# data[].attributes.body
Director of Latino Outreach

Catholic Schools Office

Archdiocese of Cincinnati

mwilson@catholicaoc.org

513-263-3448

# data[].attributes.attachment_link.title
Hispanic and Latino Engagement Resources

# data[].attributes.attachment_link.provider_name
Ellevation: ML Program Management Tools for K-12

# data[].attributes.attachment_link.readable_text
Think of a time when you traveled to a foreign country and were surrounded by unfamiliar sounds, words, even street signs. Recall a school lesson where the content was completely over your head and the feelings of frustration and overwhelm you experienced. For newcomers in the US school system, these feelings are a daily reality. But there are a number of steps a teacher can take to reduce students' anxiety and create a more welcoming, supportive environment where learning can happen.

Below is a guide to understanding and supporting newcomers designed for educators who may be working with this population for the first time or are looking to develop a deeper understanding of their students' experiences.

What is a newcomer?

A newcomer is a student who has recently arrived in the US or was born outside of the US and is at emerging levels of English proficiency, requiring designated support for accessing content:

A newcomer is a student who has arrived in the US in the last three years, according to the OELA Newcomer Toolkit. However, the exact number of years they've lived in the US is less important in determining newcomer status.

Their English proficiency, both linguistically and instructionally, is key in determining if a student needs newcomer support.

Along with a clear understanding of what the term "newcomer" means, it's also important to know some common terms associated with these students.

Within the "newcomer" umbrella, there is a range of experiences that students may have had with schooling. If you have or will soon have a newcomer student in your classroom, ask some discovery questions to learn more about the student, including what their schooling and living conditions were like prior to coming to your school and what language they did their fundamental learning in. Learning about their story will help you as their teacher better understand their experience and have a better idea of how to best support them.

Common challenges that newcomers face

The structure of the US school system is unique in ways we may not realize if we have done our entire education here, and can be confusing for newcomers. For example, it's a uniquely US practice for students to change rooms for each class. For secondary students from other countries, they're accustomed to their teachers coming to them. Take extra care to demonstrate or explain this to newcomers to the best of your ability, and consider pairing them with a buddy student to help with the transitions as well.

The values of the US public school system for student interaction, dialogue, and engaging in critical thinking are another characteristic that many students haven't encountered in their own environments. Navigating a whole new value system can be challenging and take time to adjust to.

Managing expectations for students

A common initial stage for newcomers is the silent period, when students are in a phase of absorbing a lot of information and language and will likely be hesitant to speak. With proper support, you can help students eventually move out of that phase by offering low-stress, scaffolded speaking opportunities. Just make sure that your expectations are aligned to students' unique experiences and realistic to their stages of language development.

Another stage for many newcomers happens a few months into their schooling experience, when they hit a mental wall and experience significant frustration. Those feelings you recalled earlier of sitting through a class where you didn't understand what was being taught are what many newcomers experience all day long, week after week. Understandably, students eventually become exhausted from that constant effort. It's important to be understanding of students in this moment and help them understand that it's completely normal to feel that way and that it will get easier.

It's easy for educators themselves to feel frustrated when navigating language barriers and cultural differences. As teachers, we feel immense responsibility for the success of all of our students and can grow discouraged when our efforts don't seem to be helping them progress. But in situations where verbal communication is limited, it's especially important to consider the iceberg theory: that what we see from a student in the classroom is only a small part of their story, and the more we work to better understand the whole student, the better we can support them.

Creating a welcoming and inclusive environment

We know that for students new to a school and to a country, surrounded by a language and culture that is in many ways unfamiliar to them, anxiety may be high. One of the simplest ways we can help reduce this doesn't require a common language, but simply ensuring that your body language and facial expressions communicate that you are excited and happy to teach them.

The next way to help newcomers feel more comfortable is by focusing on learning the correct pronunciation of their names from day one. Ask for the right pronunciation, practice getting it right, and hold the other students and staff accountable as well. We want to show students that they don't need to alter their identity to fit in.

Beyond those first few interactions, try a few strategies to support their language journey in your classroom. First, think through how your classroom is set up for collaboration - are students in groups, and are there opportunities for conversations when they're ready?

Another key point to remember is that although we may teach in English, we are not creating an English-only classroom culture. While exposure to the English language is key for newcomers' language learning, there is absolutely a place for home language support. Try translating materials into their home language when teaching a new routine, and offer the option for students to take their notes during lessons in whatever language they are most comfortable with.

What professional development opportunities exist for educators to enhance their skills in teaching newcomer students?

For educators looking to deepen their understanding of newcomers through professional learning, our Introduction to Newcomers module in the Ellevation Strategies "Supporting Newcomers" pathway is the best place to start. In completing the module, educators will build on knowledge of characteristics and unique challenges newcomers face, examine student data to identify newcomers in your class and their countries of origin, better understand the importance of creating a welcoming environment in your classroom, and select and teach with an activity from the provided catalog that supports newcomers' sociocultural competence or linguistic progress.
This article was written in collaboration with Bret Gosselin, Ellevation's own Instructional Content Manager. Bret Gosselin is an educator with nearly twenty years of experience as an ELD and newcomer teacher, district administrator for MLLs, and state agency leader. Currently, Bret dedicates his passion for linguistic and cultural equity by developing high quality professional learning through Ellevation Strategies.

# data[].attributes.attachment_link.title
Newcomer education: An introductory guide for teachers

# data[].attributes.attachment_link.description
Think of a time when you traveled to a foreign country and were surrounded by unfamiliar sounds, words, even street signs. Recall a school lesson where the content was completely over your head and the feelings of frustration and overwhelm you experienced. For newcomers in the US school system, these feelings are a daily reality.

# data[].attributes.attachment_link.provider_name
TalkingPoints - Improving student outcomes through meaningful school-family partnerships.

# data[].attributes.attachment_link.authors[].name
TalkingPoints - Improving student outcomes through meaningful school-family partnerships.

# data[].attributes.headline
Communicating with Families/Caregivers who don't speak English 

# data[].attributes.subject
Communicating with Families/Caregivers who don't speak English 

# data[].attributes.attachment_link.provider_name
Ohio's Statewide Family Engagement Center

# data[].attributes.attachment_link.title
Videos: Communicating with Parents/Caregivers Who Don't Speak English - Ohio's Statewide Family Engagement Center

# data[].attributes.attachment_link.description
When educators are able to communicate effectively with all families of students, including those who do not speak English well, students have a greater chance of success and educators have greater confidence in their roles. In this playlist of short videos on YouTube from Colorín Colorado, Dr. Jennifer Love shares with school leaders her knowledge [...]

# data[].attributes.attachment_link.title
Strategies for ELL Success: A Guide for Educators

# data[].attributes.body
starts on page 31

# data[].attributes.attachment_link.description
This portal is your source for information about the Ohio English Language Proficiency Screener (OELPS) and Ohio English Language Proficiency Assessment (OELPA).

# data[].attributes.attachment_link.title
Ohio English Language Proficiency Assessment (OELPA) | Ohio Department of Education

# data[].attributes.attachment_link.description
The Ohio English Language Proficiency Assessment (OELPA) is the state summative test used to determine an English learner’s progress to English proficiency and readiness to exit from the English language development program. The OELPA is aligned to Ohio’s K-12 English Language Proficiency Standards and meets the federal requirement of an annual assessment of English proficiency measuring listening, speaking, reading and writing.

# data[].attributes.attachment_link.title
Tips for Improving Immigrant and EL Student Attendance During Increased Immigration Enforcement

# data[].attributes.attachment_link.description
Around the country, many school districts are reporting attendance concerns related to their immigrant, English Learner (EL), and Multilingual Learner (ML) students. While we are in the midst of flu and cold season, many are pointing to heightened fear around immigration issues as a factor. Below are short lists of suggestions for those in central office, principals or other school-based administrators, student services, and immigrant community leaders who are all working on this issue.Central O

# data[].attributes.attachment_link.description
RESOURCES FOR DISTRICT PRACTITIONERS SERVING NEWCOMERS

# data[].attributes.attachment_link.title
what to say instead of idk - Google Search

# data[].attributes.headline
SLIFE (Students with Limited or Interrupted Formal Education)

# data[].attributes.subject
SLIFE (Students with Limited or Interrupted Formal Education)

# data[].attributes.headline
SLIFE (Students with Limited or Interrupted Formal Education)

# data[].attributes.subject
SLIFE (Students with Limited or Interrupted Formal Education)

# data[].attributes.attachment_link.readable_text
Students with limited interrupted formal education (SLIFE) make up an important subset of English learners. The Minnesota Learning English for Academic Proficiency and Success (LEAPS) Act defines SLIFE as an English learner with an interrupted formal education who meets three of the following five requirements:

1. Comes from a home where the language usually spoken is other than English, or who usually speaks a language other than English.

