# data[].attributes.attachment_link.description
We are a grassroots organization located in Pittsburgh, serving over 150 disadvantaged youth and their families annually. Melting Pot Ministries provides an After School Program, Summer Camp, and a family resource program called Family Matters!

# data[].attributes.attachment_link.title
Community Partners - Mission of Mercy Pittsburgh

# data[].attributes.attachment_link.description
Mission of Mercy Pittsburgh is possible because of the generosity of our sponsors. We are grateful for the value they provide!

# data[].attributes.headline
Allegheny County Department of Human Services

# data[].attributes.subject
Allegheny County Department of Human Services

# data[].attributes.attachment_link.description
In addition to DHS, Allegheny County has a vast network of agencies and organizations that specialize in providing helpful information and services to those in need. While DHS is not directly responsible for all of these resources, we include them for the benefit of our…

# data[].attributes.headline
International Women's Association of Pittsburgh (IWAP)

# data[].attributes.subject
International Women's Association of Pittsburgh (IWAP)

# data[].attributes.attachment_link.description
Welcome to the International Women’s Association of Pittsburgh (IWAP)

# data[].attributes.attachment_link.description
Discover the Latino Community Center, where we support Latino families in Pittsburgh with resources and educational programs.

# data[].attributes.attachment_link.provider_name
The Global Switchboard - Pittsburgh's home for global engagement

# data[].attributes.attachment_link.description
A Pittsburgh-based educational outreach program that seeks to inspire, prepare, and empower the next generation of humanitarians.

# data[].attributes.attachment_link.title
World Affairs Council Pittsburgh – Sparking Bold Thoughts.

# data[].attributes.attachment_link.description
Our youth programs help young Pittsburghers acquire and apply the knowledge, skills, and mindsets needed to take action on global issues. We seek to work alongside and amplify the voices of young people to be the leaders of today.

# data[].attributes.attachment_link.title
About SHIM- Mission, Vision, Values - SHIM

# data[].attributes.attachment_link.description
Powered by dedicated staff, knowledgeable board members, and generous supporters we are guided by our values to build a community where everyone can thrive. ❤️

# data[].attributes.attachment_link.readable_text
10K

hours spent mentoring, tutoring, supporting new moms, and conducting wellness check-ins with families

$52K

in emergency cash assistance distributed to families in need through the Refugee Assistance Fund

# data[].attributes.attachment_link.description
Hello Neighbor works to improve the lives of recently resettled refugee and immigrant families by matching them with dedicated neighbors to guide and support them in their new lives.

# data[].attributes.attachment_link.readable_text
Our Team

Our History

Our History

Our team is made up of five staff members and 12 board members. We work together to ensure that community members like YOU thrive in Pittsburgh. In addition to our staff, volunteers are an integral part of our organization.

Think you would be a great fit for our team? Get in touch to learn how you can join us.

Our History

Our History

Our History

With steps to form a formal organization beginning in 2010, BCAP has grown into a nationally recognized community organization through the dedication and determination of those who support us.

In 2012 we became an official non-profit organization, and in 2022 we proudly celebrate 10 years as a trusted community service provider.

Our Mission

Our History

Our Mission

We strive to ensure a high quality of life for Bhutanese community members in Pittsburgh. We do so through culturally informed services and programs.

Our goal is to ease the transition of community members into American society by providing support, education and a sense of community.

# data[].attributes.attachment_link.description
Bhutanese Community Association of Pittsburgh - BCAP is a non-profit organization working for the benefit of Bhutanese resettled in Pittsburgh since 2008.

# data[].attributes.attachment_link.readable_text
PRYSE Academy is where the innovative work of ARYSE began. In 2013, the program was created by a passionate group of volunteer undergraduates from The University of Pittsburgh alongside local refugee youth leaders. While ARYSE has grown into much more than PRYSE Academy alone, that original spirit of justice, creativity, determination, and resourcefulness remains the same.

PRYSE Academy takes place over the course of 5 weeks in the summer and, starting in 2022, will be hosted on the University of Pittsburgh's Oakland campus. The program serves refugee and immigrant youth in grades 6-12 representing over 15 different countries of origin and is designed to provide a culturally competent and articulated curriculum to support the academic, social and emotional development of each student. Participants develop critical literacy skills, achieve social and emotional growth, and deepen their sense of belonging in Pittsburgh as they prepare for success in the academic school year and beyond.

# data[].attributes.attachment_link.description
PRYSE Academy is where the innovative work of ARYSE began. In 2013, the program was created by a passionate group of volunteer undergraduates from The University of Pittsburgh alongside local refugee youth leaders. While ARYSE has grown into much more than PRYSE Academy alone, that original spirit of justice, creativity, determination, and resourcefulness remains the same.

# data[].attributes.attachment_link.provider_name
Jewish Family and Community Services of Pittsburgh

# data[].attributes.attachment_link.description
JFCS Youth Services supports youth and young adults to achieve their goals and secure a strong future.

# data[].attributes.body
Youth Programs

# data[].attributes.attachment_link.description
Casa San José empowers Latino youth in Pittsburgh through school programs, extracurricular activities, and camps fostering leadership and academic success.

# data[].attributes.attachment_link.title
Calling All Students - the 2026 Luminari Award Is Now Accepting Applications - Luminari

# data[].attributes.attachment_link.description
Luminari is pleased to announce that applications are now open for the 2026 Luminari Award, a prestigious merit-based scholarship for students in grades 7–11 across the Pittsburgh region.

# data[].attributes.attachment_link.readable_text
The mission of the NCCC is to increase the capacity of health care and mental health care programs to design, implement, and evaluate culturally and linguistically competent service delivery systems to address growing diversity, persistent disparities, and to promote health and mental health equity.

# data[].attributes.attachment_link.description
The mission of the NCCC is to increase the capacity of health care and mental health care programs to design, implement, and evaluate culturally and linguistically competent service delivery systems to address growing diversity, persistent disparities, and to promote health and mental health equity.

# data[].attributes.attachment_link.description
Our short, animated video lessons help make any subject interesting. Testing your knowledge is easy with our interactive quizzes. Sign up for your account today.

# data[].attributes.attachment_link.title
HistoryMaps | Learn History Visually with Maps and Timelines

# data[].attributes.attachment_link.description
Learn History visually with Interactive 3D Maps, Timelines, Images, and Videos with HistoryMaps. Use the interactive map and timeline to learn where and when something happened. The beautiful images and videos make it even better.

# data[].attributes.attachment_link.keywords[]
esl english - adult literacy - listening

# data[].attributes.attachment_link.title
ESL English Language Learning - Adult Literacy - Listening & Reading - Audiobooks - Stories

# data[].attributes.attachment_link.description
ESL English - Adult Literacy - Listening, Reading, Audiobooks, Short Stories, Songs, PET exam

# data[].attributes.attachment_link.readable_text
Sharing in an app allows educators to pose problems and investigations for students by using an 8-character code or link. Students can share their thinking with their teachers and classmates. Share codes remain available for continued use for 18 months from the date they are last accessed.
Watch the video to learn how sharing works.

# data[].attributes.attachment_link.description
Sharing in an app allows educators to pose problems and investigations for students by using an 8-character code or link. Students can share their thinking with their teachers and classmates. Share codes remain available for continued use for 18 months from the date they are last accessed.

# data[].attributes.attachment_link.title
Dear Colleague Letter: Resources for Ensuring Equal Access to Education for Immigrant Students

# data[].attributes.attachment_link.description
Read the January 8, 2025 Dear Colleague Letter from Secretary Miguel Cardona regarding resources for ensuring equal access to education for immigrant students.

# data[].attributes.attachment_link.readable_text
The following resources can support schools' partnerships with the multilingual families of English language learners (ELLs), with a special focus on newcomer families and resources for educators who are new to working with ELLs.

# data[].attributes.attachment_link.description
The following resources can support schools' partnerships with the multilingual families of English language learners (ELLs), with a special focus on newcomer families and resources for educators who are new to working with ELLs.

# data[].attributes.headline
 Math Vocabulary Word Walls (PDF or Word)

# data[].attributes.subject
 Math Vocabulary Word Walls (PDF or Word)

# data[].attributes.attachment_link.readable_text
Teaching, Learning & Assessment " K-12 Standards & Instruction " Mathematics " Instructional Resources

Mathematics vocabulary word wall cards provide a display of mathematics content words and associated visual cues to assist in vocabulary development. The cards should be used as an instructional tool for teachers and then as a reference for all students, particularly English learners and students with disabilities.

Suggested uses as a formative instructional tool:

Integrate the use of cards into daily instruction and then post on the classroom wall for student reference.

Include an "active" vocabulary card section containing cards that are currently being used as an instructional tool.

Highlight key words or portions of pictures.

Add notation, words, or pictures that connect to instructional discussions or formal definitions.

Group multiple cards when teaching units that include multiple vocabulary words.

Reformat cards to create a personal set on a ring that can be used for student reference.

Vocabulary word wall cards may be modified to address the instructional needs of teachers and students.

Word Wall Cards - 2016 Mathematics SOL

# data[].attributes.attachment_link.title
Mathematics Vocabulary Word Wall Cards | Virginia Department of Education

# data[].attributes.attachment_link.description
Teaching, Learning & Assessment " K-12 Standards & Instruction " Mathematics " Instructional Resources Mathematics vocabulary word wall cards provide a display of mathematics content words and associated visual cues to assist in vocabulary development. The cards should be used as an instructional tool for teachers and then as a reference for all students, particularly English learners and students with disabilities.

# data[].attributes.attachment_link.title
Myths About English Language Learners and Special Education

# data[].attributes.attachment_link.description
Learn about the myths and misconceptions around services and supports for ELLs. The result will be a better outcome for your students.

# data[].attributes.attachment_link.readable_text
QA International launched , a new valuable resource to learn Spanish. Includes 17 all-around themes to explore, including the human body, sciences and food. MORE

From the image to the word and its definition, the Visual Dictionary Online is an all-in-one reference. Search the themes to quickly locate words, or find the meaning of a word by viewing the image it represents. What's more, the Visual Dictionary Online helps you learn English in a visual and accessible way. The Visual Dictionary Online is ideal for teachers, parents, translators and students of all skill levels. Explore the Visual Dictionary Online and enrich your mind. Perfect for home, school or work. Discover a visual world of information!

