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***Note: The CIS Foundations & ELL Teams have a grammar scope and sequence resource, created last year.  It may be helpful for language scaffolds.***

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***Note: The CIS Foundations & ELL Teams have a grammar scope and sequence resource, created last year.  It may be helpful for language scaffolds.***

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"Save the Last Word" is a structured discussion protocol in which participants listen to others' interpretations of a selected text excerpt before explaining their own perspectives, ensuring everyone in the group has a voice and building active speaking and listening skills; it is beneficial because it fosters equitable participation, encourages deeper thinking, and helps quieter individuals contribute meaningfully to group discussions.

Find a word/sentence/phrase that you think is really important.

Number off 1-4.

Person 1 shares (just the word/sentence/phrase). Everyone takes 1 minute saying what they think about the sentence that was shared.

Person 1 then has “the last word” and summarizes what everyone has said, and tells what they’re thinking now.

Repeat with everyone else in the group.

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Extra Resource: CIS Explicit Writing Instruction with a Transdisciplinary Focus 

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Extra Resource: CIS Explicit Writing Instruction with a Transdisciplinary Focus 

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CIS Singapore: Explicit Writing Instruction with Transdisciplinary Focus

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Question: How can we incorporate and use the visual timeline to develop more grammatical understanding (not UOI linked)?

Response: To build grammatical understanding, I’d suggest a sentence-level routine—have you tried Sentence Patterning Charts (SPC)? They’re a great way to teach grammar in context. Early in the year, you might start with fewer columns than the example.

Although the explicit focus is on language, you might consider weaving in UoI-related nouns and verbs. Teaching grammar in the context of UoI not only supports reading comprehension, but also equips students with the language to express complex ideas.

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Professional Development for Language Acquisition and Literacy | Be GLAD

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Email:

annie.chang.ng@gmail.com

LinkedIn: Annie Chang Ng

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BEFORE - Extant Literature on Language Scaffolds

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BEFORE - Extant Literature on Language Scaffolds

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CIS EKC Work Session - Extant Literature on Language Scaffolds

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CIS: Best Practices for Structured Transdisciplinary Writing

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CIS: Best Practices for Structured Transdisciplinary Writing

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Canva Whiteboard:

https://tinyurl.com/CISEKCwhiteboard

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CANADIAN INTL SCHOOL - EKC - Building Bridges: Best Practices for Multilingual Learners

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CIS: Language Scaffolds and Translanguaging

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CIS: Language Scaffolds and Translanguaging

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CANADIAN INTL SCHOOL - EKC Work Session - Science of Writing + Translanguaging

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EKC Asynchronous Courses: Multilingual Learners

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EKC Asynchronous Courses: Multilingual Learners

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Login to Erin Kent Consulting community via email or SSO today.

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DURING - Modifications Using Language Scaffolds and Translanguaging

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DURING - Modifications Using Language Scaffolds and Translanguaging

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CANADIAN INTL SCHOOL - EKC Work Session - Science of Writing + Translanguaging

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Grades K-5

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Special Offer: Enter coupon code BOOKIT in the shopping cart page to receive free shipping within the U.S. when you order any professional book online

Special Offer: Save 30% off our list price automatically when you buy 15 or more.

"What is the very best instruction for English learners? How do we capitalize on and further develop the linguistic knowledge and skill of this segment of society? Nonie Lesaux and Julie Harris are exceedingly well qualified to address these questions. On the cutting edge of EL instruction, their combination of research knowledge and practical experience makes for guidance that can be trusted, and implemented, in classrooms throughout the country." -- Nell Duke, Series Editor, University of Michigan

In today's linguistically diverse elementary classrooms, research suggests that a universal approach to building academic vocabulary and conceptual knowledge holds huge promise for closing the opportunity gaps among English learners. In Cultivating Knowledge, Building Language, Nonie Lesaux and Julie Harris present a knowledge-based approach to literacy instruction that supports young English learners' development of academic content and vocabulary knowledge and sets them up for reading success

(click any section below to continue reading)

Contents

1. What We Know About Reading Development Among English Learners

2. Understanding Oral Language for Literacy and the Special Case of Academic Language

3. The Knowledge-Building Classroom: Deep, Process-Oriented, and Interactive Learning

4. Provide Consistency by Organizing Lessons Within a Cycle

5. Develop Academic Content Knowledge by Studying Big Ideas

6. Develop Academic Vocabulary Knowledge by Studying a Small Set of Words Deeply

7. Unlock Language by Developing Word-Learning Strategies

8. Extend Learning With Language Production Projects

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Special Offer: Enter coupon code BOOKIT in the shopping cart page to receive free shipping within the U.S. when you order any professional book online Special Offer: Save 30% off our list price automatically when you buy 15 or more. "What is the very best instruction for English learners?

