELs.

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QSSSA-  YouTube video that explains how it works.

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QSSSA-  YouTube video that explains how it works.

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Action Areas Tool for Intervention

Identify student intervention needs in a click with the Action Areas Tool! This strategic tool will organize student needs by skill, standard, or individual student.

Administrators are able to view data for all classes and students who belong to their organization.

Teachers are able to view data for classes and students who are assigned to them.

The Action Areas Tool identifies a student as needing additional support with a skill or academic standard when the student scores less than 75% correct on at least 3 activities that assess that skill.

Filter for struggling students by student group and date range, view which skills students have not yet mastered, find targeted activities and printouts to intervene with struggling students, and print intervention information.

*If you see the Curriculum icon next to a student's name, this means that the student has completed all of the available curriculum for this skill (including remediation), but still needs additional support.

Click Open Intervention Tools to view details, printouts, and assign activities to reteach, reinforce, and intervene for that skill or standard.

Need more professional development?

Does your district or school team want to request more training? Use this link here to put in a request for a webinar or live session with one of our amazing Professional Development specialists.

Need Help?

Call, text, chat or email Customer Care or Teacher Care if you have questions about Imagine Language and Literacy. Our friendly and knowledgeable team is ready to help you find answers from tech specs to resources and report questions.

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Identify student intervention needs in a click with the Action Areas Tool! This strategic tool will organize student needs by skill, standard, or individual student. Administrators are able to view data for all classes and students who belong to their organization. Teachers are able to view data for classes and students who are assigned to them.

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Human activity is kicking global warming into overdrive! Find out how you can help slow down climate change and get our planet off the hot seat.

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ESOLIZE your school with the #1 strategy..... THE QSSSA approach!

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ESOLIZE your school with the #1 strategy..... THE QSSSA approach!

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Hi all,
Let's get ready for next year and begin to plan ahead for our ESOL supports. Planning begins at PLC"s and follow up PD's are non-negotiables to get an initiative up and running.
Let me set you up for success with some strategies that will allow you to be intentional as you support your ESOL students. I have collaborated with many central region schools that have school wide initiatives successfully running . It takes all teachers not just the ESOL teachers to cooperate from the beginning for the educational success of our students.
I believe in the QSSSA and how it scaffolds into any lesson. Many of my schools are using the QSSSA anchor chart in daily lessons. It simply works.

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2022 NABE PRESENTERS-The “Bodega” One Stop Shop- Tools for Engaging ELLs and DLLs -.pptx

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Feeling overwhelmed? Take a deep breath and learn how mindfulness can help quiet a chattering brain.

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Top 5 Best GO TO Strategies for Benchmark Advance Florida & ESOL PROGRAM

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Top 5 Best GO TO Strategies for Benchmark Advance Florida & ESOL PROGRAM

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First Time presenting the QSSSA to a 2nd grade class.

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First Time presenting the QSSSA to a 2nd grade class.

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It simply works!

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Shared reading /Interactive for teachers to do-Unit 2 week 1 day 4 Benchmark/EBD

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Mrs. Wooley's iReady reading prescription plan

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Mrs. Wooley's iReady reading prescription plan

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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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QSSSA plug in for Grade 5 Module and Scaffolds with other strategies 

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QSSSA plug in for Grade 5 Module and Scaffolds with other strategies 

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GO TO Strategies PD /QSSSA

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Cheat Sheet i-Ready Personalized Instruction by Lesson (1)

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Cheat Sheet i-Ready Personalized Instruction by Lesson

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Strategies that simply work

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Strategies for FSA writing that simply work!  

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Strategies for FSA writing that simply work!  

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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PLC- Presentation

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PLC-Strategies that simply work

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"Assistance in Heritage Language" for State Assessments. 

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"Assistance in Heritage Language" for State Assessments. 

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Using Graphic Books to Build Confident Readers

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Using Graphic Books to Build Confident Readers

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Holding your students' attention can be a constant challenge. From advanced to struggling readers, everyone in your classroom loses interest in reading sometimes. How can you easily find rich, high-interest texts that will engage your readers while encouraging close reading and critical thinking skills?

Raz-Plus and Reading A-Z Graphic Books offer vibrant, colorful, exciting stories packed with opportunities for practicing comprehension skills-and each one of them is paired with a matching leveled book.

The National Council of Teachers of English advocates using graphic books as a solid foundation for literacy and life-long learning. At Learning A-Z, our collection of 40 Graphic Books combines compelling illustrations with interesting stories while introducing readers to higher-level thinking skills.

