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collaboration and co-teaching: strategies for english learners

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english language - study and teaching - foreign speakers

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education/teaching methods & materials - general

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teaching of students with english as a second language (tesol)

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education/teaching methods & materials - general

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teaching of students with english as a second language (tesol)

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Collaboration and Co-Teaching: Strategies for English Learners

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Collaboration and Co-Teaching: Strategies for English Learners [Andrea Honigsfeld, Maria G. Dove] on Amazon.com. *FREE* shipping on qualifying offers. Help ELLs achieve success with an integrated, collaborative program! This resource provides a practical guide to collaboration and co-teaching between general education teachers and ESL specialists to better serve the needs of ELLs.

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Your Research-based Guide to Developing Skilled Readers. 300+ strategies with learning progressions support 13 reading goals, with each strategy cross-linked to skills, teacher tips, prompts, research, and reading levels—everything from fluency to literary analysis.

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ELLs Belong to All of Us: The Role of ESOL Specialists in Collaboration

This video showcases a 5 th-grade team planning a science lesson about the difference between vascular and non-vascular plants. ESOL specialist Katy Padilla plays a key role in advocating for ELLs throughout the lesson planning process and sharing her strategies for engaging and supporting students. You can hear more from Katy in our teacher reflection interview and Facebook Live conversation!

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ELLs Belong to All of Us: The Role of ESOL Specialists in Collaboration

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Jump to navigation Jump to Content ELLs Belong to All of Us: The Role of ESOL Specialists in Collaboration This video showcases a 5 th-grade team planning a science lesson about the difference between vascular and non-vascular plants.

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Action Planning around individual students 

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Action Planning around individual students 

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By Ashley Coblentz and Jackie Moreno

Minimal. Basic. Low. Why are these words used to describe children who are anything but? Reporting on a narrow set of skills (primarily reading and math), by using numbers reflective of achievement rather than growth, can make teachers feel complicit in a system that overlooks many students' interests, talents and growth. Of course academic achievement is an important priority. However, when it becomes the singular focus at the expense of the whole child or acknowledging academic growth, it is problematic.

If we just focus on math and language arts scores, what conversations are we missing, and how does this inform students' beliefs about themselves?

When we reframe the way we talk about kids, we reframe the way we think about them. Let's not deliver the same idea in a "nicer way," but push ourselves to keep each child in mind as a whole person rather than reducing them to conventional metrics. This a huge temptation because these metrics dominate current educational discourse.

At our last quarterly showcase, hundreds of family members went into classrooms to talk with students about their learning. Students shared multi-media projects, presentations and other examples of their growth. It was refreshing to hear conversations that included statements of pride from students and families, kids articulating what they've learned, and students celebrating each others' learning.

During the student showcases, our bilingual students are given a platform to share their ability to communicate and create in two or more languages, as opposed to conventional report cards and conferences that systematically frame students in terms of language deficits.

Although this might sound simple, there is a lot of societal pull to move in the other direction - to focus on oversimplified metrics. Instead of reducing the stories of kids and schools to numbers and rankings, let's move towards a more meaningful narrative.

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Changing the Conversation: Rethinking How We Talk About Students

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By Ashley Coblentz and Jackie Moreno Minimal. Basic. Low. Why are these words used to describe children who are anything but? Reporting on a narrow set of skills (primarily reading and math), by using numbers reflective of achievement rather than growth, can make teachers feel complicit in a system that overlooks many students' interests, talents and growth.

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Slides on Key Uses

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use of L1 and L2