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Grades 6-12

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Welcome to Teaching Multilingual Learners

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Welcome to Teaching Multilingual Learners

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https://companion.corwin.com/courses/WTTMLL

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Verifying you are human. This may take a few seconds.

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Grades PreK-1

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Strive-for-Five Conversations | The Scholastic Teacher Store

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Teachers know that encouraging children to talk and listen improves their ability to communicate. But until now, they haven't had a way to accelerate the development of children's language skills that's aligned with the science of reading. This book gives time-strapped teachers a power tool: the

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K-G2 (Burkins & Yates, 2021); G3-5 (Cunningham, Burkins, & Yates, 2023)

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Grades K-5

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The Six Shifts Where Science of Reading Meets Balanced Literacy. We provide resources, professional development, and literacy audits for busy literacy educators like you.

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Grades K-12

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The Writing Revolution - Empower teachers to help students

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By training educators in The Hochman Method©, The Writing Revolution (TWR) aims to help all students become proficient writers, readers, and critical thinkers.

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(Baker, Lesaux, Jayanthi, Dimino, Proctor, Morris, Gersten, Haymond, Kieffer, Linan-Thompson, & Newman-Gonchar, 2014)

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Teaching Academic Content and Literacy to English Learners in Elementary and Middle School

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Teaching Academic Content and Literacy to English Learners in Elementary and Middle School

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Grades K-8

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This practice guide was prepared for the WWC by Instructional Research Group under contract ED-IES-12-C-0016.

The following research staff contributed to the guide: Joseph Dimino, Kelly Haymond, Russell Gersten, Madhavi Jayanthi, and Rebecca Newman-Gonchar.

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WWC | Teaching Academic Content and Literacy to English Learners in Elementary and Middle School

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This practice guide provides four recommendations that address what works for English learners during reading and content area instruction. Each recommendation includes extensive examples of activities that can be used to support students as they build the language and literacy skills needed to be successful in school.

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(Graham, Bollinger, Booth Olson, D’Aoust, MacArthur, McCutchen, & Olinghouse, 2018)

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Teaching Elementary School Students to Be Effective Writers

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Teaching Elementary School Students to Be Effective Writers

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Grades K-5

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This practice guide was prepared for the WWC by Mathematica under contract ED-07-CO-0062.

The following research staff contributed to the guide: Cay Bradley, Virginia Knechtel, Nancy Murray, Bryce Onaran, and Cassie Pickens Jewell.

These videos were prepared by WestEd under the Doing What Works Contract (ED-PEP-11-C-0068).
All videos are based on recommendations from the WWC practice guides and are designed to complement the guides.

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teaching elementary school students to be effective writers

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WWC | Teaching Elementary School Students to Be Effective Writers

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This practice guide provides four recommendations for improving elementary students’ writing. Each recommendation includes implementation steps and solutions for common roadblocks. The recommendations also summarize and rate supporting evidence. This guide is geared toward teachers, literacy coaches, and other educators who want to improve the writing of their elementary students.

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Scroll down to see a list of 4 interview questions on our language history.

Select the questions you would like to be asked. Choose two out of the four questions listed.

Interview each other guided by your partner’s selected questions

Tip: In the classroom, you can use this partner discussion activity to support students to apply both their developing academic vocabulary knowledge and their developing content knowledge about the cycle’s big idea.  In each cycle, the interview questions feature the target words and the scenario for the interview relates to the shared text.  To promote word analysis, sometimes the target words take a different morphological form (e.g., a prefix or suffix is added).

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1. What languages or language varieties did you grow up hearing, speaking, or learning?