2. Enters school in the United States after grade 6.

3. Has at least two years less schooling than the English learner's peers.

4. Functions at least two years below expected grade level in reading and mathematics.

5. May be preliterate in the English learner's native language.

( Minn. Stat. § 124D.59, Subd. 2a)

Districts and charters identify SLIFE on an annual basis via the Student Support Data Collection (SSDC) . The Commissioner of Education is required, under the LEAPS Act, to report the academic and linguistic growth of SLIFE.

SLIFE Learning Modules
Educating SLIFE offers unique opportunities. In order for schools to support and foster the abilities and talents of SLIFE, the Minnesota Department of Education has prepared the following learning modules for educators and educational leaders. Additional modules will be posted as they are completed.

Student Support Data Collection (SSDC) User Guide - 1/22/19
The purpose of the Student Support Data Collection (SSDC) is to report the required student identification information to the Minnesota Department of Education (MDE).

SLIFE Identification Checklist - 4/21/16
"Meeting the Needs of Students with Limited or Interrupted Schooling" by DeCapua, Smathers & Tang. Copyright University of Michigan 2009. Used with permission.

Sample Student Interview Questions - 4/20/16
"Meeting the Needs of Students with Limited or Interrupted Schooling" by DeCapua, Smathers & Tang. Copyright University of Michigan 2009. Used with permission.

Sample Parent Interview Questions - 4/20/16
"Meeting the Needs of Students with Limited or Interrupted Schooling" by DeCapua, Smathers & Tang. Copyright University of Michigan 2009. Used with permission.

Students with Limited or Interrupted Formal Education (SLIFE) Identification Guidance - 2/23/16
The purpose of the SLIFE identification guidance document is to help districts and charters identify SLIFE under the Minnesota statutory definition. The document also provides resources for districts and charters to utilize when identifying SLIFE in their schools.

# data[].attributes.attachment_link.description
Students with limited interrupted formal education (SLIFE) make up an important subset of English learners. The Minnesota Learning English for Academic Proficiency and Success (LEAPS) Act defines SLIFE as an English learner with an interrupted formal education who meets three of the following five requirements: Comes from a home where the language usually spoken is other than English, or who usually speaks a language other than English.

# data[].attributes.attachment_link.readable_text
This assessment can be used to measure a student's native language literacy. The directions of how to use and grade it with the English assessment are listed first. Following this, there are the separate files for various languages. This can be used as another tool to help support a learner who is SLIFE.

** Remy Dankers did not create this resource. This was included with permission from the developers. It was founded by Kendall King and Martha Bigelow as well as students, faculty and staff and Wellstone International High School, the Multilingual Department; and the New Family Center of Minneapolis Public Schools. Remy Dankers found this resource valuable to the teaching of SLIFE, so she added it to this website as an external resource.

# data[].attributes.attachment_link.description
Resources for ALL educators to best serve SLIFE and their guardians

# data[].attributes.attachment_link.description
A blog about bilingual printables and resources to teach Spanish in the early and elementary classroom.

# data[].attributes.attachment_link.readable_text
by Carol Salva Is it really a good idea to spend time having students write in content-area classes? The answer is YES! Here are some reasons and a few ideas on how to make writing time practical.
I have been a content-area teacher, both with and without in-class support, and everyone will agree that content teachers have a very heavy load. The stakes are higher than ever, and we could run through a very long list of issues facing teachers today, from grading to insignificant planning time. The issues are real, and time is limited! However, the more I work with teachers, the more I see examples of the value in integrating writing in all content areas.

A Concrete Example from the Field

In our trainings and in our book, Boosting Achievement, Anna Matis and I frequently mention a master teacher, Joseph Maurer. Joseph's math class was an excellent example of how writing and producing language in content areas can boost achievement of all learners. I was fascinated by Joseph's class, not only because he had documented years of impressive standardized assessment scores, but also because this was an anomaly for the area. Joseph taught in an area that was predominantly Hispanic and over 95 percent Free and Reduced Lunch (low socioeconomic status). And yet, he was able to close achievement gaps for so many students.

Mr. Maurer was utilizing several high-impact teaching strategies, but the one that struck me the most was writing. The students in Joseph Maurer's classroom had math journals that were filled with reflective writing about their math learning. There was a great deal of language being used, in class both orally and in writing. I was so thrilled about the learning environment that I requested to have my own son (who is not an English Learner and is gifted in the area of math) placed into Mr. Maurer's Algebra class. Anthony would tell me that Mr. Maurer was a great math teacher and that he let the students talk about math a lot. I noticed that his homework included fewer calculations and more writing reflection with sentence stems such as "I solved this problem by..." "I noticed..."

Mr. Maurer began offering staff development with me, and he strongly recommended that other math teachers incorporate writing into their instructional minutes. In our trainings, he shared that writing is basic to thinking, and according to Fulwiler (1983), writing promotes introspection and speculation. Additionally, in content areas, Fulwiler offers that students can use writing to individualize their instruction. Writing is personalized by nature because the author enters the writing wherever they are in their thinking.

A Practical Approach

Writing to learn in a content classroom need not be time consuming or misaligned with the lesson. For example, students can do a two-minute quick write to reflect or a short journal entry to warm up. Or, a favorite among content teachers is a short writing piece that serves as an Exit Ticket at the end of class. Content teachers have told me that Exit Tickets are valuable for many reasons:

"I get a check for understanding."
"It's a great formative assessment."
"The kids have to think about what we did today."
"I don't care how they write it; I want them to reflect on the science we learned."

YES! These are all great thoughts on how Exit Tickets can be powerful for content-area teachers.

As these comments suggest, writing is already happening as part of many content teachers' pedagogy.

I suggest a simple tweak to the idea of an Exit Ticket to get even more bang for your buck. For any classroom, I suggest that teachers consider framing the lesson so that we begin class by telling students what the Exit Ticket will be and including a sentence stem as part of the Exit Ticket. The sentence starter directs thinking and can help a teacher explain the learning intentions.

If we review the Exit Ticket with the learning targets, now our Exit Ticket is doing "double duty" for content area teachers. Not only will students use writing to reflect, but they also have an opportunity to understand the learning targets from the beginning of the lesson. Reviewing the objectives ahead of time, including the expected Exit Ticket, is a way to communicate the success criteria. It ties to what John Hattie (2009) calls "Teacher Clarity." Hattie describes Teacher Clarity as communicating the learning intentions and success criteria for the learning intentions (Almarode, 2017). His work supports that this effort has a significant effect on learning outcomes.

What About the Student Who Can't Yet Write?

Everyone can reflect. Everyone can put something down on paper. According to Carroll and Wilson in Acts of Teaching (2007), even pre-literate children have intention when they scribble or draw. We want the learners in a safe space to reflect on what they understand, what they wonder, and/or what they are confused about. So allowing any reflections and minimizing corrections of spelling or mechanics can support both content-area learning and writing ability as students internalize the new writing structures they encounter.

The sentence stem we mentioned in the Exit Ticket example above also gives your English learners an opportunity to write a complete academic sentence. If they are just gaining the ability to write (in English or in any language), you're offering them a chance to practice forming English words at the same time. So we allow native language to negotiate meaning, we ask everyone to use the sentence stem, and then we set students off to reflect in a way that most supports their learning.

Am I Supposed to Teach Students How to Write?

Yes, but in a way that makes sense for your subject. Teachers who are unfamiliar with teaching spelling, grammar, and the mechanics of writing need not despair. Spelling, grammar, and mechanics are not the main goal in a content-area classroom. The content is the main goal. Begin with a two-minute quick write, a writing warm up, or the Exit Ticket example above, and be sure to include a sentence stem that includes academic language of your subject. Consider how much language and writing students will produce over the school year if they write just one academic sentence each day. Over 180 days, these structured writing activities will go a long way to teaching the language of any content area...and they should also go a long way in boosting the learning of the entire class.
Read more about writing to learn with emergent English learners.

# data[].attributes.attachment_link.description
by Carol Salva Is it really a good idea to spend time having students write in content-area classes? The answer is YES! Here are some reasons and a few ideas on how to make writing time practical. I have been a content-area teacher, both with and without in-class support, and everyone will agree that content...

# data[].attributes.attachment_link.description
Verifying you are human. This may take a few seconds.

# data[].attributes.attachment_link.title
Innovative Strategies for Teaching English Language Learners

# data[].attributes.attachment_link.description
If you’ve ever tried to master another language, you know just how challenging it can be.

# data[].attributes.attachment_link.title
Online Dictionary for Kids with Pictures - Kid Picture Dictionary

# data[].attributes.attachment_link.description
Online Dictionary for Kids with Pictures - Browse by category: Animals Appliances Body Parts Clothing Food Event House Numbers School Sports Things Place

# data[].attributes.attachment_link.readable_text
Finding digital tools for social studies in the elementary classroom, especially in the early grades, can be a bit difficult. Little Bird Tales is a helpful tool in making social studies come alive for young students through its simplicity and marriage of visuals and sounds.

Getting Started

Registering with Little Bird Tales (LBT) is quick and easy; the focus on small learners means that privacy concerns are respected: the site contains no ads, merchandising, or external links, and only requires a valid email to sign-up. LBT also offers a teacher account, which is accessible via an email request (teachers should provide the same email used to sign-up). Before working with students, teachers should be aware of the technical specifications, such as supporting browsers, image file size, and storage capacity-the FAQ page addresses these points fairly well.