# data[].attributes.attachment_link.description
QA International launched , a new valuable resource to learn Spanish. Includes 17 all-around themes to explore, including the human body, sciences and food. MORE From the image to the word and its definition, the Visual Dictionary Online is an all-in-one reference.

# data[].attributes.attachment_link.title
Illustrated Mathematics Dictionary - Letter A

# data[].attributes.attachment_link.description
Illustrated mathematics dictionary index for the letter A

# data[].attributes.attachment_link.readable_text
::| FREE |::| PRINTABLE |::

A MATHS DICTIONARY FOR KIDS ~ DETAILS

A Maths Dictionary for Kids is an online math dictionary for students which explains over 955 common mathematical terms and math words in simple language with definitions, detailed visual examples, and online practice links for some entries.

> ENTER MATHS CHARTS HERE <

Maths Charts is a collection of over 270 free printable maths posters suitable for interactive whiteboards, classroom displays, math walls, student handouts, homework help, introduction and consolidation of mathematical topics and other math reference needs.

These free math posters include definitions and examples covering a wide range of math topics including Numbers, Operations on Numbers, Fractions, Decimals, Percent and Percentages, Ratios and Rates, Beginning Algebra, Data and Statistics, Probability, Geometry, Measurement, Time, Money, Symbols and Notation plus handy Blackline Masters.

© Jenny Eather All rights reserved

::| Math Words | Math Terms | Math Glossary ::|:: Maths Words | Maths Terms | Maths Glossary |::
::| online math help | math dictionary for kids | free printable math posters | online maths help |::
::| printable math definitions ::|:: print posters and charts ::| :: print maths definitions |::

# data[].attributes.attachment_link.title
A Maths Dictionary for Kids by Jenny Eather| Definitions | Free Math Posters and Charts | Maths Examples | Math Words | Math Glossary | Math Terms |

# data[].attributes.attachment_link.description
Free maths dictionary for students with over 955 common math words, math terms and maths definitions explained in simple language with visual examples. A math glossary with mathematics definitions, explanations, examples, math charts and posters for students and teachers. © Jenny Eather 2020.

# data[].attributes.attachment_link.title
AA Hypernym – Vidtionary: A Video Dictionary

# data[].attributes.attachment_link.description
© 2024 Vidtionary: A Video Dictionary - WordPress Theme by WPEnjoy

# data[].attributes.attachment_link.readable_text
Designed for children K-2 and for young English Language Learners, ( WILD is Wordsmyth's most exciting, colorful, and interactive dictionary. WILD comes free with your Wordsmyth subscription. Read more...)

New! WILD Word Learner is an educational game app that is a companion to the WILD dictionary. Children choose from among 12 topics that cover nearly 200 lists of words from WILD.

For kid-friendly definitions and example sentences for older children, try Wordsmyth's Word Explorer Children's Dictionary, containing over 14,000 entries, each with human-voiced audio pronunciations. The dictionary also includes synonyms and antonyms, word histories, geographical entries with maps, and abundant illustrations.

Unique to our Children's Dictionary is the Word Explorer, a word-finding and knowledge-exploration feature. It is an index of related words, integrated within entries, that allows a child to find words connected with multiple topics and to explore whole networks of words and their meanings. Check out the Word Explorer topics below!

Word Explorer topics list and keywords

For middle school and high school students, Wordsmyth offers its Advanced Dictionary with nearly 60,000 headwords, integrated thesaurus, and an abundance of example sentences and images. The Advanced Dictionary is part of our Comprehensive Dictionary Suite, which also contains both an intermediate level (Children's) as well as a beginner level for older English language learners. The linking of the three dictionaries allows for easy navigation between the levels.

( Subscribe to Wordsmyth to get Spanish and Chinese support, roots and affixes study feature, word-combining information, and marking of grammatical patterns in examples sentences. A parental filter is also available in the Settings with your subscription. Read more...)

The Comprehensive Dictionary Suite has a companion app available for both Android and iOS devices. The app provides for a better user experience on mobile devices and is accessible with or without the internet. ( Read the full description)

# data[].attributes.attachment_link.title
Wordsmyth Word Explorer Children's Dictionary; WILD dictionary K-2 | Wordsmyth

# data[].attributes.attachment_link.description
Best online English dictionaries for children, with kid-friendly definitions, integrated thesaurus for kids, images, and animations. Spanish and Chinese language support available

# data[].attributes.attachment_link.title
ANTON - the free learning app for school

# data[].attributes.attachment_link.description
ANTON - the free learning app for school

# data[].attributes.attachment_link.readable_text
Global Storybooks project, it makes 40 stories from the African Storybook available with text and audio in English, Spanish, and the most widely spoken languages of Minnesota. Share and enjoy!

# data[].attributes.attachment_link.description
Storybooks Minnesota is designed specifically for teachers, parents, and community members. It makes 40 stories from the African Storybook available in English as well as the major heritage, immigrant and refugee languages of Minnesota, with stories and audio in English, Amharic, Arabic, French, German, Mandarin, Norwegian, Oromo, Russian, Somali, Spanish, Swedish, and Vietnamese, among others.

# data[].attributes.attachment_link.description
Explore English vocabulary with built-in audio. Tap or hover to hear the pronunciation and practice with interactive challenges.

# data[].attributes.attachment_link.description
Integrating artificial intelligence (AI) into the classroom has proven to be transformative regarding differentiating instruction, translating text into multiple languages, and providing scaffolds. AIs allow teachers to tailor instruction to meet the unique needs and proficiency levels of their

# data[].attributes.attachment_link.title
LibGuides: Newcomer Library: Resource Boards

# data[].attributes.attachment_link.description
LibGuides: Newcomer Library: Resource Boards

# data[].attributes.attachment_link.title
LibGuides: Newcomer Library: Online Books

# data[].attributes.attachment_link.description
LibGuides: Newcomer Library: Online Books

# data[].attributes.body
Tier 1 Support for ELs

# data[].attributes.attachment_link.description
CIA’s World Factbook is your authoritative source on the world’s countries, territories, oceans, and more. Explore world facts at your fingertips.

# data[].attributes.attachment_link.readable_text
We've all been there: You're preparing for a new lesson, with standards-related content to teach your students. You've got great activities lined up...but you can't locate text for your English learners that is relevant AND on a reading level they can access. You think you could probably track down a sort-of-relevant book for early readers. But you have a feeling it is not going to sufficiently get across the content. You don't have time to go hunting on the internet for that "just right" text, and couldn't afford the expensive differentiated book set on the topic. This is a common and often frustrating position to find yourself in, but there is good news! English learners can often have a positive learning experience with grade-level text, and get some instructional "meat" out of it. They just need the text to be presented in a way that supports their comprehension. I'm here to share how to scaffold for ELLs so they can interact with your grade-level text and participate in learning.

These strategies aren't too hard to put into practice in your classroom! Don't try to do them all at once, of course. Choose one or two to try out the next time you have some important text to present to your class.

Text Accessibility Strategies for ELLs

So you might be about to read from a textbook as a class, or giving a reading passage to teach about a science or social studies topic. Maybe you're modeling how to write a letter or an opinion paper. Perhaps you're simply writing your content and language objectives on the board. With your English learners always in mind, you may be already in the habit of considering with each text that shows up in the classroom: Is this comprehensible to my ELLs? What strategies for ELLs might be beneficial here?

The thing is, they already have some cognitive assets that they've been using already to make sense of words on a page. They are constantly making connections to familiar words, contextual clues, synonyms, and cognates. There may be some things that their home language has in common with English, and they may already have locked in on some patterns. When confronted with a grade-level text, our ELLs can put these assets together with our scaffolds to get the most out of the reading. With time, they will need fewer scaffolding as their English proficiency grows. No, they may not understand grade-level texts 100% right now. But if you're in a bind and those texts are all you've got, can we agree that it's worth doing our best to help them gain some new understandings from it? Here are some ways it's possible.

Use Color

One of my favorite strategies for ELLs is the purposeful use of color in text. There are many possibilities. You can add color to set apart:

Parts of speech

Key vocabulary

Parts of a word, sentence, paragraph, or whole text

Rhyming words

Academic vocabulary

Characters or characters' actions

Important details or information

Important components of activity instructions

Key words in assessment questions

Topics that need to be differentiated or compared to one another

Spelling or phonemic patterns

and more!

The important thing to remember is that the colors used should be premeditated, purposeful, and explained to students. When learning how to scaffold for ELLs, you become stronger in determining what works best for your students and your lessons.

Break Text Into Smaller Sections

Also called "chunking the text," this strategy visually breaks up longer pieces of text. This helps the student be able to process and comprehend the text in manageable amounts. This can be helpful at the word, sentence, and paragraph level. There are several ways you can do this:

Draw a vertical line after sentences to add a more evident break where desired

Circle or underline sections of words/text

Increase space between paragraphs

Break apart a longer text and add each paragraph to a slide in a presentation

Use sections of a longer text to focus on during small group instruction

Use sections of a longer text for assessment purposes

Insert Synonyms and Symbols

As students are learning new vocabulary all the time, they can really benefit from some reminders or reinforcement of word meanings. When you spot a word that you predict might hinder comprehension, simply inserting a synonym next to it can be extremely helpful. For example, if you're handing an exit ticket to students, and the directions read, "Consider our lesson today...," you might insert the words "think about" right above "consider."

Symbols or "think marks" can be a great way to increase engagement during a shared reading or think aloud activity. They can aid comprehension of meaning, as students view you modeling your own response to text. This might include emojis, stars to show importance, or simple lines to connect ideas.

Add Images and Sketches

Many strategies for ELLs involve adding images to support text comprehension. If you've broken down a reading passage into sections, take a moment to also insert a small image next to each one. Want some essential unit vocabulary to be noticed and understood in context? Slide an image in near/next to the word. Have a multiple choice quiz coming up? Images are a great way to scaffold for ELLs.