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1. What languages or language varieties did you grow up hearing, speaking, or learning?

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Follow-up prompt (optional): How did your experiences with those languages shape your identity or confidence in school?

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2. Can you recall a time when you misunderstood something because of language?

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2. Can you recall a time when you misunderstood something because of language?

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Follow-up prompt (optional): How did you feel? What helped you understand eventually?

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3. Have you ever had to learn a new type of language (e.g., academic, technical, digital, or workplace jargon)?

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3. Have you ever had to learn a new type of language (e.g., academic, technical, digital, or workplace jargon)?

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Follow-up prompt: What strategies helped you learn and use it effectively?

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4. What do you wish schools had done to better support your language learning or use?

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4. What do you wish schools had done to better support your language learning or use?

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Follow-up prompt: What would that look like for multilingual learners today?

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AFTER - Extra Resource: Writing Paper with Language Scaffolds

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AFTER - Extra Resource: Writing Paper with Language Scaffolds

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CIS EKC TOOLKIT PAPER - Structured Writing + Writing with Language Scaffolds

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AFTER - Extra Resource: CIS Explicit Writing Instruction with a Transdisciplinary Focus 

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AFTER - Extra Resource: CIS Explicit Writing Instruction with a Transdisciplinary Focus 

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CIS Singapore: Explicit Writing Instruction with Transdisciplinary Focus

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Question #1: How do we document progress in speaking and listening?

Response #1: Have you come across language development portfolios? They're essentially curated samples of student learning like writings, recordings, art, photos, and notes. The idea is to visually document multilingual learners’ growth, making language and student thinking visible for teachers, families, and students. For more information, see this link.

Question #2: How do we bridge between a number of languages in a classroom with diverse languages?

Response #2: I would focus on the following:

(1) Comprehensible input

• Graphic organizers

• Visuals (e.g., Picture Word Induction Model)

• Short videos under than 5 minutes

(2.) Quality output

• Provide many opportunities for talking and writing through "We do" and "You all do" tasks (e.g., process grid and collaborative strip paragraph routines). Multilingual learners thrive when there are structured spaces for practicing their new language across all domains (i.e., SWIRL = Speaking, Writing, Interacting, Reading, Listening).

• Set up purposeful partnerships. For example, initially pair a newcomer student with a peer who shares the same home language but who speaks English at a higher level. During turn-and-talk, the newcomer student can orally rehearse in his/her home language, while the partner can report out in English. (Note: Ensure there are already strong language scaffolds in place, as some "language model" peers might feel frustrated from always having to be the "teacher.")

• Preview and review content in the home language, with ELL team support. During the lesson, STAY in English to encourage productive struggle. The alternative-- constant, on-going translations and interpretations-- can accidentally allow bilingual/multilingual learners to bypass language learning.

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Question #1: How can we effectively teach vocabulary in class?

Response #1: Teach vocabulary in context. I'd recommend quality over quantity: focus deeply on a smaller set of words. As a general ballpark, this would be about 5-10 vocabulary words every 2-4 weeks. For a more detailed breakdown, see page 5 of the linked document (i.e., "Vocabulary" section of the "EAL Strategy Menu" tab).

Question #2: How can we educate parents and students on the value of oral language development?

Response #2: Oral language development is the foundation of literacy. I am so happy to read this is an area of emphasis for you and your team. To further educate families, here is a resource that has been translated into multiple languages. In addition, it might be illuminating for parents to have access to a language development portfolio (described in the Grade 1 section) and/or the ability to further engage on Seesaw (described in my response below).

Question #3: How can parents engage with student work? What will this look like?

Response #3: This is a great question! Just curious, what is the reason for the current settings in Seesaw? I can see parent engagement increasing, if the settings were modified for them to be able to respond to student work through likes and comments (e.g., audio, written, in whichever languages they prefer).

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CIS Singapore: Explicit Writing Instruction with Transdisciplinary Focus

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Question: How do you link the reading to a writing task for UOI?

You can link the reading to the writing task by:

• Curate text sets that build the background knowledge needed for writing tasks. For example, during a UoI on body systems, gather texts at different difficulty levels to help them explore and research the related lines of inquiry they’ll later write about.