Once an account is activated, creating a digital tale is fairly simple. Click on "create a new tale" to construct the tale cover. Users can either draw an image-using the built-in art pad-or upload a saved image (note: minimum image size is 600x420 px). Add a title, submit author information, and a record an audio introduction to finalize the tale cover. Users should also test microphone quality for volume and clarity before proceeding with new pages.

Each subsequent page follows the same procedure, and the size of the final project is only limited by the tale box capacity in your account. The main difference from the cover page is that students can enter text for their product-an ideal feature that reinforces reading and writing, while providing students a "script" for their sound recording. Page order can be easily rearranged at any time by dragging each page into the desired order in the sidebar found on the right.

Users can resume editing their tales by logging back in, selecting "My Tales," and clicking on the notepad icon. Other icons on the "My Tales" screen include a play option (to see the video in progress), an email icon to share the video, and a trash icon to delete the tale project.

Once the video tale is completed, users proceed to step three in order to share the tale via email-regardless of whether users choose to keep the video private or make it public. Users who choose to make the video public can do so by clicking on the account homepage (house icon) and selecting "public" under the cover page image (note: Little Bird Tales moderates all videos before they become public).

Examples

It is highly recommended that teachers create a "test-run" project ahead of time before working with students. In addition, it might serve well to have students prepare all images and script beforehand. Users can create their own artwork using the built-in drawing pad, but teachers may need access to a scanner to create image files of original student artwork on paper ( note: images and scans should be saved in .jpg, .png or .gif).

Little Bird Tales works well because it captures the imagination, creativity, and voice of the child in a free and easy to use platform.

The strength of Little Bird Tales is the ability for children to tell stories that can be autobiographical (my life, my community, my school, my family), biographical (U.S. presidents, world history figures), or related to other aspects of the early grades social studies curriculum such as the environment, economics, civic ideals, or global communities. Little Bird Tales works well because it captures the imagination, creativity, and voice of the child in a free and easy to use platform. Public Tales on the LBT site include a civics project on American symbols, a story on "daddies", a tale on regional history, a silent tale on global cultures and clothing using beautiful imagery, and an inspirational video by a young runner. Middle school and high school students can also benefit from LBT, as evidenced on a video dealing with homelessness in America. In our experience in working with a 1st-grader, the initial day of trying out LBT was a learning curve for her but she caught on quickly. With simple guidance, she was able to do all the work (although uploading images needed more hands-on assistance.) By the half-way point, she was typing, recording her voice, saving her work, and moving on to the next slide. Fatigue did settle in after a while, so preparing all materials and images beforehand helped her. She also discovered LBT's ability to rearrange pictures in any order-a useful benefit whenever she changed her mind after previewing the video. The student found the playback of the recording useful and empowering; immediately recording a passage again helped her get the video "just right." It took her about 2-3 hours in total to finish the project. Keeping this one experience in mind, it might be best for teachers to first try LBT by having each student create one or two slides for a class video. For example, in a 50-states project, each student could easily adopt one or two states and create a few slides which would allow the entire U.S. to be included in a video project. This model could likewise work for U.S. presidents, famous American citizens, local communities, or other topics with a large number of elements. Such an introductory approach serves teachers and students alike. Children can become familiar with technology in a limited way by creating only a few slides. For their part, educators can invest limited curriculum time for a collective project, before expanding a video project to a more extensive one for individual students.

# data[].attributes.attachment_link.description
Finding digital tools for social studies in the elementary classroom, especially in the early grades, can be a bit difficult. Little Bird Tales is a helpful tool in making social studies come alive for young students through its simplicity and marriage of visuals and sounds.

# data[].attributes.attachment_link.readable_text
Use Immersive Reader in Word desktop

1. Open your Word document.

2. Select the View tab, then select Immersive Reader . Immersive Reader will launch a full screen experience.

3. Choose the Immersive Reader options that work for you from the ribbon.

Read Aloud highlights each word as it reads your document to you.

Tip: Get directly to Read Aloud by right clicking anywhere in your document and selecting Read Aloud.

Close Immersive Reader

Select the View tab, then select Immersive Reader, then select Close Immersive Reader.

Use Immersive Reader in Word for the web

Select the View, then Immersive reader. Your document will open in a full screen format.

Using Immersive Reader

Once your document opens within Immersive Reader, you can do one or more of the following, depending on how you want to focus on the content in your document:

Voice Options

Select the gear icon to open Voice Settings.

The Voice Speed slider controls the playback speed of the reader.

Text options

You can change the appearance of your document by using Text options. The choices you make in text options can help remove visual distraction and improve text readability.

The Text Options menu lets you:

Parts of Speech

Parts of Speech controls grammar highlighting and helps readers understand complex sentences.

Reading preferences

Line Focus enables readers to narrow the focus of their reading experience by highlighting sets of one, three, or five lines within their chosen material in Immersive Reader.

Picture Dictionary gives you the ability to click on any single word and view visual support. You can also hear the word read aloud.

Translate allows you to view a selected word or the entire document in your preferred language.

Use the toggles to adjust your reading preferences.

Shortcut keys for Immersive Reader

Use keyboard shortcuts to navigate.

Close Immersive Reader

Select the back arrow or tap Esc on your keyboard to exit Immersive Reader.

Use Immersive Reader in Word for iPad

Some Immersive Reader tools are available in Word for iPad. To turn on Immersive Reader while reading or editing a Word document:

2. Select Immersive Reader

3. Choose from the following tools to make your document more comfortable to read and edit.

Language support

Languages and products supported by Immersive Reader

# data[].attributes.attachment_link.description
Use Learning Tools to help pronounce words correctly, read accurately, and understand what you read.

# data[].attributes.attachment_link.description
These Bilingual Glossaries and Cognates were created for educators, students, parents, and families in supporting instruction for our English language learners.

# data[].attributes.attachment_link.readable_text
Educators need to know what happens in the world of the children with whom they work. They need to know the universe of their dreams, the language with which they skillfully defend themselves from the aggressiveness of their world, what they know independently of the school, and how they know it.
- Paulo Freire (p. 72-73)

The Benefits of Home Visits

A home visit program can show that teachers, principals, and school staff are willing to "go more than halfway" to involve all parents in their children's education. These visits help teachers demonstrate their interest in students' families and they provide opportunities for teachers to understand their students better by seeing students in their home environments.

Home visits are not meant to replace parent-teacher conferences or to discuss children's progress. When done early, before any school problems might arise, home visits signal that teachers are eager to work with all families and avoid putting parents on the defensive. Teachers who have made home visits say they build stronger relationships with parents and their children and improve attendance and achievement. In this regard, Mary, a 1st and 2nd grade teacher who has been visiting the home of her students before the first day of school, writes:

...[H]ow I address my fear about the first day of school is to face it, as you suggest, I spend the week before the first day of school visiting my students' homes, meeting the students and their families. I can't wait for the first day of school, and so I go out and read the students in their neighborhoods, their homes, with their families. That way I know where my students are coming from, literally I know who their people are. I know the names their families call them. I know what they are proud of and what worries them, I begin to trust these families. My students and their families begin to trust me. (Nieto, 2009, p. 12)

Home visits are not a new concept. Head Start teachers have been using them for many years and in the last few years an increasing number of schools and districts have established successful home visit programs that have yielded many positive returns. Regardless of whether their schools have established a home visit program, many teachers of English language learners have been using home visits as a way to learn about their students and their home environments and to establish a much-needed connection with families and communities.

Several key components combine to create successful home visits: planning, arrival, departure, and post visit. These important aspects are explained below.

Planning

Prior to visiting students' homes, it is important to consider a few items. Remember that this might be an opportunity to help a parent such as Ms. Astorga feel more comfortable when visiting the school her children attend.

Este es mi cuarto año en los EE.UU. y sólo he ido a la escuela para matricular a mis hijos. No me siento a gusto en la escuela...tengo un poco de miedo de no hacer las cosas bien y de no entender lo que me dicen. Y mis hijos me dicen que mejor no vaya pues a lo mejor meto la pata.
This is my fourth year in the U.S. and I have only been to the school to register my kids. I don't feel at ease in the school-I am afraid of not doing the right thing or misunderstanding what they say. My kids tell me not to go because if I do I might make a mistake.

- Ms. Astorga, parent from Chile

Tips for success

Determine the purpose(s) of the visit such as learning more about students and exploring ways that the school and teachers can better serve families.

Schedule a home visit 7 to 10 days in advance.

Communicate the purpose of your visit and approximately how long the visit will last (30 to 45 minutes).

Follow up with a brief written note indicating the exact date and time of the meeting, preferably written in the family's home language.

If possible, learn the names of family members.

Learn a few words of the family's first language, even if they're only "hello" and "thank you." This shows you care enough to make an effort and may help break the ice.

Ask another adult to accompany you to your first home visits, preferably someone who speaks the home language of the families.

