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English Language Proficiency Standards - these are important to include in the language objectives when lesson planning and for determining which language domains are begin addressed with the lesson.

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Proficiency Level Descriptors - these are important to refer to when monitoring the progress of the English learners. They also serve as reminders of what students can do at each level of proficiency within each domain of language.

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(TAC), Title 19, Part II. Chapter 89. Adaptations for Special Populations, Subchapter BB

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(TAC), Title 19, Part II. Chapter 89. Adaptations for Special Populations, Subchapter BB

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Every student who has a home language other than English and who is identified as an emergent bilingual/English learner will be provided the full opportunity to participate in

bilingual education or an English as a second language program. This is a very important ideal to uphold within the classroom.

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CBLI is a valuable method that applies language development and academic content learning. It helps English Learners develop proficiency in English while simultaneously learning subject matter like science, math, or social studies.

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Supporting Emergent Bilingual Students in Texas

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This bill expanded funding for EBs and provided the resources for a two-way DLI program. The Texas Effective Dual Language Immersion Framework (TxEDLIF) will ensure the expansion and effective implementation of DLI programs for PreK-12th grade. As I plan to teach in Texas, this is important to know and understand.

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Students are “pulled-out” of class for small group or individual ESL instruction. This is a type of ESL instruction. It is important to note the pros and cons.

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The teacher is ESL-certified or an ESL teacher comes in to support content instruction within the mainstream classroom. As I will be a ESL certified teacher, this type of instruction may apply more to me.

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Comparison of Behaviorist, Innatist, and Interactionist

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I like the idea of the interactionist perspective. I believe that the role of caregivers, interaction, and communication are three big parts of language acquisition.

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L2 Theory - Sociocultural Perspectives on Learning

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L2 Theory - Sociocultural Perspectives on Learning

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Like the instructionist theory, the Sociocultural Theory (Vygotsky) believes that parents, caregivers, peers, and culture are responsible for developing higher-order functions. This is an essential idea for the classroom, emphasizing that learning comes from interaction and environment.

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Sociocultural Theory: Examples and Applications

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Sociocultural theory explains how social interaction and culture shape learning and cognitive development. Learn how Vygotsky’s theory works.

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These three are the systems that facilitate linguistic competence. They are critical skills that I will need to instill in my students.

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Lexicon is a very important principle of the English language for me to understand as an elementary teacher.

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Developed in the 1970s by James Asher. This learning strategy utilizes physical movement while learning a language and vocabulary. It can help students understand meanings and better remember something.

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How to Use Total Physical Response (TPR) in the Classroom - TeachHUB

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As an educator, how do you teach vocabulary and language? Do some students struggle? Learn more about how to use Total Physical Response in the classroom.

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Major theories from language acquisition theory play a role in aural and oral language development. They emphasize the importance of communication, interaction, repetition, and much more in the classroom environment.

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I will use these to understand where my students are at skill-wise.

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I will use these to understand where my students are at skill-wise.

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This strategy can be used in many ways: during read-alouds, shared readings, guided reading, close reading, etc.

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Graphic organizers have many uses, and I like that they help the students stay organized and understand what they need to do.

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Help your students classify ideas and communicate more effectively with these free graphic organizer templates, available for download. They can be used to structure writing projects and help in problem solving, decision making, studying, planning research, and brainstorming.

Printable Graphic Organizers

Select a blank graphic organizer from the following categories depending on your curriculum needs.

Sequence of Events

Main Topic and Key Details

Compare/Contrast

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Free Downloadable Graphic Organizer Templates

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Use these free graphic organizer templates to help your students communicate more effectively by classifying ideas, structuring writing projects, and more.

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Knowing the difference between these two can ensure that I am staying culturally aware and helps me better understand my students.

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This circle shows me the different branches of English and helps me understand that many varieties exist. No form is necessarily more 'correct'.

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It is essential to ensure students are not penalized for something they cannot control (gender, ethnicity, etc.). Questions should be fair and not show favor toward a particular group.

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I need to note the difference between the two. Summative assessments demonstrate what was learned, while formative assessments show me what is being learned and show me who is growing.

