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I want to have a posted objective/learning goal that is comprehensible to students (and change out weekly). I want to get much better and diving my student's learning into discreet measurable TASKS that encourage them to have for independence and autonomy within the scaffolding of their learning. My true goal is to keep it simple and get the basics right when it comes to supporting my ELLs, and then as the years continue I can add in more complex systems. I also want to define what success can look like when I am supporting students who are on a kindergarten or 1st grade reading level (aka support their language acquisition without missing out on content they are capable of in their native language).

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I love the incorporation of reflection time and am wondering how to better support my ELs do do this work remotely during our AMI packet days. I will def. be incorporating more reflection time in person next year.

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These past three weeks I have gotten very clear on what we want our students to do in TASKS so as to not overwhelm them. For example, I last my exceptions for them along with their resources daily on google classroom. Ways I want to use this time to help my Els is to utilize google classroom & zoom and figure out ways to best support my EL students using the mediums we are already used to learning/using.

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Love this idea and would like to incorporate this as note taking is such a vital skill. Especially now, students are utilizing their journals in complex ways and I have seen many students organize their AMI journals in impressive ways.

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Springdale paid for some teachers to go to KAGAN method PD, I may look into that as I thought that was helpful structure.

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so I have had very little turn out on AMI from students and it's pretty basic what it's asking for them in regards to science. I have added extension activities for them to do but no response on that as of yet - going to focus more on building these for next year - will post some works in progress as I get them done for some review, second (third, fourth...) set of eyes and tuning

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We do a lot of interactive notes in Social Studies.  I think we've gotten better at it this year, adding visuals.  We also have color coded notes we give them so they know what is most important to write.  I'd love to see what you are working on sometime and share ideas!

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We do a lot of interactive notes in Social Studies.  I think we've gotten better at it this year, adding visuals.  We also have color coded notes we give them so they know what is most important to write.  I'd love to see what you are working on sometime and share ideas!

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That's great!  I need to implement this as well!

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That's great!  I need to implement this as well!

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This is something I would love to work on in class as well.  I tend to get the same people talking everyday.  What type of stems do you use?  How do you encourage everyone to participate?

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This is something I would love to work on in class as well.  I tend to get the same people talking everyday.  What type of stems do you use?  How do you encourage everyone to participate?

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I want to incorporate a written goal in class that I review daily and that we reflect on at least 3 times a week.  I will do this by posting the  goal on the board and going over the classroom goal everyday.  I will also try to incorporate more reflection time both as a class and individually as needed.  I think by doing this it will help keep me goal oriented as a teacher and help to give students a clear goal when working in class.   I will try to accomplish this by the end of the 3rd quarter.

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My goal is to focus on differentiating instruction for the emerging ELLs. In a perfect world, I will integrate them with small groups at least 4 times each week, and pull them out one day each work to work on building on the main 8th grade concepts taught the other days of the week.

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I will use the ELP standards on a regular basis when planning for my content lessons and deciding what will be the end goal for my different ELL levels. I will  include them on my lesson plans beforehand at a minimum of 3 times per week starting this week.

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My goal is to help engage my EL 1s in my classroom by providing them more continued support with sentence frames and higher expectations.

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Engagement, questioning, and discussion will increase student achievement. (target; 8% as measured by MAP scores)

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I will design meaningful, grade-level tasks. I will make the objective comprehensible to students.

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I will provide opportunities for structured student talk routine in class.  I will walk around and monitor for content understanding and language. I will incorporate this at least 2 times a week.

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I will create and implement a variety of frames for each new lesson and/or unit.  I will use these frames minimum one time a week.

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I've also been working on differentiation in class as well. Since being out of the classroom I have been working on mini-lessons of the skills used in class. I'm hoping to do this in the classroom as well so my students have access to a bank of resources when they need them. I have also been posting read alouds of the AMI documents and our PLC has been amplifying to make them more accessible for our students.

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The main goal for one week of our argumentation unit was for students to evaluate arguments by reading a non-fiction text and completing a T-chart and ICE analysis of the text. I had grouped students very intentionally, making sure each emerging ELL had a cooperative classmate. They read the article together (I found one leveled just above the ELLs' level), and together completed a T-Chart identifying the claims in the article with reasons. I then pulled the emerging ELLs aside and worked with them on writing an ICE analysis while the partner continued at his own pace. This allowed the emerging ELLs to achieve the goal while working with reading and academic language with their heterogeneous group mates.