Consider that some parents may be familiar and comfortable with home visits, having experienced them in their countries of origin. Others may not be familiar or comfortable with the idea.

If parents have difficulty scheduling a time to meet with you, it may be because some parents work 2 or more jobs.

Begin making home visits prior to the start date of school. This may help lower the anxiety level of your students and will help you become aware of your students' English language proficiency levels.

Know where you are going (that is, have a map or GPS device).

Leave a schedule of home visits with the school staff.

If possible, bring a small gift, such as a little bag of cookies, a children's book, or a notebook as a token of appreciation.

If you will need the services of a translator/interpreter, consider asking fewer questions. Since questions and answers have to pass through the translator/interpreter, they will probably require twice the amount of time.

Arrival

Instantly when we rang the doorbell we were greeted by four bright smiling faces-dad, mom and Rocio and Laura (ages 8 and 10). Both parents came up to us and shook our hands, and the girls curtseyed and giggled in their beautiful fancy dresses. Though I was still a bit shy and awkward at first, my fears were dismissed as soon as I realized how kind and inviting the family truly was.
- Roxana, 3rd grade teacher

Tips for success

Be on time.

Dress appropriately - err on the side of formal attire.

Be aware of and look for cultural expectations in the home. For example, in some cultures it is expected that people entering the home will remove their shoes and walk about the home in socks or in special footwear provided by the host.

Introduce yourself and the adult accompanying you.

Begin by establishing rapport through small talk.

Conversation starters: "Tell me about your child." "What does your child like best about school?""What are schools like in _______ (country of origin)?" "Tell me about _______ (siblings or other family members)."

While you are encouraged to do more listening than talking, you could also talk about your school's routines, classroom curricula, or teacher expectations among other topics.

If you're nervous, remember, the family you are visiting is also probably nervous.

Bear in mind that in many cultures, teachers are more highly respected than in the U.S. It is a significant event to host a teacher in families' homes.

Don't be afraid to look foolish while trying to bridge the language gap. If necessary, try drawing pictures or acting out what you mean.

During the conversation, maintain eye contact with the family even if you are speaking through a translator/interpreter.

Avoid taking notes or recording the conversation when visiting the family. This can be perceived as rude or threatening.

Avoid talking about negative things.

While in a family's home, put on your anthropologist's lens. This means trying to view the host home from the perspective of those living there.

Show respect and empathy.

Smile. Be aware, however, that some Eastern European families may perceive smiling as a sign of insincerity. Observe the family and adjust your behavior accordingly.

Departure

I invited the family to come to the literacy night next week at the school and asked the dad if he would read a picture book in Spanish for the kids. He agreed. Wow, was I wrong in thinking that this family was not interested in the education of their kids!
- Geoffrey, 2nd Grade teacher

Tips for success

Lay the groundwork for future events, such as parent teacher conferences, upcoming fairs, or literacy nights.

Invite families to participate.

Provide families with information on how to contact you, including your telephone number, email address, and classroom or office hours.

Share information about community and school resources.

Post Visit

I learned tons from this visit. My "Russian" student is actually Ukrainian. The family moved from a part of the Ukraine where half the people speak Russian and half speak Ukrainian. Both parents grew up there, and both were educated in schools where a few classes were taught in Ukrainian.
- Katia, 6th Grade teacher

Tips for success

Take a few moments away from students' homes to write down a quick summary of the visit.

Educators who work with ELLs and immigrant families talk about the power of home visits in these videos.

Resources

Edutopia: This 6-minute video showcases how a struggling school in Sacramento improved student achievement and developed lasting partnerships with parents by establishing a home visit program.

About the Authors

Dr. Gisela Ernst-Slavit

Dr. Gisela Ernst-Slavit is a professor and associate dean in the College of Education at Washington State University Vancouver. She investigates second language development, academic language pedagogy, and language teacher education using ethnographic and sociolinguistic perspectives. In addition to being the author of many research and practitioner articles, she is coauthor or coeditor of nine books. Her most recent work includes a 7-book series, Academic Language in Diverse Classrooms, co-edited with Margo Gottlieb and published by Corwin. Dr. Ernst-Slavit is a native of Peru who grew up speaking Spanish and German at home and English in school.

Michele R. Mason

Michele R. Mason obtained her Ph.D. Degree in Language, Literacy, and Technology with an emphasis on English language learners from Washington State University Vancouver. Her research interests were ESL pedagogy and the role of classroom discourse in L2 development. Sadly, Dr. Mason passed away in 2012.

# data[].attributes.attachment_link.title
Making Your First ELL Home Visit: A Guide for Classroom Teachers

# data[].attributes.attachment_link.description
Educators need to know what happens in the world of the children with whom they work. They need to know the universe of their dreams, the language with which they skillfully defend themselves from the aggressiveness of their world, what they know independently of the school, and how they know it.- Paulo Freire (p.

# data[].attributes.attachment_link.title
Creating, Enhancing, and Sustaining an English Learner Program: The Basics | Ohio Department of Education and Workforce

# data[].attributes.attachment_link.readable_text
In September of 2016, OSEP funded three projects focusing on tiered approaches to improving reading and language outcomes for English Learners (ELs). These projects are developing and implementing culturally and linguistically responsive models for multitiered system of supports for ELs, including those with or at risk of having a disability.

Features of these models include:

Appropriate research-based reading instruction and intervention for ELs

Culturally responsive teaching strategies and principles

Professional development and strategic coaching for teachers

Linguistically aligned progress monitoring and screening measures

Data-based educational decision making

Please click on each project to learn more about each model and to access additional resources.

Project ELITE2 is a model demonstration project sponsored by the Office of Special Education Programs in the U.S. Department of Education. The project operates within the Language for Learning Institute of The Meadows Center for Preventing Educational Risk at The University of Texas at Austin.

The goal of the Project ELITE2 is to develop, implement, and evaluate a multitiered instructional model for English learners in the elementary grades that focuses on language and literacy development. We are one of three model demonstration sites collaborating to optimize educational outcomes for English learners, specifically those with or at risk for having a learning disability.

Through this newly funded cooperative agreement, Project ELITE2 is working with a school district in Central Texas to extend our previous work from ELs in the primary grades to ELs in grades three through five.

Project ELLIPSES is a model demonstration project sponsored by the Office of Special Education Programs in the U.S. Department of Education. The goal of the project is to assess the implementation of multi-tiered system of supports (MTSS) focused on culturally and linguistically responsive teaching (CLRT) to meet the needs of English learners and English learners with disabilities in the area of literacy and language development. Project ELLIPSES will provide training and technical assistance to build staff capacity to support MTSSCLRT implementation and high-quality literacy instruction for English learners and English learners with disabilities in grades third through fifth.

Project Lectura para Excelencia y Éxito (Project LEE) is a model demonstration project at Portland State University, sponsored by the Office of Special Education Programs in the U.S. Department of Education. The goal of Project LEE is to improve literacy and language outcomes for ELs in grades 3-5 with or at-risk for being identified with a disability. Within this context, we intend to support schools to use a framework, PLUSS (Sanford, Brown & Turner, 2012), to adapt existing evidence-based interventions for the unique linguistic and cultural needs of ELs. The PLUSS Model provides a replicable model of literacy instruction and intervention through embedding culturally and linguistically appropriate instruction into existing multi-tiered system of supports.

PLUSS stands for:

P: Preteaching language and vocabulary and priming background knowledge
L: Language use and modeling
U: Using visuals and graphic organizers
S: Systematic and explicit instruction
S: Strategic use of native language and culture

As one of three model demonstration sites, Project LEE is collaborating with other projects and the outcomes of this project will be disseminated nationally. Specifically, the goals of our project are to: (1) improve the literacy outcomes for ELs with or at-risk for being identified with a disability, and (2) create a replicable and sustainable model of culturally and linguistically responsive instruction that can be overlaid across all tiers of instructional support within a multi-tiered system of supports.

# data[].attributes.attachment_link.title
Multitiered System of Supports for English Learners

# data[].attributes.attachment_link.description
Research-based practices, guides, and tools for Response to Intervention (RTI) with English Learners, the U.S. Department of Education funds model development of MTSS with ELs.

# data[].attributes.attachment_link.title
Tailoring Instruction to Support English Language Learners

# data[].attributes.attachment_link.provider_name
Ohio's Statewide Family Engagement Center

# data[].attributes.attachment_link.title
Supporting Young English Learners at Home (Available in 9 Languages) - Ohio's Statewide Family Engagement Center

# data[].attributes.attachment_link.description
The IES.ed.gov website has simple, fun activity ideas for families with young English learners. The activities will help to strengthen language skills in the home language or English. They are available in 9 languages and an Educator's Guide is included as well. All of the resources are based on a What Works Clearinghouse practice guide, [...]

