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A short text (1 paragraph/ a few sentences) is placed on one side of the room. As a team, they have to reformulate the text, then use it to answer questions/complete a task.

So, students 1 by 1, run to the text, read it, run back to their group, repeat the text, and a scribe from the group records. Then, a new group member becomes the runner and the runner becomes the scribe. Roles are exchanged in this way until the text is reformulated. Then, as a team, they use the information to complete a task (like answer questions).

This is fun! Students enjoy this and it helps them practice speaking with clarity, reading, remembering, and listening to others.

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This is an example from a G6 Science class. We provided students with three models of hypotheses. Then, in small groups, students created the highlights to notice patterns regarding the IDV, DV, change, effect, and reasoning. Once a pattern was identified (as a whole class), students applied this patter to their own writing to create their written hypothesis for their lab experiment.

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Use (Magic School) https://app.magicschool.ai/tools/exemplar to create exemplars and non-exemplars. 

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An oldie, but goodie for those terms that are anchors in your unit.

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Writing Assessment for 1st grade example

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Writing Assessment for 1st grade example

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I ask my students to give me either an entry word or an exit word in each lesson.

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I ask my students to give me either an entry word or an exit word in each lesson.

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End class with vocabulary for the next lesson or for the next week. Easy to implement and provides students with:

more time to process

time to translate / make meaning in their home language

when students hear/see these words in class the next day/week, they are able to make connections with their preview.

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We use brain frames, sentence starters and remind students on learning goals. We also encourage peer feedback - to read aloud with a peer and provide each other feedback. We use the rubric to reflect on process and making sure that they use them.

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We use brain frames, sentence starters and remind students on learning goals. We also encourage peer feedback - to read aloud with a peer and provide each other feedback. We use the rubric to reflect on process and making sure that they use them.

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Sign up for a free account to save your text, create notes, access additional reading modes, and more

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Liveworksheets.com - Interactive worksheets maker for all

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Liveworksheets transforms your traditional printable worksheets into self-correcting interactive exercises that the students can do online and send to the

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I created a Flip classroom and ask students to make short videos on various topics--Introducing their family members, where they live, daily routines, what they did for their holiday etc. (flip.com)

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I created a Flip classroom and ask students to make short videos on various topics--Introducing their family members, where they live, daily routines, what they did for their holiday etc. (flip.com)

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Free worksheets for kindergarten to grade 5 kids. Over 10,000 math, reading, grammar and writing, vocabulary, spelling and cursive writing worksheets. Answer sheets included; no login required.

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Access to leveled podcast, interactive transcripts, and teacher resources.

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Commonlit is a resource that I have used in the past to find reading materials on specific Lexile range that supplements English/History classes in secondary. I like the guide questions and 'read aloud' functions on the site.

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Commonlit is a resource that I have used in the past to find reading materials on specific Lexile range that supplements English/History classes in secondary. I like the guide questions and 'read aloud' functions on the site.

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CommonLit is a nonprofit that has everything teachers and schools need for top-notch literacy instruction: a full-year ELA curriculum, benchmark assessments, and formative data.

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Lesson 1:

Step 1: Text Type: Look at a model and discuss features that make it the certain text type

Step 2: Discuss specific vocabulary that you would see in this text type

Step 3: I DO Show them a model plan and text

Lesson 2:

Step 4: WE DO Co-construct a part of a plan and text (10 min max each lesson)

Step 5: YOU DO Students write using the same plan/model (20 min+)

[rinse and repeat lesson 2]

...until the text is complete. This could mean that you just did the introduction one day, the body the next day....or developed a character one day, the setting description the next..

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I have created a bot to analyse a writer's narrative text.

I am seeking someone to collaborate with to improve this bot.

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Poe lets you ask questions, get instant answers, and have back-and-forth conversations with AI. Gives access to GPT-4, gpt-3.5-turbo, Claude from Anthropic, and a variety of other bots.

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I have created Vocabulary Plans for the teachers that I work with. They include difficult words that I have found in the lessons, as well as academic vocabulary.