Creating Our Graphic Books

"Each of our Graphic Books acts as an extension of one of our nonfiction Leveled Books. Graphic Books aren't leveled, but we keep the grade level of the paired book in mind while creating these to ensure that the text is accessible to readers. The true challenge-and fun-of working on Graphic Books is figuring out how everything works together in the layout. It's a like a puzzle: you have to understand how much space you have to play with on each page and in each panel in order to tell a complete story in just 12 pages, primarily through dialogue and illustrations. Working on a graphic book is a bit like writing a movie script, in that you need to visualize what the images will look like as you write the text.

"Graphic Books aren't just about compelling visuals, though. These books are intended to get kids excited about reading, so they need something to read. Struggling and reluctant readers don't want to be confronted by a big block of text or wordy captions explaining the story-they want to see pictures and people talking as the story unfolds in real time. We do include longer blurbs of text on the back cover and at the end of the book to provide a larger context for the story, with the idea that readers will be motivated to read this text because they want to know what happens next and learn more information. Then they can go read the paired leveled book to learn even more. I'm looking forward to seeing which books, including Graphic Books, get 'favorited' by Kids A-Z users."
- Sarah Ghusson, Topic Editor, Learning A-Z

Using Graphic Books in the Classroom

Each Raz-Plus and Reading A-Z Graphic Book comes with a lesson plan that provides tips for teaching that particular text. These tips include ways to connect activities with corresponding nonfiction Leveled Books. Printable and projectable versions of our Graphic Books can be used in whole-class or small-group instruction.

Students will also enjoy reading these books on their own or at home for independent practice. Raz-Plus Graphic Books are also accessible in the Reading Room on Kids A-Z, where students can use digital tools to highlight, take notes as they read, and favorite the selections they've read.

A Graphic Books Success Story

"My daughter, who's now a bright high school freshman successfully reading at grade level, actually struggled with reading when she was in second grade. Then one day, I discovered her happily reading a graphic book. She fell in love with graphic books and soon began expanding her horizons, eventually becoming the strong reader she is today. One of my most powerful takeaways from that experience was how much I might have helped other struggling readers during my years as a teacher if I'd only tried using graphic books in my classes with the kids who didn't enjoy reading!"
-Jennifer Nigh, Director of Professional Development, Learning A-Z

Some of the Benefits of Graphic Books

Because our Graphic Books are topically linked to other nonfiction texts in Raz-Plus and Reading A-Z, students reading these books can make cross-textual connections that build content knowledge and comprehension skills. The combination of written and visual information featured in our Graphic Books supports visual learners and encourages students at every level to practice the 21st century skill of decoding multimodal texts.

When students pay attention to the details of the visuals and dialogue, they create opportunities to make meaning and connect new information to prior knowledge. Most importantly, visual support combined with rich storytelling makes reading more enjoyable and builds confidence in developing or struggling readers.

Want to try the Graphic Books in Raz-Plus or Reading A-Z?

Choose one and start your free 2-week trial today!

Try Raz-Plus Try Reading A-Z

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Raz-Plus Graphic Books for Struggling Readers | Learning A-Z

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Holding your students' attention can be a constant challenge. From advanced to struggling readers, everyone in your classroom loses interest in reading sometimes. How can you easily find rich, high-interest texts that will engage your readers while encouraging close reading and critical thinking skills?

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Learning A-Z https://www.learninga-z.com/assets/img/LAZ_clg_logo-rgb.png 2002 866-889-3729 support@learninga-z.com 1840 E River Rd Ste 320 Tucson AZ 85718 USA

Learning A-Z https://www.learninga-z.com https://www.learninga-z.com/assets/img/LAZ_clg_logo-rgb.png Learning A-Z https://www.learninga-z.com/site/breakroom/razplus-ell-5-reasons 10/17/2017 12:00:00 AM 7/22/2020 5:05:44 PM https://www.learninga-z.com/site/products/

Use the Raz-Plus ELL Edition with your English language learners (ELL) to customize reading options for every learning level. Raz-Plus provides a leveled online library for learners from all backgrounds and ability levels, and the ELL Edition consists of resources designed specifically for students learning English. Because all Raz-Plus leveled books and resources are available online, students can complete activities 24/7, wherever they are. There are many reasons why your ELLs will love using the Raz-Plus ELL Edition, but here are the top 5.

1. Read Out Loud

Raz-Plus allows your English language learners to gain confidence through fluency practice. When students choose a leveled book to read, they can listen to an audio version first. As the program reads the book out loud, it also highlights words as they're being spoken so students can connect spoken and written English.

Raz-Plus audio books are a great way for students to hear correct English pronunciation. When students are ready to read books out loud, they can record themselves reading and send you a recording to grade fluency. The ability to listen to audio books, hear correct pronunciation, and practice pronunciation with read-alouds increases an ELL's confidence with reading fluency.

Try the Raz-Plus ELL Edition with your students today!

Start a free 2-week trial.