# data[].attributes.headline
Family Roadmap to Support (Multilingual)

# data[].attributes.subject
Family Roadmap to Support (Multilingual)

# data[].attributes.attachment_link.provider_name
Ohio's Statewide Family Engagement Center

# data[].attributes.attachment_link.title
Family Roadmap to Support Families - Ohio’s Statewide Family Engagement Center

# data[].attributes.attachment_link.description
The Family Roadmap is a comprehensive web-based resource to help families to communicate with their child’s school and support their learning. It has videos, checklists, tips, and questions to ask on many education topics. This resource is available in the following languages: Arabic, English, Nepali, Dari, Spanish, Somali, Swahili, and Ukrainian. The Roadmap resources were […]

# data[].attributes.attachment_link.title
Advancing Ohio’s English Learners | Ohio Department of Education and Workforce

# data[].attributes.attachment_link.readable_text
One of the best things about learning Spanish from English is that there are hundreds of words you already know.

As an English speaker, you have a huge advantage in learning Spanish compared to say a person trying to learn Spanish with a native language from a country such as Japan or China. You have the advantage of the same alphabet and a mile-long list of cognates. What this means is you effectively start learning Spanish with a vocabulary of almost 1000 words without even trying.

When you find words that are the same in both languages they are referred to as English-Spanish cognates.

The proper definition of cognate is reserved for words that exist in two different languages and have the same root or origin. Since Spanish and English both have Latin roots there are heaps of words that are the same or very close in both languages.

In this article, I'm going to provide a list of perfect cognates and near-perfect cognates for Spanish and English.

There are way more English-Spanish cognates than what I have provided in this article but the cognates that I have focused on are the more useful due to their frequency and practicality in both languages.

I suggest you read through the full list once over and then when you have a good feel for the patterns that start to emerge with the cognates, start to put them in a few Spanish sentences to get a feel for how they sound.

Obviously, they aren't pronounced the same as in English but once you have the rules down for Spanish pronunciation you are free to communicate away.

Cognates Definition

In this article, I have defined perfect cognates as words that are spelt exactly the same in Spanish and English except for maybe an accent over one letter and they mean the same thing in both languages.

I have defined near perfect cognates as words that have up to 3 letters different. But you will be able to see that there are certain patterns that form with near perfect cognates that allow you to potentially predict when a near cognate is likely to exist if, of course, you don't have this list handy.

Printable Version: Download this PDF version of the cognates list to use as a study reference.

There is also a heap of false cognates or false friends, which will be a topic for another post but note here that they are words that are spelt the same or similar but mean completely different things. For example one of the most famous Spanish-English false friends is 'embarazada' which doesn't mean 'embarrassed' it means 'pregnant'.

Perfect Cognates

Here is the list of perfect English-Spanish cognates that I have selected for their practicality:

Near Perfect Cognates

Here the near perfect cognates are divided into separate lists based on their behaviour:

The following near perfect cognates follow the rule for nouns ending 'tion' in English can be converted to Spanish by replacing with a 'ción'.

The following near perfect cognates follow the rule for English nouns ending 'ary' can be converted to Spanish by replacing with a 'ario'.

The following near perfect cognates follow the rule for English adjectives ending 'ic' can be converted to Spanish by replacing with a 'ico'.

The following near perfect cognates follow the rule for English adjectives ending 'ous' can be converted to Spanish by replacing with a 'oso'.

The following near perfect cognates follow the rule for nouns ending 'ct' in English can be converted to Spanish by replacing with a 'cto'.

There you have it, not all, but a good summary of the most useful English-Spanish cognates.

If you enjoyed this post then make sure you check out the Spanish Conversation Hacking Guide, in there you will find the 1000 most useful Spanish words based on frequency use in the Spanish language (and that aren't cognates!).

What have I missed? Can you think of any others?

# data[].attributes.attachment_link.title
Spanish Cognates - 1001 Spanish Words You Already Know

# data[].attributes.attachment_link.description
Here is a list of some of the most useful English-Spanish cognates for learning Spanish from English. The best bit, these are words you already know.

# data[].attributes.attachment_link.description
Unite for Literacy provides free digital access to picture books, narrated in many languages. Literacy is at the core of a healthy community, so we unite with partners to enable all families to read with their young children.

# data[].attributes.attachment_link.title
Immigrants in Ohio - American Immigration Council

# data[].attributes.attachment_link.description
Take a look at how how immigrants drive the economy in Ohio.

# data[].attributes.attachment_link.readable_text
If you're trying to learn English, check our courses below about adjectives, adverbs, articles, gender (feminine, masculine...), negation, nouns, numbers, phrases, plural, prepositions, pronouns, questions, verbs, vocabulary, excercises... to help you with your English grammar. Below are our free English lessons. Enjoy our courses!

English Lessons

Information about English

English belongs to the Indo-European family, Germanic group, West Germanic subgroup and is the official language of over 1.7 billion people. Home speakers are over 330 million. As regards the evolution of the English language, three main phases can be distinguished. From the 6th and 5th centuries B.C., the Celtics are believed to have lived in the place where we now call Britain. Britain first appeared in the historical records as Julius Caesar campaigned there in 55-54 B.C. It was conquered in 43 A.D. and remained under the Roman occupation until 410 A.D. Then came the Germanic tribes from the European Continent, who spoke the languages belonging to the West Germanic branch of the Indo-European language family: First the Jutes from Jutland (present-day Denmark) in the 3rd century A.D., then in the 5th century, the Saxons from Friesland, Frisian Islands and north-west Germany, finally the Angles, from present-day Schleswig-Holstein (a German Land) who settled north of the Thames.

The words "England" and "English", come from the word, "Angles". During the Old English period of 450-1 to 100 A.D. (first phase), Britain experienced the spread of Christianity, and, from the 8th century, the invasion and occupation by the Vikings, called the "Danes." The most important event of the second phase, the Middle English period (1100-1500 A.D.) was the Norman Conquest of 1066. The Normans, who were the "North Men", meaning the Vikings from Scandinavia, settled in the Normandy region of France from the 9th century and who had assimilated themselves to the French language and culture. English was much influenced by French during this time. During the third phase, the Modern English period (1500 A.D onwards), English spread to the world as the British Empire colonized many lands. William Shakespeare (1564-1616) lived in this period, and in 1755 Samuel Johnson completed "A Dictionary of the English Language" with about 40,000 entries, which contributed to the standardization of the English language. The English language which spread throughout the world created many of its variants, the most prominent of which is American English. The American English writing system is said to owe much to Noah Webster's "An American Dictionary of the English Language" which was completed in 1828. Other important varieties include Indian English, Australian English, and many English-based Creoles and Pidgins.

We hope the lessons above helped you learn English. To learn other languages please check our homepage here: Learn Languages. Don't forget to bookmark this page.

# data[].attributes.attachment_link.description
This page offers free lessons in learning English such as Adjectives Adverbs Articles Feminine Negation Nouns Numbers Phrases Plural Prepositions Pronouns Questions Verbs and Vocabulary.

# data[].attributes.attachment_link.readable_text
This practice guide was prepared for the WWC by Instructional Research Group under contract ED-IES-12-C-0016.

The following research staff contributed to the guide: Joseph Dimino, Kelly Haymond, Russell Gersten, Madhavi Jayanthi, and Rebecca Newman-Gonchar.

# data[].attributes.attachment_link.title
WWC | Teaching Academic Content and Literacy to English Learners in Elementary and Middle School

# data[].attributes.attachment_link.description
This practice guide provides four recommendations that address what works for English learners during reading and content area instruction. Each recommendation includes extensive examples of activities that can be used to support students as they build the language and literacy skills needed to be successful in school.

# data[].attributes.attachment_link.readable_text
The target audience for this guide is a broad spectrum of school practitioners such as administrators, curriculum specialists, coaches, staff development specialists and teachers who face the challenge of providing effective literacy instruction for English language learners in the elementary grades. The guide also aims to reach district-level administrators who develop practice and policy options for their schools.

# data[].attributes.attachment_link.keywords[]
ies effective literacy and english language instruction for english learners in the elementary grades: a practice guide english language learners tutoring after school

# data[].attributes.attachment_link.title
WWC | Effective Literacy and English Language Instruction for English Learners in the Elementary Grades

# data[].attributes.attachment_link.description
The target audience for this guide is a broad spectrum of school practitioners such as administrators, curriculum specialists, coaches, staff development specialists and teachers who face the challenge of providing effective literacy instruction for English language learners in the elementary grades.

# data[].attributes.attachment_link.readable_text
Becoming an Ally: Partnering with Immigrant Families to Promote Student Success challenges stakeholders in the American educational system to build effective and equitable family engagement practices for immigrant families. It provides recommendations for school leaders, educators, funders, and policymakers to support a high-quality education for every immigrant child.

Program: Education

# data[].attributes.attachment_link.title
Becoming an Ally: Partnering with Immigrant Families to Promote Student Success | Carnegie Corporation of New York

# data[].attributes.attachment_link.description
Becoming an Ally: Partnering with Immigrant Families to Promote Student Success challenges stakeholders in the American educational system to build effective and equitable family engagement practices for immigrant families. It provides recommendations for school leaders, educators, funders, and policymakers to ...