These plans include stems that help push grammatical features that my EAL students frequently miss (i.e. third-person singular)

I would be interested in collaborating with someone on making more plans such as this if you work with a similar year level.

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I have made these substitution tables to assist my EAL learners in making exemplar sentences that do not contain errors. It is a great way to implicitly teach grammar.

I am interested in finding someone to collaborate with who would like to help create more tables such as these.

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Writing Diagnostic Tool/Data Collection 

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Writing Diagnostic Tool/Data Collection 

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I have created an EAL Writing Diagnostic Tool that I use to help quickly analyse my students texts, and it allows for me to track common errors. I would be interested in finding someone to collaborate on this with me to improve it as well as for us to be able to track what errors EAL students are making most commonly.

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I have created an AI bot to help give lines for a dictogloss task based on a theme and sound given.

I am seeking someone to collaborate on this to improve. I would also appreciate any advise on how to encourage teachers to use the tool.

https://poe.com/FinnDictogloss

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I’ve developed a Reading Strategy Booklet specifically designed for our EAL students as part of an intervention program.

This booklet serves as a reading journal, where students can read (any book that they desire) and take notes at home on the specific reading strategy that I have assigned for the week.

Additionally, I schedule weekly 10-minute one-on-one conferences with the students, as the EAL specialist, to discuss their notes and introduce them to the next reading strategy. I would love anyone’s input on how I can improve this.

I have also collaborated with the mainstream teachers about using the graphic organisers from this book in the classroom as well.

1. I would be interested in collaborating with someone on improving this booklet

2. I would also be interested in input on reading assessments that you all have used with your EAL learners to track progress.

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I have created webs that explore different types of text.

I am looking for someone to collaborate with to improve this material. I would also be interested in advice on encouraging teachers to use this resource in the classroom.

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I have created speaking blurbs for teachers to post on their whiteboards to push their EAL learners to share/speak .

I would like to find someone to collaborate with to help create more like this.

I would also like advice on how to share this with teachers so that they will use it.

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I have collected my favourite prompts for EAL related tasks here.

I would appreciate advice on any prompts that are missing. I would also like advice on improving my AI bots that score and analyse texts.

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I have designed "grammar goal" stickers that can be placed on the notebooks of students who are focusing on identifying errors related to specific grammar concepts.

However, I need guidance on how to instruct teachers and teaching assistants to share the responsibility of helping students find correct instances of the goal and holding them accountable for self-checking.

I would also like guidance on any grammar goals that you notice are missing? Are there other common EAL errors that your students make that you would need a sticker for? I would love to collaborate with someone on improving these. - Sarah Guinon

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I have made a Vocabulary HUB for teachers to access with ideas for pre-teaching vocabulary. I would like guidance on how to encourage teachers to use the HUB. Many teachers do not reference in. I sit in on planning meetings and show them some of the resources but they often can be neglected.

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Provides everyone with a chance to talk.

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Discuss a recent event and have students write short opinion pieces in the form of tweets using appropriate tone.

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Magic School offers so much! I have used this platform to create leveled text in science, see the "Academic Content Generator" function! Very easy and free!

It also has many other capabilities that I have yet to explore.

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MagicSchool.ai - AI for teachers - lesson planning and more!

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Join over a million teachers saving hours of time using the #1 AI Platform for Education, MagicSchool, to help lesson plan, differentiate, write assessments, write IEPs, communicate clearly, and more!

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Use this strategy to differentiate reading levels and topics within a particular lesson.

Include an audio recording of each text for further scaffolding if needed. Quicktime is easy and helpful for creating screen/audio recordings.

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I want to give Christos Potamianos a shout out for introducing me to Quill last year. I really appreciate its personalized approach for grammar practice. They even have ELL specific diagnostics!

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I've used Gimkit for practice with technical vocabulary. My middle school students really enjoy it and even ask for it!

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Gimkit is a game show for the classroom that requires knowledge, collaboration, and strategy to win. Get started for free!