• Select mentor texts that model the kind of writing you want students to produce. For example, when teaching narratives, choose a story with a clear problem–solution structure and map it together on a graphic organizer as a class to boost comprehension and set the stage for writing. In Writers’ Workshop, co-plan and co-write a class story—thinking and writing aloud—so students can see how to lift features from the mentor text. Then, students can try planning and writing on their own.

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Question #1: How can we get a balance between enough information and overloading students?

Response #1: Great question! Let your central idea and lines of inquiry guide what you teach—if something isn’t essential, consider saving it as an optional “Webquest” resource. Check if students have enough input by looking at their output during “We do,” “You all do,” and “You do.” Use your observations to adjust. For example, if in a natural disasters newscast students lean too much into fiction, they may need reminders to include facts you’ve already taught or they may simply need more input, perhaps revealing a potential a gap in your sequence of lessons.

Question #2: Practically, how can we implement all of this in our context?

Response #2: Keep the big picture of “comprehensible input” and “quality output” in mind, focusing on the highest-leverage strategies for teaching both content and language. BeGlad, a team working with multilingual learners in California, recommends 5 key strategies you can find here: https://begladtraining.com/blog/give-me-5/. An alternative method is "core learning tasks" that Lesaux & Harris (2015) suggest as integral to knowledge-building learning cycles for multilingual learners: see "Core Learning Tasks" in the "EAL strategy menu" tab.

Whether BeGlad or Core Learning Tasks (which you likely already do in some form already!), the idea is to shoot for structured spaces for input and output. I highly recommend picking the routines that resonate with you and using them consistently- when you repeat the same routines from unit to unit, students can then shift their working memory from learning the routine to learning the new content alongside new language.

Question #3: How do we practically integrate key concepts in both UOI and literacy?

Response #3: To integrate UoI and literacy, make sure that your inquiry, reading, and writing units fit together well for transdisciplinary learning—it saves time and deepens understanding. For example, in a natural disasters unit, students could gather facts from anchor texts during reading, write newscasts in writing, and run hands-on experiments in inquiry (e.g., oreos for plate tectonics, volcanic eruptions, etc.). This way, students aren't spending writers' workshop reading texts or trying to grapple with key concepts from UoI, but on writing down their own unique ideas.

You likely do this already, but make sure your selected writing genre aligns naturally with both reading and UoI, otherwise your units might be competing against one another for time and attention.

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The Give Me 5 are 5 Key Be GLAD strategies, linked within a unit of study. They incorporate a variety of component areas including reading, writing, focus/motivation, input, and guided oral practice. From inquiry and curiosity to facilitated instruction, children build their own motivation to learn. These 5 strategies include the enduring understanding using the state standards to teach the unit and ensure students hit the target.

Beauty in Simplicity

Be GLAD's Give Me 5 (TM) provides a straightforward way to learn the process of learning. It helps students figure out how to filter information and remember it long term.

From direct instruction of creating a memory palace to developing a schema, students move through guided research groups and peer teaching. Be GLAD Units by Uplevel has built content and language art skills around the Give Me 5 structure.

Here are the Give Me 5!

1. Graphic Organizer Input Chart (GOIC)

It's the big picture. Take a look at the picture on the puzzle box to start so students know the pieces they're learning about more in depth later. We use lots of visuals to help scaffold learning for students.

2. Pictorial Input Chart (PIC)

From the big picture, we move in to take a closer look. Students learn how to learn about the topic. It provides the guidelines and schema to guide their learning. Everyone needs a filter; we give them one that matches the objectives.

3. Expert Groups (EG)

With a great foundation, students then learn how to research properly. When students know how to research the right way early, they can process and devour large amounts of text more easily.

4. Process Grid (PG)

Oral presentations and peer-to-peer instruction builds our collaborative Process Grid. We use helpful memory devices such as color coding, gestures (TPR), shape-coding, neurological imprinting, and non-linguistic visual representations.

5. Cooperative Strip Paragraph (CSP)

With all their new insights and synthesis of knowledge, students apply the writing process to the content.

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Professional Development for Language Acquisition and Literacy | Be GLAD

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Question #1: What are other teacher identities in regards to “warm demander”?