# data[].attributes.attachment_link.description
The award-winning, most used, and most loved teacher AI in the world. Save up to 10 hours per week and prevent teacher burnout using our 80+ teacher tools designed to help educators lesson plan, differentiate, write assessments, write IEPs, communicate clearly, and more.

# data[].attributes.attachment_link.title
Sample Student Interview Questions Regarding Prior Schooling (1)

# data[].attributes.attachment_link.title
Sample Questions for Parents_Guardians for Initial Assessment of Prior Educational Experiences (1)

# data[].attributes.attachment_link.readable_text
Today's posts wraps up a three-part series on English-language learners and math instruction.

Total Physical Response for Math
Jody Nolf is an associate language and literacy specialist at Vista Higher Learning. For more than 20 years, she taught English and reading to middle and high school students. Six years ago, she transitioned into the world of ESOL as a full-time coordinator and advocate for multilingual learners, creating professional development and working with educators around the United States:
"Math is a universal language." This is a common belief, and there is some truth to it. Educators need to understand that not all cultures use the same numerical symbols and function signs, and some ELs, like their English-speaking classmates, lack the basic number facts to succeed in their math classes, especially at the secondary level. However, there are some strategies and scaffolds teachers can implement to ensure success with their EL students.

An important step for math teachers in ensuring that their EL students are grasping content as well as language is to break down the mathematical steps in comprehensible language. Some EL students enter the classroom with a wealth of math proficiency in their home language, depending upon education background. These students only require language assistance, perhaps the use of a heritage dictionary or academic glossary, to be successful in class.

However, other students have not learned the basics of computation; therefore, language will be just one part of their journey to math proficiency. This is one reason why teachers should not be misled into believing that math is a universal language. While it is true that 5x5=25 in all languages, the symbols differ from culture to culture. For example, Chinese students must first understand that the English letter "x" also signifies "times" and that the English word "times" signifies multiplication as well as chronology. Many ELs need to be taught that the term "colon" is not only a grammatical symbol and a body part, but it also is a mathematical symbol.

Even students with a strong foundation in math can find the language daunting at first. I had a student from Israel a few years who was quite proficient in math. However, she struggled to get accustomed to the United States customary units system, using the metric system her entire life. Her heritage dictionary was of little help when she looked up the term "yard." Her Hebrew dictionary only defined "yard" in terms of a "garden," not as a unit of measurement. Eventually, these expressions and symbols become relatively easy to master to those with strong math skills. However, students lacking the basic foundations must first learn concepts such as number facts, multiplication tables, long division steps, etc.

Therefore, one way to break down the mathematical steps is through pictures and graphics. Word problems can be daunting for any student of math. Teachers can scaffold for ELs by using pictures to accompany the language. Visual cues can be invaluable tools for EL learners, especially newcomers. For example, if students are presented with a word problem asking them to find the area of a soccer field, the teacher can scaffold by inserting a picture of a soccer field, complete with shading of the inside and arrows directing the student to focus on the entire inside of the field. Once the students understand the task, the teacher can continue with the steps of calculating the area.
Here is how the answer should have looked:
Another recommendation is to show a model response to a math problem. For example, if a math problem requires students to express their answers as a ratio, teachers should consider writing an answer expressed as a ratio as an example, a gentle reminder to students not to write the answer as a fraction or a decimal.

I encouraged a math teacher in my school to use this strategy, and she remarked that the students were more successful as a result. It should be noted, however, that ELs needed to understand the correct connotation of the term "colon" before continuing with the steps.

1:4 (used as an example on the assignment for the students to model)

Teacher Explanation: "1, colon, 4" (Teachers can then have students repeat in choral form to practice oral fluency.)

A final strategy for teaching math to ELs is to employ TPR whenever possible: the Total Physical Response technique. Some educators might feel that this method is more appropriate for younger children. However, all children, especially ELs, can benefit from this strategy.

To teach the concept of slope intercept, it is far more effective to demonstrate gradual ascension (climbing stairs) rather than to merely define it in words. To teach addition, use students themselves as "numbers." Five students in a group equals 5 (or 5x1). Two groups of five students equals 10 (or 5x2). The TPR method also encourages student engagement, thus resulting in greater understanding and retention of information.
Laleh Ghotbi is a 4th grade educator in a Title I school in the Salt Lake City school district. She came to the United States in August 2000 and earned two master's degrees in English, her second language:

'Your Attitude Matters'

One reason I love mathematics is because math operations are the same across the globe, making it easier for English-learners to learn math compared with other subjects. I am an elementary educator from a diverse background and work in a Title I school. Two years ago, I was recognized by Utah Leading through Effective, Actionable, and Dynamic Education (ULEAD), as one of the four most effective 4th grade math teachers in my state. Through my experience, I have learned a few tips and tricks for teaching math to students whose first language is not English.

1- Your attitude matters. I love math, and my students can tell. Over the years, my students have told me, "Math is not hard anymore" or "Math is my favorite subject now." I believe that teachers' positive attitude toward math is crucial in engaging students and helping them to fall in love with math.

2- Create a safe learning environment. The first step in teaching any subject effectively is having a classroom culture where kids feel comfortable enough to make mistakes and learn from them. When students feel safe, they take risks and become more creative. This is when we see students coming to the board, solving problems in new ways, and teaching the answers proudly to their peers.

3- Use data effectively. I always start the year by preassessing my students' background knowledge on different math concepts. Every year, we inevitably have students who move to a higher grade level of math concepts without mastering the math skills from the previous grade. This learning gap has been especially true for the pandemic era when academic gaps have widened.

4- Access prior knowledge. When I teach math, I always start with examples from previous grades. This instructional strategy has two benefits: Kids remember that they have learned the concept before, so it isn't an unfamiliar topic. And because we start with easier examples, students feel more confident in their problem-solving skills. For example, to teach the addition of four-digit numbers, I start with adding single-digit numbers and I say, "Let's start at 1st grade." I even joke with them by saying, "Little 1st graders, here is your first problem." They laugh and start adding.

When I make sure everyone knows basic strategies such as counting up and modeling like number bonds, I move to the next grade-level skills and keep moving higher. I don't stop longer than a few minutes on each lower-grade concept unless I see several kids showing signs of struggle. Math skills are built over years, and if our students don't have the prerequisite skills, we cannot successfully teach them the new ones.

5- Use a variety of teaching strategies. When I teach, I use several visual models and manipulatives, so students can master the skills by moving from concrete to abstract learning. For instance, while teaching +/- of numbers that need bundling and unbundling, I use base 10 blocks and the language of a story that is easier for English-learners to understand. To illustrate, if we are solving 3425 - 1218 = I say, "Do we have enough ones to take away 8 from?" They say no, so I say, "Ok, this number is poor, it goes and knocks on the closest neighbor's door to borrow some more ones."

My work on the board follows what I do with base 10 bocks. After whole-class instruction, my students get to practice with a partner that I intentionally chose for them based on different assessments. My students are my helpers; they teach one another, and both parties learn better in the process.

Using life examples and playing math games are other effective strategies to solidify what students have learned. Sometimes, I play one of my childhood games with my students. It was how my dad taught multiplication facts to me. Students skip count by any single digit that we are practicing. When they get to the number that is a multiple of that digit, they don't say the number, they say "beep." For example, learning the multiples of four would sound like 1, 2, 3, beep, 5, 6, 7, beep. My students love playing this game, even those who are struggling at multiplication facts.

I hope every teacher can fall in love with teaching math. Teaching math to students learning English does not have to be intimidating. Create a safe learning environment where making mistakes is allowed, recognize students' current math abilities, unlock prior knowledge, and use a variety of teaching strategies such as visual models, manipulatives, peer support, and math games to enable English-learners to become successful mathematicians. Math is fun, play with it!
Lisbeth Banales is an elementary bilingual specialist and multilingual students' advocate:

'Content and Language Objectives'

There are different strategies to make math classes comprehensible for our English- language learners. The ones I used with my students and recommend to my teachers are using visuals with labels, sentence stems, sketching, manipulatives, pair-share.

Before you even start your lesson, the students need to see, understand, and own the content and language objectives. You can help by showing it using kid-friendly language and visuals that represent unfamiliar vocabulary and having students recite them.

Use visuals with labels that represent academic vocabulary. You can preview this vocabulary in their primary language before any lesson and then demonstrate the same visuals in the language of instruction to make a connection.

Sentence stems are perfect to facilitate the process of using the academic vocabulary. This particular strategy will depend on the students' linguistic level. Some students will be able to produce simple sentences while other students will be able to use more complex sentence structures or frames.

Sketching has been one of my favorite strategies. It allows students to slow down to pay attention, especially during word problems, and show what they think it means while teachers can check for understanding and clear misconceptions.

Manipulatives should be always the first step students take when learning a new concept. As part of the CRA (concrete, representation, and abstract) model, using manipulatives helps students connect and understand by doing and practicing the concept. One thing to be aware of is that many newcomers have never used them before. Teachers need to name manipulatives and model how to use them for students to comprehend better.

