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Session 1
Session 2
Session 3

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Team 1
Team 2
Team 3
Team 4
Team 5

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Literacy Consultants & Consulting Services | Erin Kent Consulting

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Literacy Consultants & Consulting Services | Erin Kent Consulting

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EKC provides literacy consultants, consulting services, and literacy professional learning for schools.

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Reading and Writing Workshop in International Schools Group

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Reading and Writing Workshop in International Schools Group

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Log into Facebook to start sharing and connecting with your friends, family, and people you know.

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Teaching Vocabulary to English Language Learners

Vocabulary Development Across the Day

Bringing Words to Life

No More "Look Up the List" Vocabulary Instruction

CUNY NYSEIB Translanguaging Guide

Scaffolding Language, Scaffolding Learning

EL Excellence Every Day

The Reading Strategies Book

The Writing Strategies Book

Projecting Possibilities for Writers

The Next Step Forward in Guided Reading

Difference or Disorder?

Separating Difference from Disability

Patterns of Power

DIY Literacy

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11 years pedagogical experience:

Certification in Elementary Ed, Special Ed, Bilingual Ed, and TESOL

Migrant Educational Outreach Teacher

Bilingual Educator (Spanish/English)

Bilingual ICOT (Integrated Co-taught SPED)

Literacy Coordinator

Head of Student Support Services

English as a New Language (ENL)

New York/China

Cheese-maker
Traveler
Pun-lover

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Session 1: A notebook/writing utensil
Session 2: A lesson (minilesson or strategy group)
Session 3: An upcoming unit

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Combined ELL Speaking Progression

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A tool to help you meet students where they are in their language development

The Can Do Descriptors highlight what language learners can do at various stages of language development as they engage in the following contexts:

Bilingual and English-immersion early care and education programs

Bilingual, Spanish-immersion and English-immersion K-12 language programs

Bilingual, Spanish-immersion and English-immersion K-12 content-area classrooms

Similar to the WIDA English Language Development Standards Statements, the Can Do Descriptors describe what learners can do with language across different content areas. Although the Can Do Descriptors relate to the ELD Standards Statements, they don't replace them but are used to supplement the standards statements during instruction.

Educators and early childhood practitioners can use the Can Do Descriptors to

Better understand what students at different levels of language proficiency can do with language

Expand their understanding of what the process of language development can look like

Collaborate around scaffolding that students need to engage in content-area learning and develop language at the same time

Differentiate instruction and classroom assessment for language

Interpret ACCESS for ELLs test scores

The Can Do Descriptors have not yet been updated to reflect the 2020 Edition; however, they remain available as a valuable tool for communicating with stakeholders about what students can do at each language proficiency level. WIDA is monitoring educator use to help inform the timing for updating the materials.

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A tool to help you meet students where they are in their language developmentThe Can Do Descriptors highlight what language learners can do at various stages of language development as they engage in the following contexts:

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Team 1
Team 2
Team 3
Team 4
Team 5

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Microprogression Chat with Maggie and Kate Roberts

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Microprogression Chat with Maggie and Kate Roberts

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Gots: thinking about student language proficiency based on conversations

Wants: nothing at this time. Looking forward to the continued journey over the next few weeks.

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Got: Language progressions

Wants: Strategies to explicitly teach vocabulary - especially how to have students learn vocabulary independently

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Wants: Strategies to keep the whole class on task without supervision while working on one-on one with particular students to give them that personalized attention, focus and feedback.

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Got: greater awareness of the stages of progression.

Want: knowledge of strategies on how to build the vocab especially at the non-verbal stage.

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wants: strategies
gots: thinking about student language just based on everyday conversations.

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Team 1
Team 2
Team 3
Team 4
Team 5
Team 6
Team 7
Team 8

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Team 1
Team 2
Team 3
Team 4
Team 5

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Mirrors, Windows, and Sliding Glass Doors

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Mirrors, Windows, and Sliding Glass Doors

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We Need Diverse Books

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Mirrors, Windows and Sliding Glass Doors

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Unit Planning with Vocabulary Focus Template

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Unit Planning with Vocabulary Focus Template

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KG1
KG2
G1
G2
G3
G4
G5
Art
PE
World Languages

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Using learned vocabuary during play centres can help children learn.

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Using learned vocabuary during play centres can help children learn.

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Reading stories building vocabulary through emotions

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Reading stories building vocabulary through emotions

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I am reminded to use L1 as a tool/ bridge for learning!

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Writing a list of words daily or weekly and focus on integrating them in my lessons during the week.

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Writing a list of words daily or weekly and focus on integrating them in my lessons during the week.

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How to use multilingual as a tool to promote vocab.

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How to use multilingual as a tool to promote vocab.

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our plans will include intentional teaching of vocabulary. We will also plan to provide the children with sentence structures to further facilitate their learning of new vocabulary.

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our plans will include intentional teaching of vocabulary. We will also plan to provide the children with sentence structures to further facilitate their learning of new vocabulary.

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Being selective with the vocabulary and really targeting specific students that would benefit from tier 1 & 2 words to build context within the content.

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Next Week/Next Month: Making time for shared reading - getting materials ready. etc.
Next Year: Unit Planning - focusing on vocabulary and being intentional when backwards planning our units.

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To echo someone else: being intentional and purposeful in selecting and teaching new vocabulary

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Next week/month: To be selective with the vocabulary specifically for the tier 1 and tier 2 learners so that they can grow in their understanding in all learning areas.
Next year: Selecting vocabulary appropriate for the units and the units ahead so that the tiers can be more focused on.

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be more intentional in including vocabulary in unit unpacking and choosing shared texts that reinforce that vocabulary

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pulling out words from the unit that I can integrate throughout the day.

Building sentence with the students that include they vocab word

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I loved the idea from last week of including multiple language representation as new vocabulary is introduced

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Looking at synonyms to build student vocabulary