Response #1: Great question! Have you heard of Diana Baumrind's work on parenting styles? Although her work is from the field of psychology, it gives us a general framework for reflecting on our teacher identities. Admittedly, I find I imperfectly move around on the above grid, although my aim tends to be "authoritative." Here is an article for more information.

Question #2: How do we structure lessons around both oral language and reading/writing with limited time in the classroom?

Response #2: Hats off to the upper grades for recognizing the key role of oral language for student learning, particularly for multilingual learners who are learning new content and new language at the same time. As James Britton (1976) said, “Reading and writing float on a sea of talk.” Back to your question. I must say that we as educators truly are both artists and scientists when it comes to structuring lessons that balance talking, reading, and writing. There’s no single formula; we have to feel and test it out through cycles of iteration. To set the foundation, however, I’ve found that transdisciplinary learning is the most efficient way to meaningfully and practically connect the language domains (i.e., SWIRL: Speaking, Writing, Interacting, Reading, Listening). Similar to my responses to Grade 4, make sure your UoI, reading, and writing units are aligned. That way, they’re complementing and supporting—not competing with—each other. When we intentionally plan for student talk, we actually set them up for deeper reading and writing. . . and, in the long run, that saves time.

Question #3: We don’t have physical, in-depth text sets it seems. How do we grow literacy with just DRA books, EPIC, picture books?

Response #3: Excellent point. Text sets are key for deep inquiry and literacy. This is definitely worth bringing to your leadership team. In early childhood, the Reggio Emilia approach calls the classroom the “third teacher”—and in upper elementary, that’s true too. Quality materials really matter!

Question #4: What are some other books for further reading?

Response #4: Great question! In the first column of our Padlet, under “Our Stack of Resources,” you’ll find several books on building knowledge while growing language. If you have a specific topic in mind, let me know—I’m happy to recommend something!

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Parenting styles are constructs used to describe the different strategies parents tend to utilize when raising children. These styles encompass parents' behaviors and attitudes and the emotional environment in which they raise their children.

Developmental psychologists have long been interested in how parents affect child development. However, finding actual cause-and-effect links between specific actions of parents and later behavior of children is very difficult.

Some children raised in dramatically different environments can later grow up to have remarkably similar personalities. Conversely, children who share a home and are raised in the same environment can grow up to have very different personalities.

Despite these challenges, researchers have posited that there are links between parenting styles and the effects these styles have on children. And some suggest these effects carry over into adult behavior.

The Four Parenting Styles

In the 1960s, psychologist Diana Baumrind conducted a study on more than 100 preschool-age children. Using naturalistic observation, parental interviews, and other research methods, she identified some important dimensions of parenting.

These dimensions include disciplinary strategies, warmth and nurturing, communication styles, and expectations of maturity and control. Based on these dimensions, Baumrind suggested that the majority of parents display one of three different parenting styles. Later research by Maccoby and Martin suggested adding a fourth parenting style. Each of these has different effects on children's behavior.

The four parenting styles that have been identify by Baumrind and other researchers are:

The authoritarian parenting style

The authoritative parenting style

The permissive parenting style

The uninvolved parenting style

What's Your Parenting Style?

This fast and free parenting styles quiz can help you analyze the methods you're using to parent your kids and whether or not it may be a good idea to learn some new parenting behaviors:

Authoritarian Parenting

In this style of parenting, children are expected to follow the strict rules established by the parents. Failure to follow such rules usually results in punishment.

Other common characteristics:

While these parents have high demands, they are not very responsive to their children.

They expect their children to behave exceptionally and not make errors, yet they provide little direction about what they should do or avoid in the future.

Mistakes are punished, often quite harshly, yet their children are often left wondering exactly what they did wrong.

Baumrind says these parents "are obedience- and status-oriented, and expect their orders to be obeyed without explanation." They are often described as domineering and dictatorial. Their approach is "spare the rod, spoil the child." They expect children to obey without question.

Effects of Authoritarian Parenting

Authoritative Parenting

Like authoritarian parents, those with an authoritative parenting style establish rules and guidelines that their children are expected to follow. However, this parenting style is much more democratic.

Common characteristics of the authoritative parenting style:

Authoritative parents are responsive to their children and willing to listen to questions.