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Assessing EBs/ELs with Formative Assessment

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Assessing EBs/ELs with Formative Assessment

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Formative assessments are a great tool to measure growth and progress and make sure that I am aware of my student's learning and how I can best help them.

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This is another chart that shows me the differences between the two types of assessment. I tend to get them mixed up, so I thought another example would be nice.

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This chart demonstrates English learners' errors and the mistakes that native English speakers with disabilities make in English. This is important because it can be confusing, so understanding the key qualities is essential.

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This chart shows the steps and qualifications to refer an EB/EL for SPED. It is crucial because there is an overrepresentation of EBs/ELs in SPED, so being sure is a requirement.

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EBs/ELs should also have the opportunity to be a part of GT programs. Their language barrier is not a determinant of their success and academic intelligence.

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These assessments are best for EBs/ELs because they allow them to show their abilities while not being restricted by language.

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This is a great use of tools for my future classroom.

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Audacity:

software for recording and editing sounds

http://audacity.sourceforge.net

Online Courses, Communities, and Materials

E-Teacher Scholarship Program:

Online courses for which EFL teachers may receive scholarships
http://exchanges.state.gov/non-us/program/e-teacher-scholarship-program/details

Kahn Academy:

Over 1200 videos lessons covering everything from basic arithmetic and algebra to differential equations, physics, chemistry, and biology.

http://www.khanacademy.org/exercisedashboard

Choose from multiple topics and take a course or listen to a lecture from top universities across the U.S.

http://www.apple.com/in/itunes/download/

Dave's ESL Café:

comprehensive site with discussion boards, jobs, activities for students
http://www.eslcafe.com/

Discovery Education Puzzlemaker:

Make word searches, crossword puzzles, etc using your own word lists
http://www.discoveryeducation.com/free-puzzlemaker/?CFID=3224607&CFTOKEN=23131798

Graphic Organizers:

over 20 free graphic organizer templates

http://www.eduplace.com/graphicorganizer/

Glogster:

Creates online media posters. You can embed your own videos, images, and sounds.

Voicethread 4 Education:

Interactive tool for having conversations around media, either photos,illustrations, and video, or a combination of all 3

http://voicethread4education.wikispaces.com

Visuwords:

online Graphical Dictionary

Word Processing-based Activities
for a Language Class

Suggestions for communicative uses of word processing

http://edvista.com/claire/wp.html

General information about CALL:

links to organizations, journals, websites
http://edvista.com/claire/call.html

An Invitation to CALL: Foundations of Computer-Assisted Language Learning, by Phil Hubbard

free e-book
https://www.apacall.org/research/books/6/An_Invitation_to_CALL_2021.pdf

professional and personal links
http://edvista.com/claire/index.html

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Audacity: software for recording and editing sounds http://audacity.sourceforge.net Online Courses, Communities, and Materials E-Teacher Scholarship Program: Online courses for which EFL teachers may receive scholarships http://exchanges.state.gov/non-us/program/e-teacher-scholarship-program/ details Kahn Academy: Over 1200 videos lessons covering everything from basic arithmetic and algebra to differential equations, physics, chemistry, and biology.

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This website has eight steps for digital storytelling. I expect technology to play a massive role in my future classroom, so this will be very helpful.

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Transform Learning ~ written by Samantha Morra

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First appeared on Edudemic. (Updated 3/14/2014)

Stories bring us together, encourage us to understand and empathize, and help us to communicate. Long before paper and books were common and affordable, information passed from generation to generation through this oral tradition of storytelling. Consider Digital Storytelling as the 21st Century version of the age-old art of storytelling with a twist: digital tools now make it possible for anyone to create a story and share it with the world.

WHY Digital Storytelling?

Digital stories push students to become creators of content, rather than just consumers. Weaving together images, music, text, and voice, digital stories can be created in all content areas and at all grade levels while incorporating the 21st century skills of creating, communicating, and collaborating.