Even if you're in the middle of a lesson and realize the text lacks visual scaffolds, whip out a marker and do a quick sketch to support vocabulary meaning. (Repeat after me...a stick figure is better than no figure!) 🙂

Stick to a More Standard Font

Ok, so I can appreciate the beauty of a perfectly executed anchor chart heading, complete with cute calligraphy. I've seen so many amazing teacher font artists produce some enviable handwritten font! I've been thinking though...How well can our students read those elaborate fonts? I'm not saying resort to boring, plain lettering all the time. Just encouraging us as teachers to keep in mind what the text looks like to our students. Is it easy to read? Does it represent correct grammar and capitalization? Just some things to keep in mind.

Use a Graphic Organizer

This one is a bit next-level, but is a powerful scaffold for ELLs. If your able to take those "chunked text" pieces and insert them into a graphic organizer such as a circle map, timeline, comparison chart, or order of events template, it could help your ELLs:

See the relationship between parts of the text

View the order of importance or chronological order of events

Understand a cause and effect

Grasp the main idea of an entire text

How to Scaffold for ELLs that are at Beginning Proficiency Levels

So you have a newcomer in your class, or an ELL with a beginning level of English proficiency? They may need a more appropriately modified text in order to access the content and information. For these students, I would recommend providing the text to them in their home language. A translation app such as Google translate or the Read&Write extension for the student's internet browser are some recommended tools.

Another option (that can actually be even more time-efficient) is for you to rewrite, rephrase, or paraphrase the text, bringing it to a reading level that is appropriate. The benefit of this strategy is that you can be sure to include all the most important content that the student should learn.

At the end of the day, it is important for students at this proficiency level to have exposure to and engagement with grade-level text. So I would recommend using your professional judgement to determine when significant text modification is needed.

Some Related Resources:
Using Anticipation Guides To Assess Prior Knowledge and Engage Students in a New Topic How to Write Content and Language Objectives for Lessons Scaffolding Complex Essential Reading (Edutopia) 4 Questions that Drive Successful Scaffolds (Actively Learn)
I hope these tips can be helpful to you as you lesson plan, teacher friend! I have to be honest, my own personal struggles as a classroom teacher are what motivate me to offer coaching and support to you. I'm with you in wanting your students to have the best learning experience possible. I'm always learning more about how to scaffold for ELLs.

I'd love to get to know you better on Instagram, and have a free tool for you to try (see below)! Let's make your classroom an All-Access Classroom! 🙂

# data[].attributes.attachment_link.title
How to Scaffold for ELLs So They Can Better Comprehend Grade-Level Text - The All-Access Classroom

# data[].attributes.attachment_link.description
Need to scaffold for ELLs so they can access your grade-level text? Here are some easy strategies to try with your students!

# data[].attributes.attachment_caption
Strategies for Teaching Science to English Language Learners

# data[].attributes.attachment_link.readable_text
(exerpt from chapter 24)

In 2003, 42 percent of American public school students were of racial or ethnic minorities, up 22 percent from 30 years before. Most of this increase in diversity was due to immigration from Latin America and Asia, and with this increase in ethnic diversity came a corresponding increase in linguistic diversity. For example, in 2002, nearly 42% of students in Los Angeles Unified School District, the second largest district in the country, were classified as English language learners.
The Institute of Education Sciences of the United States Department of Education defines English language learners (ELL) as: "Individuals who (1) were not born in the United States or whose native language is a language other than English; or (2) come from environments where a language other than English is dominant; or (3) are American Indians and Alaskan Natives and who come from environments where a language other than English has had a significant impact on their level of English proficiency; and who, by reason thereof, have sufficient difficulty speaking, reading, writing, or understanding the English language, to deny such individuals the opportunity to learn successfully in classrooms where the language of instruction is English or to participate fully in our society." Today's science teachers must be prepared to teach students whose first language is not English. In this section we reference ELL strategies and activities that are found throughout this book.

The science classroom is often a frustrating place for English language learners. Science has a complex vocabulary that is difficult even for native English speakers to learn. Difficulty learning English should not be confused with an inability to think scientifically. Many of the strategies that are useful for English language learners are effective for differentiating instruction for other students as well. Use a variety of methods to see which work best with your teaching style and students.

24.7.1 - ELL: Listening

Speak slowly, distinctly, and write down key terms - Anyone who has learned a foreign language in class, then traveled to a country where the language is spoken, has noticed that it is difficult to understand natives because they seem to "talk too fast". What seems normal speed to a native speaker is extremely fast to a language learner or to a student with a hearing impairment. The addition of the complex terms and concepts of science can make learning even more difficult. Write down key terms so students can see them and connect them to the spoken word.

Closed Captioning - Most science videos are equipped with closed captioning. Turn on the closed captioning so students can see what narrators and actors are saying (16.5.4). This helps English language learners correlate written and spoken English, and helps them see spelling and sentence construction. Closed captioning is also invaluable for the hearing impaired.

24.7.2 - ELL: Visualization

Emphasize visual literacy - It is often said that math and music are universal languages -ones that can be read regardless of one's primary language. Although these claims are debatable, it is clear that an English-speaking student can read and understand an equation in a Swahili textbook, and a Greek musician can play a score drafted by a Japanese composer. Regardless of linguistic background, people around the world can interpret mathematical equations and musical scores. In addition, they can also interpret pictures, and with minimal linguistic skills, can interpret charts and graphs. Visual literacy, or the ability to evaluate, apply, or create conceptual visual representation, is relatively independent of language, and is therefore invaluable to learning science and English simultaneously. Vector diagrams (16.1), scientific diagrams (16.2), pictorial riddles (16.3), photographic analysis (16.4), movie analysis (16.5), and map development and analysis (21.1-21.7), are a few of the many activities that can be used to build visual literacy.

Graphic Organizers - Graphic organizers are a means of introducing and assessing concepts in a manner that encourages meaningful learning. Graphic organizers are diagrams or maps that show the relationship between new and existing concepts, thereby facilitating integration of new and familiar ideas. They require minimal language and are therefore helpful tools when teaching science to English language learners. Conceptual grids (9.1), Venn diagrams (9.2), flow charts (9.3), mind maps (9.4), and concept maps (9.5) are some of the more common graphic organizers.

Use charts, graphs and figures - Scatter and line graphs (20.4), column and bar charts (20.5), pie and area graphs (20.5), and high-low, combination and log plots (20.7) can communicate concepts with minimal use of spoken or written language. The layout of such visual aids should be clear and uncluttered.

Manual video control - Science videos often introduce a variety of new terms and concepts, most of which even native speakers never remember. Pause the video to discuss key concepts. Use the bookmark and video clip features to return to precise sequences for review (16.5.4). Use the step-frame, slow motion, and replay features to focus student attention on key concepts.

24.7.3 - ELL: Interpersonal strategies

Group projects & cooperative learning - Many of the activities in this book employ group work and cooperative learning. Such activities provide opportunities for students to exchange, write, and present ideas. Projects use a variety of skills that work together to increase understanding and retention.

Partner English learners with strong English speakers - The best way to learn something is to teach it. Partnering English learners with strong English speakers benefits both. It may be particularly beneficial to pair English learners with bilingual students who can translate laboratory and activity procedures. Develop your seating chart so English language learners are sitting near the front of class and adjacent to bilingual students who can assist them.

Think/Pair/Share - Students learn to speak English by speaking English, but it is often counterproductive to ask English language learners to read passages or give descriptions to the entire class. Students are often embarrassed by their minimal science knowledge and English skills, and public exposure may make them more uncomfortable and reserved. By contrast, English language learners are often eager to share their ideas in their new language with their peers. The think/pair/share strategy gives all students the opportunity to practice English by explaining science concepts. Provide students with time to write a response to a thought provoking question, then additional time to discuss it with their neighbor before sharing their conclusion with the class. The think/pair/share technique increases student participation and involvement, and is a particularly effective way of encouraging English language learners to express science concepts in English.

Encourage participation- Many English learners come from countries in which student participation is not encouraged. They may be reluctant to speak, not only because of their lack of proficiency in English, but also because of they are uncomfortable in an environment where they are asked to share their ideas. A positive and supportive environment has a significant influence on student comfort level, participation, and success. Requiring English language learners to speak in front of class may be counter-productive and cause great anxiety. Encourage them to express themselves, but don't force them onto the stage prematurely.

24.7.4 - ELL: Structure

Consistent routines - English learners are freer to concentrate on new concepts if they are familiar with classroom routines.

Road map to science - English language learners benefit greatly from a "road map" that shows where they are in the science curriculum. Use organizational structures when teaching earth and space science (8.2), biology (8.3), chemistry (8.4), or physics (8.5) to English language learners.

Outlines - Provide students with a copy of your lecture/discussion outline. This will help ELL students know where you are, and where you are going with your lesson.

Relate to prior knowledge - Make use of student background knowledge of science concepts. Discover what your students already know about a given topic and build upon this knowledge.

24.7.5 - ELL: Laboratory

Hand-on activities - Kinesthetic learning events provide an excellent learning environment for English language learners. Hands-On Chemistry Activities with Real-Life Applications, and Hands-On Physics Activities with Real-Life Applications by Norman Herr and James Cunningham provide numerous hands-on activities of benefit for English language learners.

24.7.6 - ELL: Demonstrations

Clear, procedural steps - The science laboratory can be a confusing and potentially dangerous setting for English language learners. Present procedures clearly using flow charts, pictures, and outlines.

Model laboratory activities - Demonstrate activities in front of class to ensure that English language learners can see the procedures before engaging in an activity.

Pictorial guide - Provide a visual reference to glassware and other materials used in experiments and activities. Review safety symbols and post them in the room and in the lab handout.

24.7.7 - ELL: Reading and Writing

Journaling - Students become better writers by writing. Require English language learners to keep science journals (3.2.1) in which they write lecture notes, new terms, and responses to prompts.