Pair-share is also a very important strategy to use with our multilingual learners. It helps students lower their affective filter while also allowing them to use their linguistic repertoire to communicate their understanding. Teachers need to provide a word bank with the academic vocabulary needed as well as sentence stems to help students practice conversation using a more academic tone. I always let students practice pair-share before I even start asking them to share aloud to the whole class; it provides support for them to know what to say.

What instructional strategies do you recommend using with English-language learners in math classes?
Thanks to Jody, Laleh, and Lisbeth for contributing their thoughts!

The new question of the week is:

In Part One, Isabel Becerra, Beth Skelton, Tan Huynh, and Jim Ewing contributed their suggestions.

In Part Two, Cindy Garcia, I vannia Soto, Theodore Sagun, Michael Beiersdorf, and Kimiko Shibata offered their ideas.

Consider contributing a question to be answered in a future post. You can send one to me at lferlazzo@epe.org. When you send it in, let me know if I can use your real name if it's selected or if you'd prefer remaining anonymous and have a pseudonym in mind.
Just a reminder; you can subscribe and receive updates from this blog via email (The RSS feed for this blog, and for all Ed Week articles, has been changed by the new redesign-new ones are not yet available). And if you missed any of the highlights from the first 11 years of this blog, you can see a categorized list below.
You can also contact me on Twitter at @Larryferlazzo.

Education Week has published a collection of posts from this blog, along with new material, in an e-book form. It's titled Classroom Management Q&As: Expert Strategies for Teaching.

I am also creating a Twitter list including all contributors to this column.

# data[].attributes.attachment_link.title
11 Ways to Make Math Instruction More Accessible to English-Learners (Opinion)

# data[].attributes.attachment_link.description
Breaking down math steps into clear language is one way teachers can help English-learners grasp both the content and academic language.

# data[].attributes.attachment_link.authors[].name
Smithsonian Science Education Center (SSEC)

# data[].attributes.attachment_link.title
English Learners in STEM: Realia Wall and Sentence Frames

# data[].attributes.attachment_link.readable_text
Graphic organizers are a great tool to use when teaching English language learners (ELLs). Visual illustrations allow ELLs to better understand the material while learning important vocabulary.

Graphic organizers are most useful to ELLs when presented in small group activities. During the activities ELLs benefit from opportunities to work cooperatively - students are able to discuss and share their thoughts as they begin to contribute to the group effort. When ELLs use graphic organizers, they show achievement benefits across a variety of content areas, in all grade levels.

Ideas for Graphic Organizers

When teachers begin to use graphic organizers they need to follow some simple steps to make sure ELLs gain knowledge from such a simple yet reliable tool (Merkley & Jefferies, 2001). For example as a teacher begins to present a new topic, such as the solar system, an organizer can assist introducing the new idea.

Teachers should also begin to verbalize the relationship between the ideas, and the information that will be taught. Students or adults can write/draw the information provided by other students using a K-W-L chart. Graphic organizers should be tailored to reinforce the relationships between concepts, reminding students that this is just a quick preview of the material that will be taught next.

Secondly, teachers need to provide the opportunity for students to participate in discussions. ELLs need to have numerous pauses to process language in order to participate. For instance, classroom activities can be tailored to let students create graphs such as a concept definition map. Students can create a list of familiar terms to these maps.

Once students had the opportunity to share their thoughts and understand the topic that it is to follow, teachers can start to connect new material to their prior knowledge. Lessons need to guide ELLs to activate prior knowledge as they recollect earlier taught content to be able to retain new material (Merkley & Jefferies, 2001). In other words, graphic organizers provide a visual summary as they describe information - introducing ELLs to new technical vocabulary as they reinforce decoding skills of key words for an upcoming lesson.

Graphic organizers facilitate ELLs' comprehension through visual illustrations of key terms, vocabulary, ideas, and the relationship among them. Improving student's reading comprehension can be challenging, but such progress is necessary when focusing on students who are learning English (Kim, Vaughn, Wanzek, & Wei, 2004).

Note: When using graphic organizers with ELLs, be sure to explain how to use them and check back to ensure their understanding.

Strategy: K-W-L Chart

K-W-L charts are graphic organizers where students can share:

Here are some examples:

Video: Using a K-W-L Chart for background knowledge

ELL high school teacher Christine Rowland explains how to use a KWL chart to identify students' existing background knowledge.

Recommended Resources

# data[].attributes.attachment_link.description
Graphic organizers are a great tool to use when teaching English language learners (ELLs). Visual illustrations allow ELLs to better understand the material while learning important vocabulary. Graphic organizers are most useful to ELLs when presented in small group activities.

# data[].attributes.attachment_link.authors[].name
Smithsonian Science Education Center (SSEC)

# data[].attributes.attachment_link.title
English Learners in STEM: Interactive Graphic Organizer and Mix & Match

# data[].attributes.attachment_link.title
Free Downloadable Graphic Organizer Templates

# data[].attributes.attachment_link.description
Use these free graphic organizer templates to help your students communicate more effectively by classifying ideas, structuring writing projects, and more.

# data[].attributes.attachment_link.readable_text
Ed Tech

Sometimes, we just need some help organizing our thoughts - students AND educators.

Paper versions of graphic organizers can do a nice job of that. But by making them digital in Google Apps, they instantly become customizable. Multiple people can collaborate on them in real time. They can be shared with a link, embedded in a website or downloaded as an image file.

In short, digital graphic organizers are more versatile.

In Google Apps, there's a highly powerful yet highly overlooked app called Drawings. It gives users a blank canvas where they can add text, shapes, lines, etc. When done, they can save their work as image files or PDF files and can add those images to documents, slides and spreadsheets.
Drawings can be the virtual page where students can gather and process their ideas.

I used to shy away from doing a lot of graphic organizers because it's hard to design them in Google Docs; the moment I learned that you could change the page set-up to 8.5 x 11 inches, my world CHANGED. Now I rarely use Google Docs to make *anything*; I use Google Slides by default because I can add more graphics and have better control of the overall configuration. - Amy Nolan, high school English teacher, Commerce, Texas

Creating graphic organizer templates with Google Drawings

As Amy mentioned above, Google Slides can be used to create these as well as Google Drawings. The difference - Drawings focuses on one single page; Slides has multiple slides, which allows for multiple pages.

I've created 15 of them (see links below) that can be copied, saved, changed, tweaked or completely redone to fit your needs and your students' needs. We have added 10 more that were created by the Ditch That Textbook community and shared with us for this post.

It took me about 90 minutes to make 15 of them so that averages out to six minutes each. (Some were more time-consuming than others, and I got faster at making them as I progressed.)

Sharing your Google Drawings graphic organizers
Once you've created a graphic organizer (or have saved one of mine), there are a few easy ways to get them to your students:

If you use Google Classroom, create a new assignment and choose the option to deliver a copy of your graphic organizer to each student.

You can copy the URL (link) to the graphic organizer and deliver it to students via a class website, SeeSaw etc. You can also make a shorter, easier URL to type with URL shorteners like Bitly and TinyURL. (Check your Internet filter to make sure your shortened URLs come through. I've found that TinyURL works in most schools' filters.)

Using the blue "Share" button, click the "Get shareable link" button and set the document as "Anyone with the link" at the top and "Can view" at the bottom. That way, students won't be able to change your original copy and will have to make a copy of their own.

PRO TIP: When you copy a URL (link) to any G Suite file, it probably says "view" or "edit" at the end of it. If you change that word to "copy", it will force whoever opens that link to make a copy of the file instead of opening your file. That's another trick to keeping your original version from being altered. (If you assign it through Google Classroom, you won't need to do this.)

Here are 25 graphic organizer templates that can be used for many different subject areas and grade levels.

Feel free to make a copy of any of these google drawings templates and adapt them for your own use:

Question: What other graphic organizers would be useful to create in Google Drawings? Can you share a link to a graphic organizer you've created so others can use it, too? Leave a comment below!

Looking for even MORE G Suite resources?

Get our FREE ebook!
101 Ways to Ditch That Textbook with G Suite, tons of practical, creative ways to use Google tools in the classroom.

For notifications of new Ditch That Textbook content and helpful links: Interested in having Matt present at your event or school? Contact him by e-mail! Is Matt presenting near you soon? Check out his upcoming live events!

FREE teaching ideas and templates in your inbox every week!

Subscribe to Ditch That Textbook

©2023 Ditch That Textbook by Matt Miller.

# data[].attributes.attachment_link.title
25 FREE Google Drawings graphic organizers - and how to make your own

# data[].attributes.attachment_link.description
Using Google Drawings to create graphic organizers can help students gather their thoughts and customize to their needs. Here are 25 templates to get you started.

# data[].attributes.attachment_link.title
Supporting Students with Limited or Interrupted Formal Education (SLIFE): A Comprehensive Approach | American Institutes for Research

# data[].attributes.attachment_link.description
Students with Limited or Interrupted Formal Education are English learners who bring a wealth of diverse experiences, cultural knowledge, and resilience to classrooms. While they may have experienced interruptions in formal schooling, students identified as SLIFE often demonstrate remarkable adaptability, problem-solving skills, and multilingual capabilities.

