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Students left feedback on their classmates' essays. Students were given sentences starters as well as examples of how to use the sentence starters (example: You did a great job using commas correctly in this paragraph).

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I gave them a persuasive letter writing prompt in preparation for the WIDA.

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I prepped students by:
1) providing them with sentence starters for giving feedback (Glows & Grows) as well as modeling the sentence starters
2) having students read a sample student paragraph and wrote two grows and one grow to practice giving feedback. Students had a list of sentence starters that they could refer back to.
3) showing students how to correctly give another student 'Commenter' access to their essays

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We had studied phrases in English and Spanish and, on the day of the lesson, I gave them a handout with a word bank of the phrases to use in the body of their persuasive letters, but I wrote the greeting and farewell for them. 

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We had studied phrases in English and Spanish and, on the day of the lesson, I gave them a handout with a word bank of the phrases to use in the body of their persuasive letters, but I wrote the greeting and farewell for them. 

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Students did a great job providing each other with mostly positive feedback. All of the students were sincere but honest. The students thought that they benefitted from giving each other feedback.

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For the most part, they used the phrases and wrote in a mixture of English and Spanish. 

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For the most part, they used the phrases and wrote in a mixture of English and Spanish. 

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On our 7th grade Bridge Day we had a Station Rotation Day. Unit Algebraic Expressions. Students were divided in three groups. 1) Video: Guided Notes 2) Teacher led small group 3) Student led station where each student had the chance to explain to their group how they solved a give expression.

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To make lesson more comprehensible, I use several different types of strategies.  I use start with trying to background information. Followed with a vocabulary organizer, which will have the word, a definition , part of speech, translation, image and then having the word used within a sentence. Also for other things, I use videos, many images, highlighting, audios, examples in English and Spanish.

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To make lesson more comprehensible, I use several different types of strategies.  I use start with trying to background information. Followed with a vocabulary organizer, which will have the word, a definition , part of speech, translation, image and then having the word used within a sentence. Also for other things, I use videos, many images, highlighting, audios, examples in English and Spanish.

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I write the Learning Objects in students' friendly message form.  I have the students read aloud the Objectives and then stating the Objectives in their own words.

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Next time, I would have students print our their essays, have them swap their essay with their partner, and write feedback on the actual paper. Having students share their Google Docs and then try to leave feedback on their essays (as a commenter) took up more time than I expected. I would also like to have students work in groups of 3 or 4 next time and pass around each others' essays so that they get a variety of feedback from different peers.
I would also have students review each paragraph at a time to ensure students receive feedback for their entire essay. Some students only focused on one paragraph instead of giving feedback for the entire essay.

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I always start with trying to get to students to offer their experiences or knowledge of something first, so that the topic may not seem so intimidating or foreign to them.

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I always start with trying to get to students to offer their experiences or knowledge of something first, so that the topic may not seem so intimidating or foreign to them.

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I would give them a formal checklist to use during peer review and match them up with students of equal English language ability rather than just with their "Turn and Talk" partner.

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I would give them a formal checklist to use during peer review and match them up with students of equal English language ability rather than just with their "Turn and Talk" partner.

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Students enjoyed the station where they had to take a " teaching" role. I enjoyed watching them interact and role-play.

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What works well mostly are the many different sources I use; varied websites, games, .... and the ways information is presented to them.

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What works well mostly are the many different sources I use; varied websites, games, .... and the ways information is presented to them.

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The students suggested that next time they would like to record solving a problem for other students to follow/watch and complete during the Guided Notes Activity. I still need to find a day when 1 or 2 students can record a short lesson.

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I will try to increase pair discussion and less group. 

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I will try to increase pair discussion and less group. 

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We do Station Rotation at least once a month. So students like the movement and working with other classmates.