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Cooperative Constructions

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Used as a pre-writing strategy in order to assist students to make connections between what they already know with what they will learn. It solidifies the connections by helping students generate a conceptual framework of ideas.

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Allows students to interact with one another as a means to tap into what they already know about a given topic.

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Flipgrid is where social and emotional learning happens! This is a forum where students answer orally and share. Can be used for discussion as well as assessment.
https://flipgrid.com/c2009f

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Students are placed in small groups and provided with higher-order question stems. A topic is provided and students take turns generating questions. Each students uses a different color marker to ensure that the session is not dominated by any one student.

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A question is asked to a student. The student answers and chooses a classmate to add to what was said. This continues until all the students have contributed.

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EL student reads a section of text aloud. A never EL  student is then called on to explain the text, modeling for the other students. The EL student is then asked to  add additional thoughts or comments.

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Students are given examples of academic discourse and are expected to use these during classroom discussions.

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Students form groups and discuss issues from diverse and multiple perspectives. Oral fluency and accuracy are emphasized, students are graded not for their point of view, but for their capacity to suspend their assumptions so they can listen to one another with deep regard.

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Students are acknowledged weekly and asked to reflect on an area of growth

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Every students' technical area was visited and pictures were taken. Students were spoken to individually and asked to share their experiences.

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Exemplar work is displayed for students to view

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Students engaged in academic discussions of the novel Night. Through collaborative dialogue they agreed on a theme and created a skit to demonstrate it.

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Effective English-language learning classrooms foster a strong environment of collaboration, dialogue, and group engagement
Hamlet

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This game was used as a strategy y to improve oral communication skills.

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1.Thought provoking question is asked.
2.Students are given some time to think about the question on their own, as well as the language they will need to respond.
3.Students share their thoughts with a partner, getting clarification and building confidence in the answer.
4.Students share thoughts with the whole group, which serves as a form of accountability for the students. In this discussion/explanation, the teacher gets feedback on what the students do or don't know though informal assessment

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Opportunities for El's to practice their speaking skills in authentic, interactive situations by challenging them to think at complex levels.
Rather than sounding like students are reading from a script or saying what they think the teacher wants to hear, it resembles an authentic conversation.
The teacher  repeats key ideas for emphasis, paraphrases when necessary, keeps clear communication in mind, and allows for natural pauses in the conversation.

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Grade 11- Quarter 1

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Grade 11- Quarter 1

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Interview a partner essay

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Grade 10

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Grade 10

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Students take a vote on work to add to the spotlight bulletin board

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Grade 10- Quarter 1

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Grade 10- Quarter 1

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Grade 10

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Grade 10

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Extended Response

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Extended Response

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Grade 11

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Grade 11

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The Who We Are display was created with data collected from students at the beginning of the year. The About Me Survey was used.

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Developing a true school community involves teachers, students and administrators. During our Hamlet unit, administrators, Lyons and Fratus, visited Period 1 several times, culminating in their observation of a new discussion strategy. Afterwards, the administrators presented the class with a Shakespearean Insult Mug.

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This  is a classroom strategy used to help build a sense of community in the classroom by having student's "fill" other classmates "buckets" with compliments.
This is done during our classroom discussions

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Students are encouraged to reflect on their own views, while considering others.

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Stress, Being Criticized, Bad News...

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Students view pictures or watch an 8 minute mini-documentary which stimulates classroom discussion, debate, thinking and writing. And, they can serve as a refreshing break from print media to help students explore curriculum themes and practice important literacy skills. This also expands their academic language.

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Students were asked to connect words and ideas to their background knowledge to build understanding of new concepts.

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Students were asked to make connections between what they already know (these three students are in Health Careers) to what is currently being addressed in the classroom. This activity supported differentiated instruction since it was based on student readiness and interest and conducted as a group.

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Student was asked to narrate the assignment giving him voice and offering a sense of comfort and camaraderie.

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El's written artifacts were featured in the 2018 EL Gallery Walk

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The process of scaffolding up translates into challenging all of our scholars, whatever their level--EL, Level I, College Prep or AP. Every assignment is differentiated for each student's intellectual needs without compromising expectations or mastery. Instead of giving them additional work, the assignment itself is designed with extra depth to allow students to thrive.

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Examples of differentiation based on students' individual needs. Following is an example of differentiation/extension in the 10th-grade Culture Unit. This College Prep example is from the assignment posted in the box above (Scaffolding Up).

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Extra credit assignment where students were asked to memorize a section of a Shakespearean play.

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Post graduates were recruited to speak to our junior class about post high school experience and offered advice about: work ethic, college coursework, time management, setting priorities, motivation and tackling senior paper.

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Example of Differentiation for El students with glossary

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Example of Differentiation for El students with glossary

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This was a sample of a role play to help students learn new forms, practice different situations and gain confidence.