These parents expect a lot of their children, but they provide warmth, feedback, and adequate support.

When children fail to meet expectations, these parents are more nurturing and forgiving than punishing.

According to Baumrind, authoritarive parents are good at setting standards and monitoring their children's behavior. Their disciplinary methods are assertive and supportive rather than intrusive, restrictive, or punitive.

For authoritative parents, the goal is to raise children who are socially responsible, cooperative, and self-regulated. The combination of expectation and support helps children of authoritative parents develop skills such as independence, self-control, and self-regulation.

Effects of Authoritative Parenting

Permissive Parenting

Permissive parents, sometimes referred to as indulgent parents, make very few demands of their children. These parents rarely discipline their children because they have relatively low expectations of maturity and self-control.​

Other common characteristics of permissive parenting:

Permissive parents prioritize being their child's friend rather than being a parent.

They are warm and attentive but tend to set few rules, rarely enforce rules, and have few expectations.

They allow their children to make their own decisions.

According to Baumrind, permissive parents are responsive to their children but not demanding. Because they do not expect mature behavior from their children, kids may struggle to set limits for themselves. On the positive side, this can help kids become more self-sufficient and independent. On the downside, it can contribute to poor self-regulation.

Permissive parents are generally nurturing and communicative with their children, often taking on the status of a friend more than a parent.

Effects of Permissive Parenting

Uninvolved Parenting

In addition to the three major styles introduced by Baumrind, psychologists Eleanor Maccoby and John Martin proposed a fourth style: uninvolved or neglectful parenting.

Other characteristics of the uninvolved parenting style:

While these parents fulfill the child's basic needs, they are generally detached from their child's life.

They might ensure that their kids are fed and have shelter but offer little to nothing in the way of guidance, structure, rules, or even support.

These parents may seem indifferent, unresponsive, and dismissive.

In some cases, these parents may reject or neglect the needs of their children. They may also be physically or emotionally abusive.

A 2019 study found that children raised by neglectful parents tend to struggle in school, experience more depression, have worse social relationships, have difficulty controlling their emotions, and experience more anxiety.

Effects of Uninvolved Parenting

The Impact of Parenting Styles

Research suggests that parenting styles can have a range of effects on children. Some of the areas of a child's life that may be affected in the present and in the future include:

Academics: Parenting styles can play a part in academic achievement and motivation.

Mental health: Parenting styles can also influence children's mental well-being. Kids raised by authoritarian, permissive, or uninvolved parents tend to experience more anxiety, depression, and other mental health problems.

Self-esteem: Kids raised by parents with an authoritative style tend to have strong self-esteem than kids raised by parents with other styles,

Social relationships: Parenting styles can impact how kids relate to other people. For example, kids raised by permissive parents are more likely to be bullied, while kids raised by authoritarian parents are more likely to bully others.

Adult relationships: Researchers have also found that kids raised by strict, authoritarian parents may be more likely to experience emotional abuse in adult romantic relationships.

Advantages of Authoritative Parenting

Because authoritative parents are more likely to be viewed as reasonable, fair, and just, their children are more likely to comply with their parents' requests. Also, because these parents provide rules as well as explanations for these rules, children are much more likely to internalize these lessons.

Rather than simply following the rules because they fear punishment (as they might with authoritarian parents), the children of authoritative parents are able to see why the rules exist, understand that they are fair and acceptable, and strive to follow these rules to meet their own internalized sense of what is right and wrong.

Mixing Parenting Styles

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Can You Change Your Parenting Style?

If you notice that you tend to be more authoritarian, permissive, or uninvolved, there are steps you can take to adopt a more authoritative parenting style. Strategies that may help include:

Listen: Spending time listening to what your child has to say. Let them share their opinions, ideas, and worries with you.

Establish rules: Create a clear set of rules for your household and communicate your expectations to your child. In addition to telling your child what the rules are, be sure to explain why these rules exist.

Consider your child's input: Authoritative parents set the rules but are also willing to listen to their child's feelings and consider them when making decisions.

Be consistent: Enforce rules consistently, but be sure to provide consequences that are fair, proportionate, and educational.

