# data[].attributes.headline
I selected these resources because they explain the proficiency level descriptors use in rating TELPAS samples, as well as provide guidance on the language objectives and activities needed to promote language development in all domains.

# data[].attributes.subject
I selected these resources because they explain the proficiency level descriptors use in rating TELPAS samples, as well as provide guidance on the language objectives and activities needed to promote language development in all domains.

# data[].attributes.headline
Student Oral Language Observation Matrix (SOLOM)

# data[].attributes.subject
Student Oral Language Observation Matrix (SOLOM)

# data[].attributes.body
This matrix is important because it shows what SOLOM is. It is a good way to scale where ELLs are at with their oral language skills.

# data[].attributes.body
This video shows ELLs struggling first hand. It was really cool so see this in a real classroom with real students with real struggles.

# data[].attributes.attachment_link.title
The Importance of ELL Strategies - Immersion (Moises in Math Class)

# data[].attributes.body
This presentation had a lot of good information from chapter 14. Reading and writing are some of the most important skills children learn in schools, so I wanted to include all of the strategies from the PPT.

# data[].attributes.body
This article discusses the impact of shared reading on ELLs. The article has a shy ELL student who made improvement. It is a great success story.

# data[].attributes.body
This toolkit is very informational. It deals with many language topics of importance such as academic vocabulary, comparing and contrasting, inferring, and much more.

# data[].attributes.body
Having student friendly ELPS is important. It is just like having student objectives for English speakers. Having the goals in simpler terms laid out by number and letter in very useful.

# data[].attributes.body
This video goes in depth to what translaguaging is. I would like to teach my students this topic in the future so they can use it knowingly.

# data[].attributes.body
This document is extra important because it shows how to relate the content and the language objectives. This also can relate to how the student friendly ELPS work.

# data[].attributes.body
This video was helpful because it showed real classroom experiences with teaching science to ELLs. It shows scaffolding and ELL instruction.

# data[].attributes.body
This article is important because it shows how to support ELLs in mathematics. I am going to be a math teacher, so I really appreciated this resource.

# data[].attributes.body
This is a great tool for teaching math to ELLs. It can help support teachers instruction for these students.

# data[].attributes.attachment_link.readable_text
These glossaries are to provide permitted testing accommodations of ELL/MLL students. They should also be used for instruction during the school year. These glossaries may be downloaded, printed and disseminated to educators, parents and ELLs/MLLs.

Bilingual glossaries are an essential and expected test accommodation for ELLs/MLLs in the State of New York. The languages of these glossaries cover the top 10 languages at the state level, with new languages added based on changing language populations in the NY State student demographic data.

Schools should provide testing accommodations to ELLs/MLLs, as needed, on all NYS ELA and content-area assessments (i.e., Mathematics, Science and Social Studies). Districts/schools must make all necessary arrangements to make these accommodations available for ELLs/MLLs who need them. Please click here for the New York State Office of Bilingual Education and World Languages Webpage on "Assessment and Testing Accommodations".

# data[].attributes.attachment_link.description
These glossaries are to provide permitted testing accommodations of ELL/MLL students. They should also be used for instruction during the school year.

# data[].attributes.body
These science strategies are important to remember. This can also apply to other subjects as well.

# data[].attributes.body
This is really important going into social studies instruction. Looking for areas that students can and most likely will struggle with is great for preventing the struggles.

# data[].attributes.headline
Social Studies Scaffolding and Integrated Teaching

# data[].attributes.subject
Social Studies Scaffolding and Integrated Teaching

# data[].attributes.body
This video has real life examples of integrated teaching and scaffolding. The teacher shows good techniques for this in a classroom setting.

# data[].attributes.attachment_link.title
Scaffolding Literacy Instruction for English Language Learners

# data[].attributes.attachment_link.description
Caitlin LeClair, seventh-grade social studies teacher at King Middle School in Portland, Maine, supports her students to read complex texts—fiction and nonfiction—about South Sudan. LeClair supports her diverse group of learners by choosing compelling topics; working through a progression of increasingly complex texts; and providing scaffolding and support to build their skills as close readers.