Movies, created over a century ago, represent the beginning of digital storytelling. Consuming movies has become a cultural phenomenon, but making them was inaccessible to the average person for decades. Film cameras, 8mm and even video cameras served as big breakthroughs, but editing posed a challenge until technology progressed with software, websites, and apps exploding on the scene and putting advanced editing skills into the hands of everyone. Look at the meteoric rise of YouTube and other video sharing websites. At no other time in history have we been able to create, edit and share video on both a personal and global scale. In fact, video and images have become primary ways of communicating, taking the place of traditional print literacies in some areas.

8 Steps to Great Digital Stories

Great digital stories:

Are personal

Begin with the story/script

Are concise

Use readily-available source materials

Include universal story elements

Involve collaboration at a variety of levels

In order to achieve this level of greatness, students need to work through a Digital Storytelling Process.

1. Start with an Idea

All stories begin with an idea, and digital stories are no different. This idea could be the topic of a lesson, a chapter heading in a textbook, or a question asked in class. Digital stories might be fiction or non-fiction. Once you or your student have an idea, make it concrete: write a proposal, craft a paragraph, draw a mind-map, or use any other pre-writing tool.

I once had 5th graders write their proposal on National Parks as a paragraph. The topic sentence was the park that they picked and its location. Then, they had to include three interesting facts about the park. Finally. the conclusion sentence had to explain why they picked that park or were excited to study it. In the process, we not only wrote the proposal but also improved our paragraph writing. One student commented, "I think I finally have this paragraph thing down."
Resources
2. Research/Explore/Learn

Whether writing a fiction or nonfiction digital story, students need to research, explore or learn about the topic in order to create a base of information on which the story will be built. During this process, students learn both about validating information and information bias as they delve deeper into a topic.

At this stage, organization is very important. I often use mind-mapping to help students keep track of information. Outlines, index cards, and online note-taking tools all work as well. If students can organize their information digitally, then it makes the next steps much easier.
Resources
3. Write/Script

When you are trying to write, there is nothing worse than a blank sheet of paper. That's why I strongly encourage the 2 pre-writing steps above. If students have a proposal, with a little bit of editing, it can become the introduction. If students research and explored a topic well, the body of the script should fall into place like a jigsaw puzzle. The pieces are already there, students just need to make them fit.

This is also the time where literary decisions come into play. Ask students to determine whether they will use first, second or third person. Challenge them to expand word choices. Give them an opportunity to break out a dictionary or thesaurus. I once worked with high school social studies teachers who had the students write a full essay or research paper before turning it into a script. They told me that when they were done with the project, the students should be "experts" on the topic. It depends all on your goal and your students.
Resources
4. Storyboard/Plan

Good stories start with a good script, but they don't end there. This is where we transition into visual media literacies. George Lucas once said, "If people aren't taught the language of sound and images, shouldn't they be considered as illiterate as if they left college without being able to read or write?" Storyboarding is the first step towards understanding sound and images. It is the plan or blueprint that will guide decision making about images, video and sound. Simple storyboards will just have room for images/video and the script. More advanced ones might even include room for transitions, and background music.
Resources
5. Gather and Create Images, Audio and Video

This is the "stuff" that makes magic happen and writing come alive. Using their storyboard as a guide, students will gather - or create - images, audio and video. Everything they choose will impact and set the tone for their digital story. Introduce concepts such as visual hierarchy, tone, and illustration. This is also a great time to talk about Copyright, Fair Use, and Creative Commons. Students should use this time to record themselves reading their scripts. I have often noticed that students rewrite their scripts as they record. Through this step in the process, they become acutely aware of mistakes and poor word choices.
Resources
6. Put It All Together

This is where the magic happens - where students discover if their storyboard needs tweaking and if they have enough "stuff" to create their masterpiece. You will see students revisit and revise their storyboard. I love this stage. This is usually when students are so engrossed in their work that they don't leave when the bell rings, or they come back at lunch or after-school to work on the project. They will find ways to push the technology and tools beyond your expectations - blending images, creating unique transitions between video clips, incorporating music or sound effects. I also use this stage to provide students with a rubric so they understand what is necessary for a completed project as well as how to push themselves beyond the expectations.
Resources Rubrics
7. Share

Sharing online has become deeply embedded in our culture, so as educators, we might as well embrace it. Review your school or district's Acceptable Use Policy (AUP) and then look for a way to share your students' stories with a broader audience. Knowing that other people might see their work often raises student motivation to make it the best possible work that they can do.
Resources
8. Reflection and Feedback

Too often in education, we do not teach or allow time for reflection and feedback. What did I learn? What do I know about myself that I did not know before? How can I do better next time?