Try Raz-Plus

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5 Reasons Why Your ELLs Will Love Raz-Plus ELL Edition | Learning A-Z

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Learning A-Z https://www.learninga-z.com/assets/img/LAZ_clg_logo-rgb.png 2002 866-889-3729 support@learninga-z.com 1840 E River Rd Ste 320 Tucson AZ 85718 USA Learning A-Z https://www.learninga-z.com https://www.learninga-z.com/assets/img/LAZ_clg_logo-rgb.png Learning A-Z https://www.learninga-z.com/site/breakroom/razplus-ell-5-reasons 10/17/2017 12:00:00 AM 7/22/2020 5:05:44 PM https://www.learninga-z.com/site/products/ Use the Raz-Plus ELL Edition with your English language learners (ELL) to customize reading options for every learning level.

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Instant Nearpod lesson for you!

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This is the conclusion of a two day standards based lesson.
This lesson reflects scaffolds to present standard:
LAFS.2.RL.2.6- Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.

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This lesson reflects scaffolds to present standard:
LAFS.2.RL.2.6- Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.

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Jasso's Nearpod Lesson Jan 19, 2021 12:00 PM.webm

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Nearpod-Part 1 Strategies and scaffolds for all learners

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Nearpod-Part 1 Strategies and scaffolds for all learners

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North Grade-PD 1/7/21 Tutorial for all Schools.webm

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Smart Learning Suite and Nearpod Tutorial

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Smart Learning Suite and Nearpod Tutorial

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Enjoy a quick tutorial of creating interactive lessons using Nearpod and Smart Learning Suite.

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PD-Teaching Newcomer ELLs for Distance Learning: Elementary.webm

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Use this alongside your lessons.

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A shout out to Mrs. Briggs at Barton Elementary School for being creative with the QSSSA strategy. Use this template. Enjoy!

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How to create a scaffolded  lesson using a book on Nearpod. 

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How to create a scaffolded  lesson using a book on Nearpod. 

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So easy.... just follow this video and you will master a lesson full of activities.

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Nearpod lesson preparation /PLC (2020-11-13 at 07:05 GMT-8)

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Mesopotamia 6th grade World History ELL sample lesson

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Mesopotamia 6th grade World History ELL sample lesson

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PD-Teaching Newcomer ELLs for Distance Learning: Elementary.webm

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Smart Learning Suite

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Part 2: 5-minute break ideas-2nd Grade.webm

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An Interactive Thanksgiving Lesson

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Family Engagement Videos- The Department of Multicultural Education has created a new YouTube Channel and a series of videos to support family engagement. These videos will provide families with important updates from the District and specific tips and strategies to stay connected to school and learning. We believe that partnerships with families are the key to student success! Playlists will be in multiple languages. Please feel free to share these links with families. New videos will come out through the YouTube Channel regularly throughout the year. English - https://youtu.be/i1dJIHGfDzsSpanish - https://youtu.be/o8FNRDkSl5YHaitian Creole - https://youtu.be/u79-leEoOmPortuguese - https://youtu.be/Pn1LpQ-kRzU

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Family Engagement Videos- The Department of Multicultural Education has created a new YouTube Channel and a series of videos to support family engagement. These videos will provide families with important updates from the District and specific tips and strategies to stay connected to school and learning. We believe that partnerships with families are the key to student success! Playlists will be in multiple languages. Please feel free to share these links with families. New videos will come out through the YouTube Channel regularly throughout the year. English - https://youtu.be/i1dJIHGfDzsSpanish - https://youtu.be/o8FNRDkSl5YHaitian Creole - https://youtu.be/u79-leEoOmPortuguese - https://youtu.be/Pn1LpQ-kRzU

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NEW! Family Outreach Videos by the Multicultural Department, School District of Palm Beach County

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Please check out the latest version of the Imagine Language and Literacy Smore Newsletter.  This newsletter contains useful documents and videos for teachers to use as they monitor student progress within the platform. The smore will also be added to the SY21 ESOL Coordinators/Contacts Google Classroom.

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Beginning of Year Benchmark window closes October 31st.

The Placement Test is administered the first-time students log in to Imagine Language & Literacy. The Placement Test also serves as an initial Benchmark test.

Students can receive instructions in their home language, ONLY if the teacher has edited the student language. Click link below for instructions on editing the student language. Setting Language Support.

Returning students will take the Beginning of Year Test. Their placement scores from the prior school year, can be found in the Benchmark report.

Placement and benchmark scores can be found in the Growth section under the Benchmark Test tab.

If you'd like more information about the Embedded Adaptive Assessment (Benchmark), you can register for one of our regional PD webinars by clicking the link below.

Register for Embedded Benchmark PD.

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Beginning of Year Benchmark window closes October 31st. The Placement Test is administered the first-time students log in to Imagine Language & Literacy. The Placement Test also serves as an initial Benchmark test. Students can receive instructions in their home language, ONLY if the teacher has edited the student language.