# data[].attributes.body
It is extremely important to know the difference of these as a teacher. Using them properly and with correct timing is very important for the success of your students.

# data[].attributes.body
Knowing the different between evaluations, testing, and assessments is crucial as a teacher. Giving the correct assessments for the type of results you want is important in the classroom.

# data[].attributes.body
Knowing the different rubrics and how best to incorporate them into formative assessments is a great skill/tool for teachers.

# data[].attributes.body
Knowing the different rubrics and how best to incorporate them into formative assessments is a great skill/tool for teachers.

# data[].attributes.body
Knowing the different rubrics and how best to incorporate them into formative assessments is a great skill/tool for teachers.

# data[].attributes.body
Knowing the different rubrics and how best to incorporate them into formative assessments is a great skill/tool for teachers.

# data[].attributes.body
Knowing the difference between learning differences and disabilities is important so teachers know how best to support these students. Giving the wrong type of support could backfire.

# data[].attributes.body
Accommodations are a way to support students with disabilities or learning differences. This resource goes into accessibility features and designated supports for teachers to learn more about it.

# data[].attributes.attachment_link.readable_text
The Texas Education Agency (TEA) defines accommodations as changes to materials or procedures that enable students to participate meaningfully in learning and testing. Accommodation policies may apply to any student taking the State of Texas Assessments of Academic Readiness (STAAR ®) or the Texas English Language Proficiency Assessment System (TELPAS) depending on his or her needs and whether the student meets the eligibility criteria, as applicable.

Refer to the Accommodations section of the District and Campus Coordinator Resources for more information and additional resources.

These policies are divided into three main categories:

accessibility features-procedures and materials that should be made available to students who regularly use them during classroom instruction

locally-approved designated supports-procedures and materials that do not require TEA approval for students who meet eligibility criteria

designated supports requiring TEA Approval-procedures and materials that require the submission and approval of an Accommodation Request Form for students who meet eligibility criteria

Archive

# data[].attributes.attachment_link.description
The Texas Education Agency (TEA) defines accommodations as changes to materials or procedures that enable students to participate meaningfully in learning and testing. Accommodation policies may apply to any student taking the State of Texas Assessments of Academic Readiness (STAAR ®) or the Texas English Language Proficiency Assessment System (TELPAS) depending on his or her needs and whether the student meets the eligibility criteria, as applicable.

# data[].attributes.body
TABS are the certain categories/requirements that GT students can have. Knowing these categories and looking for them in students is good for teachers to place those kids in the GT programs.

# data[].attributes.headline
Differentiated Instruction (what does this mean for GT)

# data[].attributes.subject
Differentiated Instruction (what does this mean for GT)

# data[].attributes.body
Differentiated instruction can help the students who are behind only from their struggles with language. If the student shows the TAB qualities, but struggles with the technicalities, this differentiated instruction can help those kids in those areas.

# data[].attributes.attachment_link.title
Differentiated Instruction for English Language Learners

# data[].attributes.attachment_link.description
Each student comes to school, not only with unique academic needs, but also with unique background experiences, culture, language, personality, interests, and attitudes toward learning. Effective teachers recognize that all of these factors affect how students learn in the classroom, and they adjust, or differentiate, their instruction to meet students' needs.

# data[].attributes.body
This whole toolkit provides great information for teachers regarding technology in the classroom. It gives advice and different types of technology techniques to use.

# data[].attributes.body
Digital storytelling is a great tool for building communication skills and learning. This article highlights those tools and how they can be incorporated in classrooms.