Students need to be taught how to reflect on their own work and give feedback to others that is both constructive and valuable. Blogs, wikis discussion boards, and student response systems or polling tools can all be used to help students at this stage.
Resources
Beyond Traditional Assessment

Schools across the country are embracing digital storytelling as an amazing tool for students to communicate their personal understanding of a topic. Digital stories create a bridge across content areas and provide opportunities for students to break free from print literacies to add deeper dimension to their work. It is critical that schools embraces digital storytelling and video creation as skills our students must learn in order to successfully communicate in the 21st century. This is a "Gutenberg" moment where communication and storytelling have changed so drastically that it "shakes-up" our cultural, social, and academic norms. Digital stories provide us with information that knowledge has been shared and understood. They allow us to ask our students: "What is the story? What is your story."
To learn more about Digital Storytelling, come join me for Digital Storytelling & Multimedia Projects, July 8-10 in Boston.

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First appeared on Edudemic. (Updated 3/14/2014) 8 Steps To Great Digital Storytelling Stories bring us together, encourage us to understand and empathize, and help us to communicate. Long before paper and books were common and affordable, information passed from generation to generation through this oral tradition of storytelling.

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I found that this website expands on the six types of involvement that I found in the slides on this topic.

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First developed by Joyce Epstein and collaborators in the early 1990s, the Framework of Six Types of Involvement-sometimes called the "School-Family-Community Partnership Model"-has undergone revisions in the intervening years, though the foundational elements of the framework have remained consistent. Epstein's Framework of Six Types of Involvement is one of the most influential models in the field of school, family, and community engagement and partnership.

To support ongoing research and practice related to school, family, and community partnerships, Epstein and colleagues founded the Center on School, Family, and Community Partnerships and the National Network of Partnership Schools, which are part of the Center for Social Organization of Schools in the School of Education at Johns Hopkins University.

"The way schools care about children is reflected in the way schools care about the children's families. If educators view children simply as students, they are likely to see the family as separate from the school. That is, the family is expected to do its job and leave the education of children to the schools. If educators view students as children, they are likely to see both the family and the community as partners with the school in children's education and development. Partners recognize their shared interests in and responsibilities for children, and they work together to create better programs and opportunities for students."
Joyce Epstein, "School/Family/Community Partnerships," Phi Delta Kappan

The most recent version of the Framework of Six Types of Involvement is described in School, Family, and Community Partnerships: Your Handbook for Action (4th Edition, 2019), which is co-authored by Epstein and several collaborators: Mavis G. Sanders, Steven B. Sheldon, Beth S. Simon, Karen Clark Salinas, Natalie Rodriguez Jansorn, Frances L. Van Voorhis, Cecelia S. Martin, Brenda G. Thomas, Marsha D. Greenfeld, Darcy J. Hutchins, and Kenyatta J. Williams.

In addition to the framework introduced here, the handbookoutlines a comprehensive model of school-family-community partnerships that includes several components, including the development of a school-based action team that can lead partnership initiatives, the creation and implementation of an action plan outlining partnership strategies and programs, the evaluation of quality and progress, and the continual improvement of school-family-community partnerships from year to year. The authors note that the Framework of Six Types of Involvement is intended to support the development and implementation of a systemic approach to partnerships, ideally one that cultivates a "culture of partnerships" throughout a district or school.

The Framework of Six Types of Involvement builds off Epstein's theory of overlapping spheres of influence. The theory distinguishes an interdependent view of school-family-community influences from what could be considered a separate view of influence. Epstein explains the theory with an example:

"In some schools there are still educators who say, 'If the family would just do its job, we could do our job.' And there are still families who say, 'I raised this child; now it is your job to educate her.' These words embody a view of separate spheres of influence. Other educators say, 'I cannot do my job without the help of my students' families and the support of this community.' And some parents say, 'I really need to know what is happening in school in order to help my child.' These phrases embody the theory of overlapping spheres of influence."

