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Video of English Language Specialist working with Science Teachers 

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Video of English Language Specialist working with Science Teachers 

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2. 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 Home › 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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Discussion and Supporting Materials

Thought starters

1. How does Deeper Learning happen in science with students who are new to English?

2. In what ways do students and teachers both leverage students' native languages as an asset for learning?

3. How does project-based learning lead to deep and integrated learning of language and content?

School Details

Flushing International High School
144-80 BARCLAY AVE
FLUSHING NY 11355

Data Provided By:

Teachers

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Supporting ELLs Through Project-Based Learning

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Jordan Wolf, a science teacher at Flushing International High School, describes how he designs projects to meet the content and language needs of his students. Jordan talks about how he simultaneously develops content and language skills through small group work, hands-on activities, and heterogeneous group work.

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Cultural Backgrounders on Various Refugee and Cultural Groups New to the United States | ECLKC

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This series of resources provide general cultural information on various refugee and cultural groups new to the United States. It is always best to get to know each family and learn their individual characteristics, as every family is unique and cultural practices vary by household and by generation.

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"Everyone tells us we need to teach this way, but no one has shown us how. This shows us how!"

~ teacher at NSTA conference in 2014

"For the first time in over 20 years of teaching, I'm confident that my students understand this. They don't need to memorize formulas or math jingles. They really understand the math."

~ a seventh grade Algebra teacher

"When I do my walk-arounds, I see 100% engagement in high-level math discussion. That's never happened before, and it's exciting."

~ principal in a participating school

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"Everyone tells us we need to teach this way, but no one has shown us how. This shows us how!" ~ teacher at NSTA conference in 2014 "For the first time in over 20 years of teaching, I'm confident that my students understand this. They don't need to memorize formulas or math jingles.