Science reading comprehension activities - Cloze (2.1) and jigsaw (2.2) are two techniques for developing and assessing reading comprehension, and can be used when making formative assessments of language and science learning.

24.7. 8 - ELL: Instruction

Wait time - Teachers are often uncomfortable with silence and either call on the first student to raise their hand, or answer questions themselves, thereby short-circuiting the thought processes of most students, particularly English language learners who are trying to translate terms while formulating an explanation. Let students know that you expect all to be mentally engaged, and for this reason you provide wait-time sufficient for the majority to develop an answer before calling on any individual.

Analogies - Use analogies to relate new concepts to previously learned concepts (10.2, 10.3, 10.4, 10.5).

24.7.9 - ELL: Vocabulary

Language-based science games - Reinforce vocabulary with Science Bingo (13.3), and concepts with Science Pictionary (13.4). These games require minimal spoken language and provide an excellent review of science vocabulary.

Picture glossary - One of the best ways to learn the vocabulary of a new language is with pictorial flash cards. A picture of the concept is on one side while the term (in the language to be learned) is on the reverse. The student learns to correlate concepts directly with words, eliminating the need for translation.

Common lexicon - People construct understanding by integrating new ideas with pre-existing knowledge. Ask students what they already know, then develop a common classroom vocabulary that can be used to develop new understandings.

Root words - A knowledge of Greek and Latin prefixes, suffixes, and roots can greatly enhance student understanding of scientific terms and facilitate a better understanding of English and other European languages. Approximately 50% of all words in English have Latin roots, many of which are shared with Spanish, French, Portuguese and Italian. Learning scientific root words thereby helps one understand the vocabulary of a variety of languages, particularly English (1.1, 1.2, 1.3, 1.4).

Cognates - Many science terms are used internationally. Identify such terms (2.3, 2.4) and ask your students to notify you whenever they recognize a new term that is pronounced or written similarly in their first language. This helps build your knowledge of cognates (words that are similar in two or more languages) so you can help future learners master science vocabulary.

Mathematics translation - English language learners find word problems much more challenging than symbolic math problems. The English language is exceedingly complex, with numerous nuances that must be learned. Students need to be able to translate common words to math symbols (14.1), natural language to algebraic expressions (14.2), and algebraic expressions to natural language (14.3). The activities in this book help students develop such skills.

Word wall - Post new vocabulary terms on the wall in an organized, grouped manner. For example, you may wish to post new biology terms in columns according to the level of organization (cell, tissue, organ, etc.) (8.3).

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

# data[].attributes.attachment_link.description
(exerpt from chapter 24) In 2003, 42 percent of American public school students were of racial or ethnic minorities, up 22 percent from 30 years before. Most of this increase in diversity was due to immigration from Latin America and Asia, and with this increase in ethnic diversity came a corresponding increase in linguistic diversity.

# data[].attributes.attachment_link.description
Represent and model operations with integers and polynomials. Tiles representing 1, x, x², y, y² and xy along with their opposites can be dragged into the workspace from the scrollable selection panel at the left. Once in the workspace they can be moved, copied, re-oriented, or negated individually or in groups.

# data[].attributes.attachment_link.title
A Toolkit for School Communities to Work With Afghan Refugee Families - Child Trends

# data[].attributes.attachment_link.description
Practice addition, multiplication, fractions and algebraic reasoning with our popular math games. Discover fun learning games kids love to play.

# data[].attributes.attachment_link.description
The easiest most fun way to practice math facts in a classroom! Instantly engaging and perfect for all-class activities. No students' accounts required.

# data[].attributes.attachment_link.title
My ENL Page - Beginner/ Newcomer Resources

# data[].attributes.attachment_link.description
What ELLs Need on the First Day of School Starting Newcomers on the Right Foot All About Me Printables First Week of Back to School Activities Blog - A World of Language Learners Back to School Ideas Welcome to School Video for ELLs Scaffolding

# data[].attributes.headline
Reevaluation and Request for Consent Training (ELs & Special Education)

# data[].attributes.subject
Reevaluation and Request for Consent Training (ELs & Special Education)

# data[].attributes.attachment_link.title
Audio New Prior Written Notice for a Reevaluation and Request for Consent for a Reevaluation Forms

# data[].attributes.attachment_link.description
Expert Guidance and Resources from Laura Gardner from her 20 Years of Experience working in Education, Refugee Resettlement and Social Work.

# data[].attributes.attachment_link.readable_text
Introduction

Students who struggle with English have a doubly difficult task in history classrooms. Not only are they challenged with learning core historical knowledge and skills but they are also learning English. History lessons offer rich opportunities to teach both language and content. In this feature, we highlight instructional strategies and key information to help history teachers better serve the English Language Learner (ELL) student population.

Stanford professor Claude Goldenberg reviewed existing research on teaching ELLs and compiled three guidelines to focus thinking about instruction for these students (see "Teaching English Language Learners: What the Research Does - and Does Not - Say," American Educator, 2008). While these guidelines are not confined to history teaching, we use them to introduce and frame this feature.

So what does the research say?

Using materials in the first language

Scaffolding Instruction

Good teaching for all

# data[].attributes.attachment_link.description
Students who struggle with English have a doubly difficult task in history classrooms. Not only are they challenged with learning core historical knowledge and skills but they are also learning English. History lessons offer rich opportunities to teach both language and content.

# data[].attributes.attachment_link.title
Free Icons and Stickers - Millions of images to download

# data[].attributes.attachment_link.description
Download Free Icons and Stickers for your projects. Images made by and for designers in PNG, SVG, EPS, PSD and CSS formats

# data[].attributes.attachment_link.readable_text
Complete privacy & data security

Hello History doesn't use your student data to train AI models. All data is encrypted and protected. Additionally, we enable admins to control access to your AI assistants, oversee usage, and view chat history.

# data[].attributes.attachment_link.description
Hello History doesn't use your student data to train AI models. All data is encrypted and protected. Additionally, we enable admins to control access to your AI assistants, oversee usage, and view chat history.

# data[].attributes.attachment_link.title
Noun Project: Free Icons & Stock Photos for Everything

# data[].attributes.attachment_link.description
Noun Project has the most diverse collection of free icons and stock photos. Download SVG and PNG. Over 5 million art-quality icons and free photos.

# data[].attributes.attachment_link.readable_text
by Valentina Gonzalez

Many children count the minutes until their art, music, or physical education (PE) class period begins. This could be their time to shine, where they find inspiration or feel the safest. On the other hand, some students dread going to these same classes. They might feel insecure about their skills, shrink in the environment because they don't understand, or feel as if they aren't seen or valued.

Dr. Brené Brown says, "Those who have a strong sense of love and belonging have the courage to be imperfect." Students need to know that it's okay to make mistakes. Those mistakes are part of the process, both in language and in learning art, music, and PE. In fact, creating environments that immerse students in engaging conversations can promote a sense of belonging in art, music, and PE classrooms while building language and skills to succeed.

Two ingredients are essential for acquiring language: comprehensible input (Krashen, 2017) and multiple opportunities for low-stress output (Loewen & Sato, 2018). This means that students must understand what they hear or read and have opportunities to express themselves verbally or in writing in safe, risk-free environments. Art, music, and PE can be great places to provide these opportunities for students. The four ideas below bring comprehensible input and low-stress output into art, music, or PE. They will enhance language acquisition for English learners, but they are effective for all students too.

1. Bring in Books

Consider the unit of study, and grab all the books available on that concept. Bring them into the classroom, and make them available to students. Try sharing one as a read-aloud at the beginning or the end of the class period. If it's a long book, read an excerpt. Do a book talk on a given day. For example, on "Book Talk Tuesday," select a book to tell students about. These techniques encourage reading and get students excited about the topic, too. The campus library media specialist is a great resource for books. Some teachers regularly collaborate with the campus library media specialist on finding books to complement the units of study.

2. Incorporate Group or Partner Talk

Make peer-to-peer interaction a priority. Intentionally plan opportunities for students to put their heads together and discuss a question, image, song, or topic. In this article, Nancy Motley shares how to "Target the Talk." A good tip Motley offers for effective group or partner talk is setting clear criteria and modeling them before students begin. For instance, be sure students know who their group or partners are and what the speaking expectations are. Some teachers number students off and ask students to share numerically in groups. Another effective technique for structuring peer talk is QSSSA, which is similar to turn and talk but incorporates wait time, sentence stems, accountability, and more to deepen the conversational routine.

3. Provide Sentence Stems

A sentence stem (also known as a sentence starter) is merely the beginning of an answer, provided to help students express a thought in a complete sentence. Sentence stems capitalize on what is known about the importance of verbalizing to internalize. When asking students to talk with partners in a group or answer a question verbally, sentence stems provide inertia to communicate the thought effectively.

The artist wanted to convey...
The image makes me think...
I think the mood is...
One message I see in this painting is...
A detail I notice in the artwork is...
This artwork makes me think...
The art I like most is...

The musician wants to convey...
The piece makes me think...
I think the mood is...
One message I hear in this piece is...
The instrument that is most significant to me is...because...
This music makes me think...
In my home, we listen to...

One important sport in my family is...
To be healthy, the body needs...
A healthy body needs...
In my home, we eat...
One way to stay active is...
An example of a team sport is...
Being a good team member means...

Encourage students to add "because," "however," "furthermore," or "in addition" to elaborate on their thoughts.

Put Up a Thematic, Interactive Word Wall

Interactive word walls that are unit-based, thematic, and visual help to link knowledge and make instruction more comprehensible. Word walls are not limited to reading, writing, math, and science classrooms. They are actually very powerful in any classroom.

Image a gym where second-grade students are learning about the elements of movement. PE teachers have designated a section of the wall for a word wall titled "Movement with a Purpose." Under the title are five columns: Balancing, Throwing, Skipping, Running, and Jumping. During the unit, students and teachers add pictures and words to the columns on the word wall. They also include sentence stems, such as, "Five types of movement are...", "___ is a movement that helps me..." and "When I ___, I move my...."