In other words, the most effective school-family-community partnerships-i.e., those that have the greatest positive influence on a student's social, emotional, cognitive, and educational development and thriving-recognize that the three primary "spheres" of influence do not operate independently of one another, but are mutually reinforcing-or mutually undermining. Epstein further explains the theory by describing how authentic school-family-community partnerships (i.e., those that are positively mutually reinforcing) work in practice:

Family-Like Schools: "In a partnership, teachers and administrators create more family-like schools. A family-like school recognizes each child's individuality and makes each child feel special and included. Family-like schools welcome all families, not just those that are easy to reach."

School-Like Families: "In a partnership, parents create more school-like families. A school-like family recognizes that each child is also a student. Families reinforce the importance of school, homework, and activities that build student skills and feelings of success."

School- and Family-Like Communities: "Communities, including groups of parents working together, create school-like opportunities, events, and programs that reinforce, recognize, and reward students for good progress, creativity, contributions, and excellence. Communities also create family-like settings, services, and events to enable families to better support their children.

The Framework of Six Types of Involvement is based on decades of research and practice in the fields of educational engagement and school-family-community partnerships. Summarizing the large body of empirical evidence supporting the model, Epstein provides the following helpful synopsis of a few patterns identified in the research literature:

"Partnerships tend to decline across the grades, unless schools and teachers work to develop and implement appropriate practices of partnership at each grade level."

"Affluent communities currently have more positive family involvement, on average, unless schools and teachers in economically distressed communities work to build positive partnerships with their students' families."

"Schools in more economically depressed communities make more contacts with families about the problems and difficulties their children are having, unless they work at developing balanced partnership programs that also include contacts about the positive accomplishments of students."

"Single parents, parents who are employed outside the home, parents who live far from the school, and fathers are less involved, on average, at the school building, unless the school organizes opportunities for families to volunteer at various times and in various places to support the school and their children."

As the summary above illustrates, predictable patterns of school, family, and community disconnection will result unless educators, students, families, and community members take affirmative, proactive steps to address negative overlapping influences and build positive, mutually beneficial partnerships. That's where the Framework of Six Types of Involvement comes in.

The Framework of Six Types of Involvement

The full technical name of Epstein's framework is the Framework of Six Types of Involvement for Comprehensive Programs of Partnership and Sample Practices. When discussing the framework, Epstein and her collaborators emphasize that each type of involvement is a two-way partnership-and ideally a partnership that is co-developed by educators and families working together-not a one-way opportunity that has been unilaterally determined by a school.

The six types of involvement are:

1. Parenting: Type 1 involvement occurs when family practices and home environments support "children as students" and when schools understand their children's families.

2. Communicating: Type 2 involvement occurs when educators, students, and families "design effective forms of school-to-home and home-to-school communications."

3. Volunteering: Type 3 involvement occurs when educators, students, and families "recruit and organize parent help and support" and count parents as an audience for student activities.

4. Learning at Home: Type 4 involvement occurs when information, ideas, or training are provided to educate families about how they can "help students at home with homework and other curriculum-related activities, decisions, and planning."

5. Decision Making: Type 5 involvement occurs when schools "include parents in school decisions" and "develop parent leaders and representatives."

6. Collaborating with the Community: Type 6 involvement occurs when community services, resources, and partners are integrated into the educational process to "strengthen school programs, family practices, and student learning and development."