Developing a more authoritative parenting style takes time. With practice and consistent effort, however, you will find that your approach to parenting gradually shifts to a more supportive, involved approach that can lead to better developmental outcomes.

Limitations of Parenting Style Research

Links between parenting styles and behavior are based on correlational research, which is helpful for finding relationships between variables. However, such research cannot establish definitive cause-and-effect relationships.

Children May Affect Their Parents' Styles

There is also evidence that a child's behavior can impact parenting styles. One study found that the parents of children who exhibited difficult behavior began to exhibit less parental control over time. Such results suggest that kids might misbehave not because their parents were too permissive but because the parents of difficult or aggressive children gave up on trying to control their kids.

Outcomes Vary

Some researchers have also noted that the correlations between parenting styles and behaviors are sometimes weak. In many cases, the expected child outcomes do not materialize. For example, parents with authoritative styles may have children who are defiant or who engage in delinquent behavior. Parents with permissive styles may have self-confident and academically successful children.

Cultural Factors Play a Role

Cultural factors also play a significant role in parenting styles and child outcomes. There isn't a universal style of parenting that is always best. For example, while authoritative parenting is linked to better results in European and American cultures, research has also found that this style is not linked to better school performance Black and Asian youth.

Parenting styles are associated with different child outcomes, and the authoritative style is generally linked to positive behaviors such as strong self-esteem and self-competence. However, other important factors, including culture, children's temperament, children's perceptions of parental treatment, and social influences, also play an important role in children's behavior.

A Word From Verywell

Understanding more about your own parenting style can help you explore different approaches to parenting your children. If you notice that you tend to have a more strict, indulgent, or dismissive approach, there are steps that you can take to become more involved and authoritative in how you relate to your children.

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How Different Styles of Parenting Impact Children

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Learn why parenting styles have an important influence on child development and how they impact self-esteem, academic success, and happiness.

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Question #1: How can we really prep all those great visuals?

Response #1: Great question! Here’s my quick thought process: Start by reviewing your grade-level repertoire and prune what’s not working to make room for new ideas. Then, be clear on what didn't work and start to consider what might work instead. With common student challenges in mind, start to redesign, grounding your ideas in your central idea and lines of inquiry.

With time constraints in mind, I'd pick just one strong visual to start. Try to pick something that ties your UoI, reading, and writing together. For example, if I am teaching urban development, I'd maybe choose a clear map that highlights a community need. As the unit unfolds, I'd add to the map alongside students, perhaps surfacing a connected series of community responses, including perhaps failures with unintended consequences (i.e., community ideas that didn't work!). Together, examples and non-examples can pave the way for deeper comprehension during reading and more cogent arguments during writers' workshop.

Sometimes when I'm unsure what to do with visuals, I find it helpful to see what's going on in the grade above and below me. I've found it helpful to look at the free, curated resources from Fishtank. The short answer to your question is that, as we know, it takes time to build a strong repertoire of resources. Be purposeful. Less is more.

Question #2: How do we build conversations between children in a way that promotes authentic sharing, particularly with our range of languages?

Response #2: I really love seeing the push for rich conversations in the upper grades— the need is there, especially with such dense, complex content! In a multilingual setting, talk is tricky but essential. My quick answer: leverage and structure transdisciplinary learning, so that you are using English to teach English, amplifying language in digestible chunks for students. For a longer answer, see my responses above to Grade 5 and Grade 4. Given oral language seems to be a common throughline in the upper grades, it might be worthwhile to raise with leadership—maybe even as a future training topic.

Question #3: Translanguage vs translate? How?

Response #3: Great question! In our context, “translate” means giving the home language definition for a new English word, while “translanguage” means using the home language to build on English learning. The pitfall is conflating the two—too much translation can let students bypass the learning process, and we know productive struggle is key for both content and language growth. (Relatedly, this might be an interesting, connected fun fact: in the technical sense, "translate" refers written language, while "interpret" is oral language. Sometimes, when students are "translating" for one another, they're actually "interpreting.") Back to your question. If I wanted to dive deeper into translanguaging, I’d work with our ELL team or explore CEB/FEB examples. Otherwise, I’d focus on teaching English through clear English, using the approach of “I do, we do, you all do, you do (*in any order*)” to amplify language.