An overarching goal in education is to help students think and communicate effectively. Art, music, and PE classrooms that offer opportunities to develop language allow students to negotiate for meaning, talk to peers, and dig deep into ideas. Cultivating language in art, music, and PE classrooms helps all students build effective communication skills that they can apply in content classrooms and everyday life.

Art, music, or PE teachers who would like to learn more about engaging instructional methods that increase participation while cultivating a language-rich classroom, can inquire about the 7 Steps to a Language-Rich, Interactive Classroom book and professional learning opportunities.

References

​​Krashen, S. (2017). The case for comprehensible input. Language Magazine. Retrieved 2021, from https://www.languagemagazine.com/2017/07/17/case-for-comprehension/.&nbsp;

Loewen, S. & Sato, M. (2018). Interaction and instructed second language acquisition. Language Teaching. 51. 285-329. 10.1017/S0261444818000125.

# data[].attributes.attachment_link.title
Four Ways Art, Music, and PE Teachers Can Make Language Flourish

# data[].attributes.attachment_link.description
by Valentina Gonzalez Many children count the minutes until their art, music, or physical education (PE) class period begins. This could be their time to shine, where they find inspiration or feel the safest. On the other hand, some students dread going to these same classes.

# data[].attributes.attachment_link.description
This technique gives students the opportunity to respond in the form of a complete sentence to effectively communicate. Sentence stems provide scaffolding to help students get started in speaking or writing without the added pressure of thinking about how to correctly formulate a response.

# data[].attributes.attachment_link.description
Free, downloadable resources for educators working with multilingual families, spoken language interpreters, translators working in school settings, and multilingual families.

# data[].attributes.attachment_link.description
Printable English learner resources for educators of multilingual learners developed by the SupportEd team.

# data[].attributes.attachment_link.readable_text
Help newcomer ELLs during their first few weeks at school with this set of survival phrases and illustrated words.

Each phrase comes on a sheet of paper with words and pictures to complete the sentence. You can also cut apart the boxes, punch a hole, and put the phrases onto a ring so that students can carry it around with them.

This set includes a link to an editable version in Google slides. This allows you to add in additional languages to further support your students.

Find more materials to support newcomer students in the Newcomer Vocabulary Bundle and Newcomer Phonics Bundle.

# data[].attributes.attachment_link.title
Newcomer Survival Phrases | ESL Picture Sentences | Editable

# data[].attributes.attachment_link.description
Help newcomer ELLs during their first few weeks at school with this set of survival phrases and illustrated words. Each phrase comes on a sheet of paper with words and pictures to complete the sentence. You can also cut apart the boxes, punch a hole, and put the phrases onto a ring so that students ...

# data[].attributes.attachment_link.readable_text
Español
Document analysis is the first step in working with primary sources. Teach your students to think through primary source documents for contextual understanding and to extract information to make informed judgments.
Follow this progression:
Use these worksheets - for photos, written documents, artifacts, posters, maps, cartoons, videos, and sound recordings - to teach your students the process of document analysis.

Don't stop with document analysis though. Analysis is just the foundation. Move on to activities in which students use the primary sources as historical evidence, like on DocsTeach.org.

The first few times you ask students to work with primary sources, and whenever you have not worked with primary sources recently, model careful document analysis using the worksheets. Point out that the steps are the same each time, for every type of primary source:

1. Meet the document.

2. Observe its parts.

3. Try to make sense of it.

4. Use it as historical evidence.

Once students have become familiar with using the worksheets, direct them to analyze documents as a class or in groups without the worksheets, vocalizing the four steps as they go.

Eventually, students will internalize the procedure and be able to go through these four steps on their own every time they encounter a primary source document. Remind students to practice this same careful analysis with every primary source they see.

Worksheet for Understanding Perspective in Primary Sources - For All Students and Document Types

This tool helps students identify perspective in primary sources and understand how backgrounds, beliefs, and experiences shape point of view.

Former Worksheets

These worksheets were revised in February, 2017. Please let us know if you have feedback. If you prefer the previous version of the worksheets, you can download them below.

Materials created by the National Archives and Records Administration are in the public domain.

# data[].attributes.attachment_link.description
Español Document analysis is the first step in working with primary sources. Teach your students to think through primary source documents for contextual understanding and to extract information to make informed judgments. Use these worksheets - for photos, written documents, artifacts, posters, maps, cartoons, videos, and sound recordings - to teach your students the process of document analysis.

# data[].attributes.headline
Reading Rockets- Supporting ELLs in Mainstream Classroom

# data[].attributes.subject
Reading Rockets- Supporting ELLs in Mainstream Classroom

# data[].attributes.attachment_link.readable_text
1. Read to students every day

2. Support students' comprehension as much as possible

3. Teach the alphabet when necessary

4. Teach phonics in context

5. Check comprehension frequently

7. Support native language literacy

8. Encourage reading outside of the classroom

9. Establish an English Language Learner Center

10. Make up individualized activity packs for your newcomers

You are welcome to print copies for non-commercial use, or a limited number for educational purposes, as long as credit is given to Reading Rockets and the author(s). For commercial use, please contact the author or publisher listed.

# data[].attributes.attachment_link.title
Supporting ELLs in the Mainstream Classroom: Reading Instruction

# data[].attributes.attachment_link.description
You can and should use what you already know to be effective, research-based reading instruction to English language learners (ELLs). However, ELLs will need additional support in learning how to read, and the strategies here will help you to provide assistance in your everyday teaching, particularly for newcomers (students who have recently arrived in the U.S.).

# data[].attributes.headline
Best Practices for Accommodations and Modifications for ELs

# data[].attributes.subject
Best Practices for Accommodations and Modifications for ELs

# data[].attributes.headline
Language Functions Tool (Graphic Organizers/ Sentence Frames)

# data[].attributes.subject
Language Functions Tool (Graphic Organizers/ Sentence Frames)

# data[].attributes.attachment_link.title
“ESL English Listening and Reading Audiobooks”

# data[].attributes.headline
PDE Guidance on Interpreters, Translators, and Cultural Liaisons

# data[].attributes.subject
PDE Guidance on Interpreters, Translators, and Cultural Liaisons

# data[].attributes.attachment_link.title
PDE Guidance on interpreters, translators and CL

# data[].attributes.attachment_link.readable_text
Using math talk and having engaging mathematical discussions in the classroom is a great way to deepen understanding and build communication skills among our students. Being able to communicate effectively, justify solutions, and evaluate the thinking of others are all important math skills.

However, most of the time students don't come to us knowing how to participate in and maintain student-to-student math discussions. This article will share some ways you can encourage and support math talk in your classroom and a FREE MATH TALK resource that you can use to support discussion with your students.

Safe Environment

Math talk will only be successful if students feel like the classroom is a safe place to share ideas, take risks, and make mistakes. There are several things you can do to make sure your classroom is a place where students feel comfortable enough to participate in discussions.

Set expectations- create norms or make a classroom agreement on what is expected from all students during a math talk. Some things you might include are: listening behaviors, body language, taking turns, mistakes, respect and participation.

Mistakes- make it crystal clear to students that mistakes ok. Mistakes are going to happen and some of our best learning can come from analyzing mistakes. Set clear expectations for how to react to and repsond to mistakes.

Volunteers to share- no one likes to be put on the spot, and that includes students. When students fear being called on they spend all their time worrying about being called on instead of listening and participating in the math talk. I encourage participation from everyone, but students know that I am not going to force them to share in front of the whole class. When students are able to relax they are more likely to feel comfortable enough to share.

Model Math Talk

In the beginning, your math talks will probably be more teacher-led than student led. During this time it is important to model math talk in action.

As you are discussing a problem, ask probing questions, clarifying questions, and questions to make connections. Share your reaction to a problem or your initial thinking about what you notice. Use math vocabulary and math sentence stems that you would like your students to use during discussions.

Much like when we were young, we learned our communication skills by observing, listening, and trying it out on our own. Over time, students will soak in what you are saying and doing, and begin to give it a try.

Wait Time

There will always be a student who gets an answer right away and wants to share it with everyone. If students feel rushed or like it is a contest to get the answer the quickest they might just give up before even starting.

Providing a good amount of wait time gives everyone in the class time to think, analyze and try out a problem. I always say, when you think you have waited long enough, give it a little bit longer.

At first, the extended wait time can feel odd if you aren't used to it, but you will notice a difference in student behavior when everyone knows they will be given plenty of wait time to work smart not just work fast.

Sentence Stems and Vocabulary

Sometimes students don't participate in math talk because they don't know how to say what they want to say. They might not know how to start sharing their thoughts or worry about whether they are doing it right.

Provide your students with some math talk sentence stems to help them formulate their responses. When students are given sentence starters to help them start sharing their ideas during a math talk, it can give them a bridge to get ideas from their head into verbal communication.

Sentence stems can promote thoughtful discussion and increase the use of math talk and math vocabulary.

CLICK HERE to grab a free set of sentence stem speech bubbles and a student bookmark.

Some sentence stems that can be helpful include:

I agree with _____ because _____.

I solved this problem by ______.

The first thing I noticed was _____.

I disagree with _____ because _____.

I am confused about ______. Can you explain that again?

Model how to use these sentence stems during a math talk. Practice how to use the sentence stems to guide thinking and sharing during a math talk.

It can also be helpful to include vocabulary that might help students communicate effectively during a math talk. This might be a word wall, a vocabulary anchor chart, or a slide that has vocabulary terms relevant to the math talk you will be having.

By giving students extra support with sentence starters and vocabulary we make communication during math talks more accessible to all of our students.

Sign up to get a free set of 18 math talk sentence starters and a matching student bookmark.

Rehearsal

When I know I am going to be speaking in front of a group, I always practice what I am going to say beforehand. I always feel more confident sharing with a group when I have run through what I want to say ahead of time.

This behavior is also helpful to our students during math talk.

Before sharing and discussing as a whole class, have students share with a partner or small group. This gives everyone in the class a chance to speak, share their thinking and respond to others' thinking in a lower risk situation.

Rehearsal with a partner or small group also gives students a chance to practice what they are going to say if they share their thinking with the whole group. Getting that practice run-through can give many students the confidence they need to share with the whole class.