# data[].attributes.attachment_link.readable_text
Last year, I took a big risk by including blogging as part of the curriculum for my first-year college English course. Around half of my students were English language learners (ELLs), and I wasn't sure that they would be comfortable with this medium. (Read about blogging in my ELL classroom here). I started to think of ways they could contribute to their blogs that did not necessarily require an overwhelming amount of writing. A conversation with our college's librarian led me to digital storytelling. Students would still write, but by using another medium too, I aimed to keep them motivated and engaged in writing blogs.
What Is Digital Storytelling?
Digital storytelling is the concept of using digital media (photos, audio, video) to create a story. It's a tool that can be used for a variety of communication purposes, from marketing and advertising to documentary videos. In the classroom, digital storytelling allows students to apply tools that are relevant to 21st-century learning and to extend their communication and interaction to another level.
Benefits of Digital Storytelling for ELLs
Digital storytelling has profound benefits for students' communication, critical thinking, creative and writing skills. For ELLs, those are three particularly important areas to focus on since learning a new language adds a layer of difficulty to overcome.

Communication:For many ELLs, communicating an idea, a narrative or a story is the most difficult aspect of learning English. Digital storytelling allows students to communicate an experience or an idea-and the meaning and feelings behind it-in a short timeframe and to express themselves in ways they might not be able to while writing an essay or report. For example, a digital story can be three minutes long, but the tools used to tell it help convey a deeper meaning and builds a connection with the audience. Images, music, audio recordings and family photos are just a few of the possible tools.

Critical Thinking and Creativity:Often, ELLs get so caught up with learning and trying to speak and write English that critical thinking and creativity become lost in translation. The process of creating a digital story guides students to think about why an idea, an experience or a story is important to them. This allows students to practice analyzing their own narratives, which fosters reflection and critical thinking.

In addition to critical thinking, students will be able to learn in a way that supports and encourages creativity. Many students, if asked, would tell me they're not creative. However, students use their creativity throughout the process of developing digital stories, even when they're using technical or other skills (e.g., digital media tools) that don't conjure up "creativity" in their minds.

Writing:Writing is a pretty daunting task for most ELLs, but I found that, after being introduced to digital storytelling, my students became more comfortable with sharing their thoughts and experiences. Digital stories allow them to express themselves with fewer words. Still, creating a digital story takes students through a process that is very similar to the writing process. Students have to brainstorm, plan, outline, draft, edit and share. If you use digital storytelling with your students, periodically remind students to make connections between the two processes. This will help familiarize them with the writing process and help them see that writing is a doable task.

Here is an eight-step digital storytelling process, as explained byeducator and ed-tech expertSamantha Morra:

1. Generate an idea and go from there.

2. Research to learn about the topic.

3. Write out a script.

4. Create a storyboard.

5. Compile or create digital media (images, audio, video, etc.).

6. Assemble all the parts into a digital story.

7. Share with others.

8. Reflect on the experience and give feedback.

Digital Storytelling and Classroom Culture
As a class, we went through the process of creating digital stories together, but students also worked independently. I thought it would be great for them to share with each other their final products. Many students were reluctant at first, so I only chose volunteers. But as they saw their peers' work, many students changed their minds and shared their own stories.

Digital storytelling not only contributed to a safe environment for students to share their cultural experiences and personal stories, but it also created a classroom where students gained confidence. They realized that it's valuable for all of us to be proud of who we are.
One Student's Digital Story
Oleksii, an ELL student from Ukraine, had come to Canada a year before he attended my class. He was very self-conscious about writing and speaking in English and sought out extra help from me whenever he had the chance. When I introduced digital storytelling, he was very hesitant because of his accent-he even mentions it in the beginning of his video. However, after experimenting with digital storytelling, he saw it as an opportunity to share with his classmates a bit about Ukraine and his cultural background. After seeing his classmates' reactions to his story, Oleksii beamed with pride: He made a powerful digital story that he can share with others.
Resources How to Incorporate Digital Storytelling to Empower Student Voice
Digital Storytelling on Seneca College's Sandbox
A Guide to Producing Student Digital Storytellers
Alrubail is a writer on education, teaching and learning. She is also the editor of Medium's The Synapse publication on learning, teaching and education.

# data[].attributes.attachment_link.description
Expressing themselves clearly in English can be challenging for English language learners, but digital storytelling can enhance their communication skills and learning in a fun, relevant way.