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How exactly will assessments work in the second semester? What happens when we have a large difference in abilities in the class when new students come in after Christmas?

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Students have made great strides in improvement both academically along with understanding how SAIS works and how we learn

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For semester 2, will we need to incorporate formal summative assessments? Or will we continue to keep the SEAL classes reports as comments about their progress in English?

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For semester two, are we going to continue in the sprint format?

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Let's not forget the point of these classes. The students, in eighth grade at least, have improved in their ability to communicate in English.  Good job, everyone!

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The focus on language acquisition in the different disciplines has been helpful as it allows us to have a clearer goal for the purpose of the SEAL class. As an example: one student asked, "When will we have the summative?" and I responded that she needs to improve her English, move into the mainstream class, and then she can worry about that. It was funny but helpful at the same time.

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Group students in language groups.

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Learning styles and tapping into multiple intelligence

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Learning styles and tapping into multiple intelligence

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We want them to know that their background knowledge is valuable.

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How is she used to learning? How does she like to learn? What are her main interests? What does she expect to find interesting and what is she mainly worried about?

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Student profile. Allow students to write in their Mother tongue and look for visuals to support.

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Graphic organisers, profile or map about themselves. Taking the time to see them outside of class and ask them questions.

Have a friend translate after class to find out some more information.

Share information with colleagues.

Survey in mother tongue.

Make a class playlist, everyone contributes a song.

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Make sure that she feels that her mother tongue is valued.

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Is the student in a guardianship? Put in place structures which help the student to put across how she feels in an appropriate setting.

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What is she good at? When has she achieved success at school? Who does she work well with?

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Use pop culture in teaching ; something they are familiar with

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Use pop culture in teaching ; something they are familiar with

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Any hobbies/talents/passions? Show who you are. (Shift focus to strengths, not weaknesses)

How: Picture pile - Music, Art, Sports etc. Choose the one you like the most and share with your table/classmates. (Leave blanks for students to add their own ideas)

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Know about Liyan's family. Does she live with parents or guardian? Siblings? Did she come to Singapore by choice?

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Find was lights the spark of the student. What makes them want to learn, what makes them excited, what makes them passionate about life.

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What is Liyan interested in outside of school? Music, games, hobbies and birthday

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Sticky - What do you want to learn? What are you goals, personal and subject base with graph to show progress? 

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Sticky - What do you want to learn? What are you goals, personal and subject base with graph to show progress? 

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Write their names like ACROSTIC Poems.
Exit Tickets
Peer Introductions
What is your feeling about the subject (which ever subject you teach) - after the first week. Have them do this activity again a month later.
What is their learning style and culture background in education?

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Good Resource: Silly Sports and Goofy Games by Kagan

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Use Kagan structures, teambuilding, classbuilding, brain breaks

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Adding Sentence Starters/Stems with positive gambits, praising, greetings, disagreeing politely, etc.

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Tasks that gear to real-life language practice

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Tasks that gear to real-life language practice

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Celebrate being a bilingual and their mother tongue in class.

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Celebrate being a bilingual and their mother tongue in class.

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Be able to pronounce student names correctly!

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Be able to pronounce student names correctly!

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Build relationships with student interests 

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Build relationships with student interests 

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Teach them how to learn...For example they may not know how to collaborate.  Provide sentence stems or discussion cards

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Teach them how to learn...For example they may not know how to collaborate.  Provide sentence stems or discussion cards

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Provide a safe space where they can excel.

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Provide a safe space where they can excel.

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Encouraging English use for common prompts and questions. E.g. Can I please borrow....

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Encouraging English use for common prompts and questions. E.g. Can I please borrow....

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Create a non-threatening environment for students to feel comfortable asking questions 

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Create a non-threatening environment for students to feel comfortable asking questions 

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At the start of the unit, have a word list in English. Students then include the word in their home language and then may take a photo of the object if relevant. As the unit continues, activities will be used to help re-use these key words to help solidify these words.

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Instead of trying to find things you think might be representative of your students, just ask them to find them! It's amazing what they can come up with!

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Be aware of the silent period in a language learner.

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Be aware of the silent period in a language learner.

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Not everyone learns and acquires language at the same rate.

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Not everyone learns and acquires language at the same rate.

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Know what is appropriate from their perscpectives.

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Know what is appropriate from their perscpectives.

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Grouping students according to ability and setting up book clubs so they can converse.

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Grouping students according to ability and setting up book clubs so they can converse.

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Look at the students as individuals. They are not responsible or representative of the places that they come from or other people from there.  They are individuals who are more than that.

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Reflective writing and focus and on academic words for understanding

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Reflective writing and focus and on academic words for understanding

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When looking at content for different subjects - look for local or possible linking back to home. For example - types of government through history could be looked at in different contexts (similarities between home and country or residence)

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Ensure students have opportunities to share their ideas and perspectives. E.g. Sharing favorite stories and songs from their childhoods

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What do know about your students culture?

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What do know about your students culture?

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Offer socializing time in English either relating to what is being taught or open discussions. (Ex. exit ticket at the end of class- what did you learn today and explain in English)

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Offer socializing time in English either relating to what is being taught or open discussions. (Ex. exit ticket at the end of class- what did you learn today and explain in English)

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Relevant and appropriate texts that students can connect with.

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Relevant and appropriate texts that students can connect with.

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Getting students to sit in different Lang A groups so they need to converse in the main language of instruction

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Allowing for authentic use of keywords in reading, writing, and speaking

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Allowing for authentic use of keywords in reading, writing, and speaking

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Allowing students time to reflect in their home language with the expectation that they will attempt to communicate in English as well.

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Translation of keywords. Getting students to repeat after you. And continue to use/add words every lesson

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Varied / diverse resources - "Do they represent the child in your classroom?"

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Varied / diverse resources - "Do they represent the child in your classroom?"

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Noting trends/challenges and anticipating them

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Building relationships and knowing what your students are interested in.

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Building relationships and knowing what your students are interested in.

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Add books relating to their culture and the subject area

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Add books relating to their culture and the subject area

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Know what students language levels are in both their mother tongue and any other languages they may know. 

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Know what students language levels are in both their mother tongue and any other languages they may know. 

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Build background and develop a understanding of what the student is able to identify with 

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Build background and develop a understanding of what the student is able to identify with 

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Allow students to sit in home language groups so that they can bring together knowledge between the two main languages being used