Explore Incorrect Answers

Often in math talk, we focus our discussion on how we got to the correct solution. Try focusing part of your math talk on how an incorrect answer was found. Where in the process did the mistake happen? Were there any misconceptions that led to the incorrect solution? Was one strategy used correctly but in the wrong context? Did everything go right except for a small calculation error? Exploring incorrect answers can really add a new perspective to your math talk.

Math talk can be a very powerful way to deepen critical thinking, reasoning, communication, and listening skills. Over time you will notice your students talking more and more ownership of discussion and your math talk will move from being teacher-led to a student-to-student discussion.

FREE Math Talk Sentence Starters and Student Bookmark

Don't forget to sign up for your FREE math talk sentence stems set. Includes 18 sentence starter speech bubbles and a matching student bookmark! Click the image below!

Read More About Math Talk and Number Talks

Math talk is a large part of doing number talks in your classroom. A number talk is a 5-15 minute daily routine where you focus on one problem and share strategies and solutions. Read more about number talks in the following articles:

Pin this Article!

# data[].attributes.attachment_link.title
Math Talk: Ways to Encourage Discussion in Math Class

# data[].attributes.attachment_link.description
Using math talk and having engaging mathematical discussions in the classroom is a great way to deepen understanding and build communication skills among our st

# data[].attributes.attachment_link.title
Raising Children in a New Country: A Toolkit for Working with Newcomer Parents

# data[].attributes.attachment_link.description
Refugee parents need support in maintaining strong relationships with their children and in preventing problems that can limit their children's success in a new country. To aid refugee serving agencies in helping parents, BRYCS has created Raising Children in a New Country: A Toolkit for Working with Refugee Parents.

# data[].attributes.attachment_link.title
The Fable Cottage: Bilingual stories for language learners

# data[].attributes.attachment_link.description
Fairy tales and fables in Spanish, French, Italian, German and English. Lovingly crafted stories especially for children and adults learning a second language. Great for classroom and home study.

# data[].attributes.attachment_link.readable_text
BICS: Basic interpersonal communication skills. The language ability required for verbal face-to-face communication.

CALP: Cognitive academic language proficiency. The language ability required for academic achievement.

Castañeda v. Pickard: On June 23, 1981, the Fifth Circuit Court issued a decision that is the seminal post-Lau decision concerning education of language minority students. The case established a three-part test to evaluate the adequacy of a district's program for ELL students: (1) is the program based on an educational theory recognized as sound by some experts in the field or is considered by experts as a legitimate experimental strategy; (2) are the programs and practices, including resources and personnel, reasonably calculated to implement this theory effectively; and (3) does the school district evaluate its programs and make adjustments where needed to ensure language barriers are actually being overcome? [648 F.2d 989 (5th Cir., 1981)]

Content-based English as a Second Language: This approach makes use of instructional materials, learning tasks, and classroom techniques from academic content areas as the vehicle for developing language, content, cognitive and study skills. English is used as the medium of instruction.

Dual Language Program: Also known as two-way or developmental, the goal of these bilingual programs is for students to develop language proficiency in two languages by receiving instruction in English and another language in a classroom that is usually comprised of half native English speakers and half native speakers of the other language.

ELL: English language learner. A national-origin-minority student who is limited-English-proficient. This term is often preferred over limited-English-proficient (LEP) as it highlights accomplishments rather than deficits.

English as a Second Language (ESL): A program of techniques, methodology and special curriculum designed to teach ELL students English language skills, which may include listening, speaking, reading, writing, study skills, content vocabulary, and cultural orientation. ESL instruction is usually in English with little use of native language.

Equal Education Opportunities Act of 1974: This civil rights statute prohibits states from denying equal educational opportunity to an individual on account of his or her race, color, sex, or national origin. The statute specifically prohibits states from denying equal educational opportunity by the failure of an educational agency to take appropriate action to overcome language barriers that impede equal participation by its students in its instructional programs. [20 U.S.C. §1203(f)]

FEP: Fluent (or fully) English proficient.

Informed Parental Consent: The permission of a parent to enroll their child in an ELL program, or the refusal to allow their child to enroll in such a program, after the parent is provided effective notice of the educational options and the district's educational recommendation.

Language Dominance: Refers to the measurement of the degree of bilingualism, which implies a comparison of the proficiencies in two or more languages.

Language Proficiency: Refers to the degree to which the student exhibits control over the use of language, including the measurement of expressive and receptive language skills in the areas of phonology, syntax, vocabulary, and semantics and including the areas of pragmatics or language use within various domains or social circumstances. Proficiency in a language is judged independently and does not imply a lack of proficiency in another language.

Lau v. Nichols: A class action suit brought by parents of non-English-proficient Chinese students against the San Francisco Unified School District. In 1974, the Supreme Court ruled that identical education does not constitute equal education under the Civil Rights Act of 1964. The court ruled that the district must take affirmative steps to overcome educational barriers faced by the non-English speaking Chinese students in the district. [414 U.S. 563 (1974)]

LEP: Limited-English-proficient. (See ELL)

Maintenance Bilingual Education (MBE): MBE, also referred to as late-exit bilingual education, is a program that uses two languages, the student's primary language and English, as a means of instruction. The instruction builds upon the student's primary language skills and develops and expands the English language skills of each student to enable him or her to achieve proficiency in both languages, while providing access to the content areas.

The May 25 Memorandum: To clarify a school district's responsibilities with respect to national-origin-minority children, the U.S. Department of Health, Education, and Welfare, on May 25, 1970, issued a policy statement stating, in part, that "where inability to speak and understand the English language excludes national-origin-minority group children from effective participation in the educational program offered by a school district, the district must take affirmative steps to rectify the language deficiency in order to open the instructional program to the students."

NEP: Non-English-proficient.

Newcomer Program: Newcomer pro-grams are separate, relatively self-contained educational interventions designed to meet the academic and transitional needs of newly arrived immigrants. Typically, students attend these programs before they enter more traditional interventions (e.g., English language development programs or mainstream classrooms with supplemental ESL instruction).

Sheltered English Instruction: An instructional approach used to make academic instruction in English understandable to ELL students. In the sheltered classroom, teachers use physical activities, visual aids, and the environment to teach vocabulary for concept development in mathematics, science, social studies, and other subjects.

Structured English Immersion Program: The goal of this program is acquisition of English language skills so that the ELL student can succeed in an English-only mainstream classroom. All instruction in an immersion strategy program is in English. Teachers have specialized training in meeting the needs of ELL students, possessing either a bilingual education or ESL teaching credential and/or training, and strong receptive skills in the students' primary language.

Submersion Program: A submersion program places ELL students in a regular English-only program with little or no support services on the theory that they will pick up English naturally. This program should not be confused with a structured English immersion program.

Title VI of the Civil Rights Act of 1964: Title VI prohibits discrimination on the grounds of race, color, or national origin by recipients of federal financial assistance. The Title VI regulatory requirements have been interpreted to prohibit denial of equal access to education because of a language minority student's limited proficiency in English.

Title VII of the Elementary and Secondary Education Act: The Bilingual Education Act, Title VII of the Elementary and Secondary Education Act (ESEA), recognizes the unique educational disadvantages faced by non-English speaking students. Enacted in 1968, the Bilingual Education Act established a federal policy to assist educational agencies to serve students with limited-English-proficiency by authorizing funding to support those efforts. In addition to providing funds to support services to limited-English-proficient students, Title VII also supports professional development and research activities. Reauthorized in 1994 as part of the Improving America's Schools Act, Title VII was restructured to provide for an increased state role and give priority to applicants seeking to develop bilingual proficiency. The Improving America's Schools Act also modified eligibility requirements for services under Title I so that limited-English-proficient students are eligible for services under that program on the same basis as other students.

Transitional Bilingual Education Program: This program, also known as early-exit bilingual education, utilizes a student's primary language in instruction. The program maintains and develops skills in the primary language and culture while introducing, maintaining, and developing skills in English. The primary purpose of a TBE program is to facilitate the ELL student's transition to an all English instructional program while receiving academic subject instruction in the native language to the extent necessary.

# data[].attributes.attachment_link.description
The mission of the Office for Civil Rights is to ensure equal access to education and to promote educational excellence throughout the nation through vigorous enforcement of civil rights. We serve student populations facing discrimination and the advocates and institutions promoting systemic solutions to civil rights problems.

# data[].attributes.attachment_link.title
Math & ELA Resources for Educators & Content Developers

# data[].attributes.attachment_link.description
Browse our free resources designed to help you implement the English Learners Success Forum Guidelines. Help English Learners (ELs) succeed. Resources are available for Math and ELA (English Language Arts).

# data[].attributes.attachment_link.readable_text
Keeping periodic track of the progress English language learners are making in their second language acquisition skills is essential. This starter kit, created in partnership with the American Federation of Teachers, provides helpful forms for PK-12 educators who work with ELLs to find out if they're on track learning the important academic English skills they need to be successful.

# data[].attributes.attachment_link.description
Keeping periodic track of the progress English language learners are making in their second language acquisition skills is essential. This starter kit, created in partnership with the American Federation of Teachers, provides helpful forms for PK-12 educators who work with ELLs to find out if they're on track learning the important academic English skills they need to be successful.

# data[].attributes.attachment_link.description
Vocaroo is a quick and easy way to share voice messages over the interwebs.

# data[].attributes.attachment_link.readable_text
Your subscription means everyone can enjoy the benefits of Read&Write across all platforms including Windows, Mac, Google Chrome, Edge, iPad, and Android.

Our Learning and Training resources for each product can be accessed at any time on our website. Get up to speed with our software through our learning resources, then verify your expertise by taking part in our certification program.

Our support site gives you access to lots of common questions that other users of our software have about the technical stuff. If you can't find what you're looking for there, then our Tech Support team is on hand at support@texthelp.com 9-5pm every day to help with troubleshooting or technical problems.

We're always working on making our products better, so any improvements or enhancements are pushed out automatically to you, there's no upgrading to do on your part.