# data[].attributes.attachment_link.description
Learn to support Students with Limited or Interrupted Formal Education (SLIFE), also called SIFE, with these practical strategies.

# data[].attributes.attachment_link.description
Join our webinars and learn from experts on how to better support Multilingual Learners (MLs) and English Learners (ELs)

# data[].attributes.attachment_link.readable_text
OutSCIder Classroom is a web-based video series that teaches students science and environmental stewardship through our National Parks! Host Chris Anderson hits the trail to learn about the world around us and meets some awesome scientists along the way. If you're passionate about the outdoors, learning science, or just like having fun, then join us as we explore our amazing public lands!

Free Resources for Educators & Caregivers

Engaging discussion guides and hands on activities to pair with our videos; aligned to national science standards.

Professional Development

Support in bringing OutSCIder content into your classroom

Bring our host and curriculum developer, Chris, to you! We offer virtual and in-person sessions to help you integrate our high-quality content and lesson plans to impact student learning

Outreach Consulting

Support for Researchers looking to share the broader impacts of their work

We work with you to customize a public-facing outreach program to fulfill grant obligation and raise awareness of your research in an engaging way

Hamilton County ESC

# data[].attributes.attachment_link.description
OutSCIder Classroom is a web-based video series that teaches students science and environmental stewardship through our National Parks! Host Chris Anderson hits the trail to learn about the world around us and meets some awesome scientists along the way.

# data[].attributes.attachment_link.readable_text
Authors:

Barbara C. Cruz and Stephen J. Thornton

As the number of English language learners continues to rise, four key principles will help teachers ensure a valuable social studies education.

# data[].attributes.attachment_link.title
Social Studies for English Language Learners:Teaching Social Studies that Matters

# data[].attributes.attachment_link.description
Authors: Barbara C. Cruz and Stephen J. Thornton As the number of English language learners continues to rise, four key principles will help teachers ensure a valuable social studies education.

# data[].attributes.attachment_link.title
My ENL Page - Best Social Studies Resources

# data[].attributes.attachment_link.description
3 Strategies to Support English Language Learners in Social Studies | Edutopia We found that Larry Ferlazzo has invested a lot of time developing great ELL resources. This book offers FREE Downloads and a great chapter on social studies resources. MAKING MODIFICATIONS FOR

# data[].attributes.attachment_link.title
Social Studies Activities And Lessons | PBS LearningMedia

# data[].attributes.attachment_link.description
Discover thousands of social studies activities, lessons, and interactive resources for all grades, all aligned to state and national standards.

# data[].attributes.attachment_link.readable_text
Our Social Studies Videos are perfect for young children entering Kindergarten, Grade 1, Grade 2 and Grade 3. Our short educational videos teach children the concepts and facts of social studies in a fun and engaging way. Through activities, stories, and adapted information, we help children understand the world around them and its many different cultures. Our videos cover topics from all areas of the world and take children on a journey of exploration and learning. Our videos are sure to help children gain a greater knowledge and understanding of world geography, global cultures, religions, and so much more. Perfect for the young learner, our Social Studies Videos will engage and educate.

# data[].attributes.attachment_link.description
Explore engaging social studies videos for kids at Kids Academy! Dive into history, civics, geography, and more for a fun educational experience.

# data[].attributes.attachment_link.readable_text
Science Videos are an incredible educational resource for kids of all ages, allowing them to engage with concepts on a visually stimulating, hands-on level. Science videos can help children in their studies in a variety of ways, providing the perfect platform for grade-level learning.

For younger learners in Kindergarten and Grade 1, Science Videos make learning fun and engaging, with bright and jumpy animations to captivate curious minds. By providing them with visuals, such as short clips of animals or a birds-eye view of a landscape, they can learn basic facts like animals' physical features and interesting facts about their habitat.

In addition, Science Videos are great for teaching kids how natural phenomena works. With videos about the water cycle, plant life, gravity, and the solar system, kids can get a better understanding of the world around them. This can help to build a stronger foundation for learning in science, as kids better understand the fundamentals of the world around them.

For growing minds in Grade 2 and Grade 3, Science Videos can help to further strengthen their knowledge of the environment by exploring new topics such as ecosystems, life cycles, and the night sky. Videos that focus on the wonders of our planet and the exotic animals that inhabit it will fascinate their growing minds, while providing them with important information to build on what they have already learned.

Younger learning minds are often overwhelmed with information that does not come easily to them. Science Videos provide an interesting and engaging way for them to learn new concepts in a way that is both creative and fun. While working through education material such as textbooks can be difficult for them, learning through Science Videos can help them to retain information in an easier and more enjoyable way.

By using metaphors and analogies often found in Science Videos, kids will be able to apply their new knowledge in everyday life. This helps to cement their understanding of the world around them and assists them in becoming more informed citizens.

Overall, Science Videos are a great resource for children of any age. Providing them with engaging visuals, interesting facts, and fun analogies, Science Videos can help children to both grasp and retain the important information they need to further their education.

# data[].attributes.attachment_link.description
Explore fun science videos for kids! Engaging lessons on animals, plants, space, and more. Perfect for young learners to discover the wonders of science.

# data[].attributes.attachment_link.readable_text
Our educational Math Videos can help children of all ages in their studies. Whether the child is in Kindergarten, Grade 1, Grade 2, or Grade 3, Math Videos offer a great way for elementary school students to learn new math concepts and hone their problem-solving skills.

Math Videos provide fun, interactive learning experiences that break down math concepts into simple, bite-sized pieces. Children can take their time and watch multiple short videos to grasp a concept before attempting to apply it to a math problem. By guiding children through each step, Math Videos make the process of understanding math much easier.

In addition to breaking down complex math concepts, our educational Math Videos also provide visual learning experiences that offer children a more intuitive way of grasping the subject matter. By visually displaying the math problems along with a step-by-step narrated explanation, Math Videos help children build a solid visual understanding of the material.

Our Math Videos feature fun animations and characters that keep kids engaged throughout the videos. By creating a captivating learning environment, each video encourages children to stay focused on the material. Through this approach, children are more likely to gain a true understanding of the concepts being taught.

For even more visual learning efforts, many of our Math Videos are design-based. Children get to observe a problem-solving process in motion. They can watch along as two animated characters interact with the same math concepts, providing them with different problem-solving methods to consider. This type of learning experience follows the same problem-solving steps that children will use when they solve their own math problems.

Finally, Math Videos also include game-based learning. This engaging activity allows children to practice the math concepts they have learned by participating in a fun, interactive game. By encouraging active participation from the learner, game-based learning helps reinforce the concepts being taught in a way that is much less intimidating than long-term memorization.

These are just some of the ways that our educational Math Videos can help children in their studies. Through their focus on visual learning, interactive activities, and game-based learning, Math Videos provide a multi-faceted approach to understanding math that makes the subject more approachable and fun for children of all ages.

# data[].attributes.attachment_link.description
Discover engaging math videos for kids! Our fun, educational clips help young learners master math concepts with ease. Start the math adventure now!

# data[].attributes.body
Use the resources on this page to determine if you should be administering the OELPS. If you determine you have students who should be screened, use this resource to prepare, administer and implement an instructional plan based on the student data.

# data[].attributes.attachment_link.title
Ohio English Language Proficiency Screener (OELPS) | Ohio Department of Education and Workforce

# data[].attributes.attachment_link.description
The Ohio Department of Education (Department) provides districts and schools the Ohio English Language Proficiency Screener (OELPS) to ensure the timely and accurate identification of students as English learners. The OELPS is the second step in Ohio’s standardized English-learner identification developed under the Every Student Succeeds Act; the first step is the Language Usage Survey. See the guidelines for Identifying English Learners for complete information about Ohio’s English-learner identification procedures.

# data[].attributes.headline
The Noun Project - Free Icons/Pictures for new vocabulary 

# data[].attributes.subject
The Noun Project - Free Icons/Pictures for new vocabulary 

# data[].attributes.attachment_link.title
8M+ Free Icons & Stock Photos | SVG & PNG | Download Today

# data[].attributes.attachment_link.description
🎨 Discover 8M+ high-quality SVG & PNG icons & stock photos for your next project. 🔍 Find the perfect icon or photo in seconds!

# data[].attributes.body
Celebrate Hispanic Heritage Month with the resources included in this padlet.

# data[].attributes.headline
2-minute tips for teachers from Notre Dame

# data[].attributes.subject
2-minute tips for teachers from Notre Dame

# data[].attributes.attachment_link.description
ace.nd.edu is currently unable to handle this request.

# data[].attributes.headline
Guides for quick understanding of the home language of students

# data[].attributes.subject
Guides for quick understanding of the home language of students

# data[].attributes.attachment_link.description
ace.nd.edu is currently unable to handle this request.

# data[].attributes.attachment_link.description
These Bilingual Glossaries and Cognates are sorted by subject matter and created for educators, students, parents, and families in supporting instruction for our English language learners.

# data[].attributes.attachment_link.provider_name
Rooted Linguistics: Serving Teachers of Multilingual Learners