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Same assignment as above for general ed 

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Same assignment as above for general ed 

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One of my flaws is being too hard on myself. At times its not too bad, a joke about myself here and there keeps me on my toes about what others may think of me. Though this has not led to many issues in my life, except for one occasion where I had completely convinced myself I had failed, when I had in actuality succeeded. I believe this flaw stems from my mom, and her contrasting me to my sister quite often, how she had good grades and I struggled to pass. This extends to when I had taken the exam to get into this school, I had passed with supposedly high marks. Meanwhile my sister had just gotten to lead her school's newspaper, and I felt devastated that I had not achieved as much as her. My mom had told me Davies was a last resort option, that if I couldn't get my grades up in regular school, I might as well get a trade so that i'm employable to a certain degree. So me being way too hard on myself I saw getting into Davies as a failure. I had made it to rock bottom while my sister was soaring higher than ever before. Though I realized my own stupidity when my social skills started to improve, and I started to build myself back up, and see Davies as a blessing and not a last resort. Now i'm researching software development, and my sister is in New Hampshire living off my mom's paychecks in college, majoring to become a history teacher. I'd say I made off with the shorter, but much stronger stick in life.

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I've gone through a lot of changes in my life but i'm still strong, being myself, and a happy person. In the past i use to get seperated from being me and being a kid. my family use to put me under everyone, my cousins never liked me because out of my grandmas kids my dad was the less wealthy one so they used that against me alot. when ever we use to play games my family use to no let me play and my cousins would help other kids bully me but i was still keeping my self strong. also in 6th-7th grade i use to get bullied because i was a very big fat kid that couldn't speak english and didn't know how to really dress myself. i can't lie suicide use to come to my mind a lot i used to be depressed and my family found out about and dint even do anything or talk to me about it, they would act like it never happened that's why when ever someone tells me to stop being who i am, a happy person and always cracking jokes i never change because this is the person i am for many reasons and also because it makes me happy.

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2. When something bad happens to me I’m always trying to look for a good side to it and make myself think positive when in reality is not but I’m always trying for example when I came here to the US. I was 11 years old i didn’t know English at all I started going to school the half of the school year in the 6 grade I didn’t know nobody but then i met people who help me and they make everything better then after 6 months leaving with my uncle i have to move and we didn’t have anything at all my uncle give us my cousins bed so we could sleep in a bed my mom and I kept thinking positive about it we were along all our own but we made and took time but it was worth it scenes then I always try to be happy and things positive even when stuff are really bad i just made myself thing that that stuff that happen, happen for a reason.

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There is something about me that a lot of individuals know about me, but most do not. I am genderfluid, and my friends call me Jason, and I consider myself a male.

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Three goals that I did well in this quarter was Time management, working in teams and making responsible constructive choices. The areas I would love to improve on are having a bit more confidence and ask questions, recognizing my own limitations and lastly managing emotions and behaviors to achieve one's goal.

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Her attitude is as stubborn as a Mule's.
But she is a warrior and life is like her main battle.
And she will continue to fight for what she believes in even when times get hard.

I feel this sort of sums me up a bit. I am very stubborn with my beliefs and I stick by them, It takes a lot for me to change my mind about something. AS for my life well that's a never ending battle until the day I die and I call myself a warrior because i've had chances where I could have ended it but I didn't. "The pain you have been feeling, cannot compare to the joy that's coming"-Romans 8;18

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In communication i rate myself really low. I have had problems in the past because of lack of communication. slowly i am starting to communicate better and it has helped me out alot because i have less arguments with people and we get to understand each other better.

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What has been the most useful innovation to society?

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What has been the most useful innovation to society?

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All students that scored proficient on the Senior Research Paper were  invited to a recognition ceremony, where they enjoyed cake while being acknowledged for  their hard work.

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Students wrote end of year reflections. Hard copies were printed out.

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Inspirational thoughts that  represent student's best qualities.

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Each student has an individual padlet where they have shared/reflected personal information, video presentations, as well as a display of class work.

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ELL Training October 24-25

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December 14, 2017
Visited collaborative settings

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ELL Training December 6-7 2017
Scaffolding Up
Developing a strong community of Learners
Engaging students in rigorous curriculum

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ELL Training March 26-27  2018

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Gallery Walk of English Learners April 5, 2018

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Gallery Walk of English Learners April 5, 2018

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Student Identity Text Artifacts were submitted for public viewing.

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Facing History/American Creed Essay Submission

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Facing History/American Creed Essay Submission

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SEL Training May 9-10

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Sample Lesson Plan with Language Objective

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Sample Lesson Plan with Language Objective

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Lesson with EL Language Objectives

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This gives students an active way to consider and express their opinions, listen to others' opinions, and begin discussing the issue.  This is an excellent way to promote
cooperative learning, engage English learners in small and large group interactions, facilitate the
use of the all four language skills – listening, speaking, reading, and writing, activate background
knowledge, and require the use of higher order thinking skills.

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Proficient Junior Research Paper

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Proficient Junior Research Paper

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Facing History/American Creed Contest Submission

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Facing History/American Creed Contest Submission

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Tenth Grade Students

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https://padlet.com/cwardyga/3vpyx5r36xh5

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Rhode Island Coalition for Educators of Color

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Rhode Island Coalition for Educators of Color

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April 28, 2018

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Thank you notes will be mailed home to every student with a personal message regarding the year's progress as well as motivational words for the following school year.

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Thank you notes will be mailed home to every student with a personal message regarding the year's progress as well as motivational words for the following school year.