Plus, coming soon you'll get free access to the Texthelp Academy for how-to information, video tutorials, product webinars and lots more.

All of this is included as part of your subscription. We do not charge any extra for these services.

# data[].attributes.attachment_link.keywords[]
assistive technology for special education

# data[].attributes.attachment_link.title
Read&Write For Education - Reading, Literacy & Assistive Software

# data[].attributes.attachment_link.description
Discover the literacy support software that's helping millions of students across North America to read, write and express themselves independently.

# data[].attributes.attachment_link.title
Picto4me - AAC Communication Boards for Google Drive

# data[].attributes.attachment_link.description
Picto4me store your project files on Google Drive. You signup with your Google Account.

# data[].attributes.attachment_link.description
Discover MagicSchool AI’s innovative solutions for the everyday challenges faced by teachers. MagicSchool helps educators accomplish a wide range of tasks with 10x greater efficiency, combating burnout and helping great teachers thrive in the classroom!

# data[].attributes.attachment_link.readable_text
Set up your classroom, without IT

You can quickly and easily set up your classroom in Quill by inputting student names or providing students with a unique code. If you use Google Classroom or Clever, you can automatically set up your classroom with one click.

# data[].attributes.attachment_link.title
Quill.org | Interactive Writing and Grammar

# data[].attributes.attachment_link.description
Quill provides free writing and grammar activities for middle and high school students.

# data[].attributes.attachment_link.readable_text
Online manipulatives bring all of the learning and fun without the mess. Our math virtual manipulatives help students grasp abstract concepts through modeling. Literacy virtual manipulatives create a fun space for practicing spelling, rhyming, and more!

# data[].attributes.attachment_link.title
Virtual Manipulatives | Mathematical Modelling | Toy Theater

# data[].attributes.attachment_link.description
Original teaching tools aimed at supporting teachers in the elementary school classroom. Two color counters, 3D dice, probability spinners, graph builders, fraction bars, base ten blocks, and more!

# data[].attributes.attachment_link.description
At LabXchange, we believe in empowering educators. So, we provide the best tools and resources to inspire future scientists, problem-solvers, and changemakers - for free.

# data[].attributes.attachment_link.title
Online Labs for schools - Developed by Amrita Vishwa Vidyapeetham and CDAC Online Lab

# data[].attributes.attachment_link.description
Developed by Amrita Vishwa Vidyapeetham & CDAC Mumbai. Funded by MeitY (Ministry of Electronics & Information Technology)

# data[].attributes.attachment_link.readable_text
by www.elcivics.com

Lifeskill lessons teach key vocabulary words, phrases, and questions so students can successfully complete day-to-day tasks. These lessons are designed for beginning to intermediate ELL, ESL, and EFL students. They can be assigned as computer lab tasks or taught verbally to the whole class by using interactive white boards.

Airports and Airlines - Traveling by plane is fast, easy, and safe. Tourists and business people often find that flying is cheaper than driving. Airline tickets can be purchased online, over the phone, or through a travel agent.

Alphabet - To read and write in English you need to know the 26 letters of the alphabet, both upper case letters and lowercase letters.

Amusement Parks - Amusement parks are popular in the United States. Some parks have a theme, while others are just a collection of fun rides. Tickets cost $10 to $45. Most amusement parks offer discounts for kids and senior citizens.

Banking - Banks are a safe place to keep your money. They offer savings accounts, checking accounts, home loans, money orders, and other financial services. Opening a bank account is easy, but you must have proper identification.

Breakfast - Eating a healthy breakfast is important. Cereal, fruit, and lean meats are good breakfast choices. Many people drink coffee in the morning; others drink milk or juice.

Buying a House - Buying a home is the most expensive and important purchase most people make. You can find homes for sale by contacting a real estate agent, looking in the newspaper, checking online, or attending open houses. Home loans vary, so it's important to shop around.

Calendars - Calendars help us organize our time. They show the months of the year and the days of the week. They also show holidays. Using a calendar is an important lifeskill.

Car Insurance - State laws require drivers to have car insurance. Car insurance rates vary depending on where you live, what kind of car you have, your driving record, and how much coverage you need.

Classroom Items - Beginning level ESL students need to learn basic vocabulary words about items in the classroom. This is a great lesson for the first or second day of class.

Clocks and Watches - Clocks and watches tell us what time it is. It's important to get to work and school on time. Clocks and watches help us schedule our time wisely.

Clothes - Shopping malls are large enclosed or open spaces with many stores and restaurants. They are convenient because they have large parking lots that surround the stores. Some malls have movie theaters.

Colors - Colors are used to describe things. In English, we usually say the color before we name the item. For example: the red apple. This lesson uses basic vocabulary words to teach colors. It includes a PowerPoint.

Common Activities - Verbs are used to describe common activities. Examples: cook, dance, sing, play the guitar, swim, etc.

Community Buildings and Places - Community buildings include the police department, the fire department, the library, schools, parks, playgrounds, courthouses, city hall, and shopping areas. Most community buildings are built with money raised from taxes.

Community Workers - Tax money is used to hire workers to run and maintain cities and towns. Examples of community workers include judges, city building inspectors, police officers, firefighters, bus drivers, trash collectors, tree trimmers, and cable installers.

Days of the Week - There are seven days in a week. Saturday and Sunday are called the weekend. The other days are weekdays.

Daylight Savings Time - Daylight savings time starts on March 11, 2012, and ends on November 4, 2012.

Dentist - It is important to brush your teeth after every meal and before going to bed. You should also floss your teeth and gums once or twice a day. Patients should visit the dentist once or twice a year for a check-up and cleaning.

DMV Lesson - DMV stands for Department of Motor Vehicles. People go to the DMV to get a drivers license. They must take a written test and a road test.

Emergencies - If you see an emergency and someone is hurt or at risk of being hurt, call 911 for help. The emergency operator will help you. Be prepared to listen carefully and answer all questions clearly.

Employment - Finding the right job can be difficult. Some jobs require training or a college degree. Most jobs require a high school diploma.

ESL Textbooks - ESL textbooks help English as a Second Language learners learn English. Textbooks can be purchased in bookstores or online. Picture dictionaries, workbooks, reading books, grammar books, listening CDs, and newspapers make learning English fun, easy, and affordable.

ESL Education - English as a Second Language programs teach English to non-native speakers. They are offered in grade schools, high schools, and adult schools. ESL classes are available for beginning, intermediate, and advanced levels.

Fall or Autumn - Fall is also called autumn. It is one of the four seasons. The weather in fall is cool and windy.

Families - Family members include relatives like grandfathers, grandmothers, fathers, mothers, brothers, sisters, uncles, aunts, cousins, and more.

Food Lesson - There are many kinds of foods, and each food has a unique flavor, shape, color, and texture. Food can be cooked or eaten raw.

Football - Football is a team sport and a contact sport. Players wear helmets, shoulder pads, and uniforms.

Graduations - When students graduate from grade school, high school, or college, they receive a diploma and participate in a graduation ceremony.

Greetings - There are many ways to say "hello" in English. Some greeting are formal and others are informal.

Grocery Store - Grocery stores sell food, beverages, and household supplies. They are organized in aisles and sections. If you can't find an item, you can ask a worker to help you.

Healthy Foods - Healthy foods include lean meats, fresh fruits and vegetables, nuts, and beans. People who eat healthy foods feel better and usually live longer.

Household Chores - Keeping your home clean is a constant chore. Household products can make household chores faster and easier to complete.

Housing - People live in many kinds of homes: houses, apartments, condos, townhomes, duplexes, mobile homes, trailers, and tents.

Library - Most cities have a least one library. Libraries have books, videos, and magazines for you to read or checkout. Libraries are free.

Medical Clinic - Medical clinics offer medical services for non-emergencies. They are similar to hospitals, but patients don't stay overnight.

Names - We use names to identify people. People have a first name and a last name. Some people also have one or more middle names.

National Parks - The National Park Service protects national parks from human development so future generations can enjoy nature. This lesson includes photos of Yosemite, Grand Tetons, Smoky Mountains, Everglades, and Yellowstone.

Parks - People go to the park to relax, have a picnic, and play sports. Parks have grass, trees, benches, playgrounds, and water fountains. Parks are free.

Post Office - People go to the post office to mail letters and packages or to buy stamps and money orders.

Recreation - Recreation activities like hiking, camping, golfing, and going to the zoo help us reduce our stress levels.

Restaurants - Restaurants sell prepared food to customers. Some restaurants are expensive and some are cheap.

Shapes and Colors - All learners need to be able to describe the shapes and colors of things. In English, the color usually comes before the shape when describing things. For example, red heart or blue square.

Signs in Public Places - It is important to be able to read signs in public places. Signs tell us what we can and cannot do.

Sports - Participating in sports is a fun way to improve our physical fitness and health. Some sports are team sports and others are individual sports.

Student Loans - Students that don't qualify for college grants can borrow money to go to college. Student loans have to be paid back with interest, so check around to get the best possible loan.

Summer Vacation - Summer is the most popular season for going on vacation. There are vacation packages for all budgets.

Transportation - Cars, motorcycles, buses, trucks, boats, ships, helicopters, airplanes, and spaceships are types of transportation.

Weather - Weather can be hot, warm, cool, or cold. Students will learn vocabulary words and phrases to talk about the weather.

Zoo Animals - Zoos keep wild animals on display, either in cages or in open enclosures. Most zoos have educational programs to teach visitors about the needs of animals in the wild.

Copyright © 2007 EL Civics - All Rights Reserved - Christina Niven
Sitemap

# data[].attributes.attachment_link.keywords[]
esl lifeskills lessons english lesson photos easy vocabulary words

# data[].attributes.attachment_link.title
ESL Life Skills Lessons - Daily Living Skills

# data[].attributes.attachment_link.description
ESL Lifeskills Lessons - Learn English with photos and easy vocabulary words. Simple English lessons include free printable worksheets.