What distinguishes Epstein's framework from many similar frameworks is the extensive lists of descriptive examples that Epstein provides to illustrate how each type of involvement works in real-life settings. Rather than relying on an abstract metaphorical presentation (such as a Venn diagram) to explain the model, Epstein and her colleagues developed a set of three comprehensive tables:

1. The first table describes the six types of involvement above and provides an attendant set of representative practices and strategies:

This illustration describes how family and community involvement can be implemented in comprehensive school programs across each of the six types: Parenting, Communicating, Volunteering, Learning at Home, Decision-Making, and Collaborating with the Community. Source: School, Family, and Community Partnerships: Your Handbook for Action (Third Edition)

2. The second table-entitled Challenges and Redefinitions for the Successful Design and Implementation of the Six Types of Involvement-presents a set of "challenges" to forms of involvement (i.e., alternative methods and problems that will need to be solved), as well as redefinitions of conventional terms such as workshop, volunteer, or community:

Epstein and her collaborators describe several challenges to the successful design and implementation of family and community involvement, as well as "redefinitions" of common school practices that are aligned with each of the six types. Source: School, Family, and Community Partnerships: Your Handbook for Action (Third Edition)

3. The third table-entitled Expected Results for Students, Parents, and Teachers of the Six Types of Involvement-provides descriptions of representative outcomes of the six types of involvement for students, parents, and teachers:

This illustration provides examples of common results for students, parents, and teachers when the six types of involvement are successfully operationalized and practiced in a school. Source: School, Family, and Community Partnerships: Your Handbook for Action (Third Edition)

While the Framework of Six Types of Involvement provides a level of detailed description absent from similar models, Epstein addresses a few limitations of the framework. For example, Epstein writes, "The tables cannot show the connections that occur when one practice activates several types of involvement simultaneously." The tables are useful because they provide simplified, well-organized presentations of complex social and organizational dynamics, but like all simplifying models the tables cannot take into account every factor that may positively or negatively impact different forms of involvement and school-family-community partnership, including the myriad cultural dynamics at play in any given school or community.

Epstein also points out that the tables "simplify the complex longitudinal influences that produce various results over time." Even the best-designed programs can produce poor results for reasons that may be elusive to those involved. And as time goes on, and the conditions of any given program or approach evolve, the parsing of positive and negative influences and causes may be even more difficult to isolate and identify.

For example, the tables do not directly address larger questions, such as disproportionality in school-family-community power; the harmful effects of influences such as institutionalized bias, discrimination, and racism; or strategies such as community organizing and protest that aim to wrest some degree of power away from institutions that may be reluctant or unwilling to share power or partner in authentic ways with students and families. One of the hazards of omitting frank discussions of power, privilege, or prejudice, for example, is that people may start doing the right things, but they may do them for the wrong reasons, which can result in new programs that merely reproduce the same problems, conflicts, discrimination, or inequitable results as the old programs.

Summarizing the options available to school, family, and community partners, Epstein provides readers with the following consideration:

"Schools have choices. There are two common approaches to involving families in schools and in their children's education. One approach emphasizes conflict and views the school as a battleground. The conditions and relationships in this kind of environment guarantee power struggles and disharmony. The other approach emphasizes partnership and views the school as a homeland. The conditions and relationships in this kind of environment invite power-sharing and mutual respect, and allow energies to be directed toward activities that foster student learning and development. Even when conflicts rage, however, peace must be restored sooner or later, and the partners in children's education must work together."

Acknowledgments

Organizing Engagement thanks Joyce Epstein for her contributions to improving this resource and for permission to reproduce images from School, Family, and Community Partnerships: Your Handbook for Action (Third Edition).

References

Epstein, J. L., et al. (2019). School, Family, and Community Partnerships: Your Handbook for Action. Fourth edition. Thousand Oaks, CA: Corwin Press.

Epstein, J. L. (May 1995). School/family/community partnerships: Caring for the children we share. Phi Delta Kappan, 76(9), 701-712.

Creative Commons

This work by Organizing Engagement is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. When excerpting, adapting, or republishing content from this resource, users should cite the source texts and confirm that all quotations and excerpts are accurately presented.

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Framework of Six Types of Involvement - Organizing Engagement

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Joyce Epstein's Framework of Six Types of Involvement describes six essential dimensions of youth, family, and community engagement in schools.

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This toolkit lists many ideas and components related to family and community involvement. I see myself utilizing many of these components.

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How Educators Can Advocate for English Language Learners

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How Educators Can Advocate for English Language Learners

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This booklet expands on the information provided in the slides. It discusses specific populations of EBs/ELs and their uniqueness.

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This chart lists a few ways to advocate for EBs/ELs as an educator. This provides an excellent example for me.