# data[].attributes.attachment_link.title
Explore Free Interactive Math Resources for Grades 4-8 - GeoGebra

# data[].attributes.attachment_link.description
Discover hundreds of free high-quality and ready-to-use exploration and practice resources for grades 4-8! Easily share math resources for algebra, geometry, number sense, numerical operations, measurement, statistics, and probability to enhance your teaching with GeoGebra.

# data[].attributes.attachment_link.readable_text
Over 1.1 billion simulations delivered

160interactive simulations

97language translations

3001teacher-submitted lessons

Founded in 2002 by Nobel Laureate Carl Wieman, the PhET Interactive Simulations project at the University of Colorado Boulder creates free interactive math and science simulations. PhET sims are based on extensive education research and engage students through an intuitive, game-like environment where students learn through exploration and discovery.

# data[].attributes.attachment_link.description
Founded in 2002 by Nobel Laureate Carl Wieman, the PhET Interactive Simulations project at the University of Colorado Boulder creates free interactive math and science simulations. PhET sims are based on extensive education research and engage students through an intuitive, game-like environment where students learn through exploration and discovery.

# data[].attributes.headline
Strategies that Support English Learners Across All Subjects

# data[].attributes.subject
Strategies that Support English Learners Across All Subjects

# data[].attributes.attachment_link.readable_text
English Language Learners

Teachers of any subject can use these tips to help English language learners be more engaged and at ease in class.

While we bring the mental health needs of our students into laser focus this year, it's still crucial that we keep the social and emotional world of our English language learners (ELLs) front and center. Just like their peers, ELL students come to our classrooms with the burning need to be seen and acknowledged for their unique personalities, life experiences, and talents. But language challenges can obstruct all these amazing facets of their personalities. Additionally, the social pressures of suddenly being in person again and needing to communicate may make them feel anxious, isolated, and embarrassed.

Because of the often-obvious communication difficulties, grade-level and subject-area teachers understandably often rely on ESL (English as a Second Language) teachers to step in and help these students. However, even if you aren't an ESL teacher, there's a plethora of strategies you can use to help these incredible students feel comfortable sharing their strengths and unique perspectives on the world.

Helping ELL Students Across All Subjects

1. Closed captioning isn't just for the hearing impaired. If you're showing video content, turning on closed captioning supports ELL students' comprehension as well as everyone's literacy skills. According to a 2017 study, the simple act of using closed captioning improves learning, even for students without learning challenges.

2. Voice typing in Google Docs (under the Tools menu) provides students with a voice-to-text option that can help learners who have some oral language but struggle with spelling and writing. By clicking the arrow next to the language, students can even dictate a text in their native language, if need be, and then use Google Translate to translate it.

For older students, or for those who are somewhat more advanced in English but need material translated immediately, the Google Translate app also lets you hold your camera (on a smartphone/iPad, etc.) up to a document and instantly see it in another language, no typing required.

3. Offer choices of what students can say if they're called on and aren't sure how to respond. This helpful anchor chart, for example, offers students options other than the ubiquitous "I don't know."

4. Add gestures to reinforce communication.Remember that in order to communicate, we need to ensure that the sounds coming out of our mouth create a mental image or concept in our listener's mind. You can increase comprehensible input (the amount of language that's understood) by using good, old-fashioned gestures. If you want to take it a step further, TPR (Total Physical Response) is a method of teaching vocabulary that uses physical movements to react to verbal input, similar to how young children naturally learn language at home.

5. Draw or write key words frequently as they come up during instruction to help students further decode what you're saying. You can also use Google Image search to help students visualize what your words refer to and share the images.

6. Utilize a chart: A PECS (Pictorial Exchange Communication System) chart can help individuals with communication challenges to express themselves. By pointing to an image on a classroom-themed PECS chart, students can let you know, for example, that they need to go to the bathroom by pointing to an image of a lavatory or that they are thirsty, sad, or confused, need a pencil, and so on. You can give them a laminated copy to tuck into their desk or hang one up on the wall for little learners. You may want to encourage students to say the words aloud as they point to the images to decrease their dependence on the chart. Try searching Google for "PECS chart for classroom" to find a chart that fits your needs.

7. Add images: A picture is truly worth a thousand words, but for ELLs, images are worth exponentially more. Document cameras provide ELL students with much-needed visual input of texts, worksheets, books, and other printed materials or realia. Project pages from a novel or picture book as the students follow along, display handouts and student writing samples, or use math manipulatives to solve a problem together. Document cameras make a world of difference in showing ELL students exactly what you're talking about rather than trying to explain it.

8. Pair up: If you want to pair an ELL newcomer with a bilingual student to help them, ask the ELL student to choose a student or two whom they'd prefer to work with, if possible. This prevents you from inadvertently pairing them up with someone they don't feel comfortable asking for help or with whom they really don't get along.

9. Give students a "language toolbox," a notebook full of pages of illustrated vocabulary words organized by theme that students can use as a reference. This is like a simplified version of an illustrated dictionary that younger ELLs can look through by theme to see vocabulary related to the colors, days of the week, classroom items, family members, and so on. In my classroom, I put these pages in plastic page protectors inside a binder for each student to flip through quickly. They can pull it out to help them fill in missing vocabulary when they write or as an easy reference whenever they need it.

10. Use a microphone or voice amplification system, which can help ELL students hear the nuances of your voice more clearly and understand you better. Record the lesson (if permitted), and digitally share the resulting video or audio with ELL students who might benefit from hearing/watching a replay. Similarly, ELLs have a hard time producing sounds correctly when the speaker's mouth is covered by a mask. Consider sharing posters of mouth formations or videos of you unmasked, creating some of these sounds.

Think about trying these strategies to help alleviate the communication difficulties that can prevent ELL students from becoming fully engaged in their learning and sharing who they are and what they can bring to the classroom.

# data[].attributes.attachment_link.title
10 Strategies That Support English Language Learners Across All Subjects

# data[].attributes.attachment_link.description
Teachers of any subject can use these tips to help English language learners be more engaged and at ease in class.

# data[].attributes.attachment_link.readable_text
This publication is a guide for English language development specialist. Its purpose is to support the participation, development, and implementation of an Individualized Education Program (IEP). Each section provides questions to help guide discussion. English Language Development Specialists can utilize the IEP Planning Notes column to support their planning and participation for an upcoming IEP meeting.

# data[].attributes.attachment_link.title
Annotated IEP Companion Checklist for English Language Learners

# data[].attributes.attachment_link.description
This publication is a guide for English language development specialist. Its purpose is to support the participation, development, and implementation of an Individualized Education Program (IEP). Each section provides questions to help guide discussion. English Language Development Specialists can utilize the IEP Planning Notes column to support their planning and participation for an upcoming IEP meeting.

# 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.attachment_link.readable_text
English Learner Portal

Welcome to the Pennsylvania Department of Education's English Learner Portal. Resources include support materials, a translation library, technical assistance resources, and professional learning opportunities - including office hours and trainings.

For regulations, policies, and guidance, please visit the PDE EL webpage.
ANNOUNCEMENT:
2024 Pennsylvania Department of Education's English Language Development Virtual Professional Learning Conference
November 19 - 21, 2024
The 2024 PDE ELD conference will take place virtually on November 19 - 21, 2024. We are now accepting proposals for 90-minute concurrent sessions. These sessions are meant to engage participants in interactive explorations of research-based practices, program models, and concepts that are essential for advancing equitable education for English learners. The deadline to submit a proposal is 5:00 p.m. on May 19, 2024, and acceptance decisions will be sent via email by June 5, 2024. Please direct questions regarding the proposal submission process or the conference in general to ELD@witf.org Submit A Proposal
To access updates and course offerings, sign up to join the PDE - English Language Development Professional Learning Community (PLC).Join the PLC

Technical Assistance Request

Questions related to EL programming may be directed to the following:

# data[].attributes.attachment_link.description
Welcome to the Pennsylvania Department of Education's English Learner Portal. Resources include support materials, a translation library, technical assistance resources, and professional learning opportunities - including office hours and trainings. For regulations, policies, and guidance, please visit the PDE EL webpage.

# data[].attributes.attachment_link.readable_text
Tech giants Google, Microsoft and Facebook are all applying the lessons of machine learning to translation, but a small company called DeepL has outdone them all and raised the bar for the field.
Its translation tool is just as quick as the outsized competition, but more accurate and nuanced than any we've tried.

# data[].attributes.attachment_link.title
DeepL Translate: The world's most accurate translator

# data[].attributes.attachment_link.description
Translate texts & full document files instantly. Accurate translations for individuals and Teams. Millions translate with DeepL every day.

# data[].attributes.attachment_link.readable_text
Access cultural insights to over 80+ countries!

Learn about the culture, language, people, beliefs, etiquette, business practices and more.

Ideal for anyone visiting a foreign country for the first time, whether doing business or simply for pleasure.

Our guides are free, however, if you wish to use them in any other way, such as to re-publish or quote them, then please contact us for permission.

Experts in Culture

As experts in cross-cultural training, we are passionate about what we do.

That's why we care about promoting cultural awareness.

So, enjoy our award-winning culture guides - and if you like them, share them!

Warning! Culture is Not Static!

It is important to bear in mind that these culture guides act as basic introductions only. They are not in any way definitive.

We do not intend to stereotype, pigeonhole or try to quantify any culture or people. Each society, country and culture will have numerous nuances that would make it irresponsible to suggest a uniform approach to understanding any country's social/business culture or etiquette.

One also has to take into account the personal cultures of individuals, whether they be religious, regional, gender, corporate or otherwise. However, loose guidelines can assist in bettering understanding and avoiding offence.

Which Culture Guide Would You Like to Explore?

Main photo by christian buehner

# data[].attributes.attachment_link.title
Guides to Culture, Customs and Etiquette for 80+ Countries

# data[].attributes.attachment_link.description
Award-winning guides on the culture, customs, people, language and social & business etiquette of countries around the world. Perfect for business professionals, travellers and tourists.

# data[].attributes.attachment_link.title
Country Guides to Culture, Etiquette, Customs & more!

# data[].attributes.attachment_link.description
Guide to culture, customs, social, business, & study abroad etiquette for every country in the world.