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I say that language is the driving force that helps our students build literacy and access literature, so our main goal is to build and assess their language skills.

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as minimal as possible - use of visuals, paper dictionaries, modeling and sample student products to make expectations clear.
Use for instructions? Use for journaling? Use for discussion preparation?

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I like our topics and that the anchor texts are linguistically accessible. I like that they are mostly nonfiction to connect to real world application.

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I want to clarify the specific vocabulary and language skills spiraled across each level, explicit strategies across courses, and more project-based learning.

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Agree with Acerra. Need it for instructions but try not to use for simpler stuff. Afraid of it being a crutch

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Agree with Acerra. Need it for instructions but try not to use for simpler stuff. Afraid of it being a crutch

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Like the broadness of it - students from many cultures so hard to meet them where they’re at with a narrow curriculum.

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I like that it is content based. It allows students to develop academic English which they need in their content classes.

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I think my students really need to work on projects that they can invest in. Traditional academic work feels like instant death. I Try to take advantage of being in person. What can they do in class they can’t do on their own? Want Some good pre-made projects for ELLS from many countries that produce language especially speaking.

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I encourage using peers rather then phones. Also context clues. It scares me to see how totally dependent on their phones our Ss are. 

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I encourage using peers rather then phones. Also context clues. It scares me to see how totally dependent on their phones our Ss are. 

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I think translation of instructions is essential. Otherwise there is a lot of confusion that has to be addressed. I’ve considered giving instructions side by side in the home and target language, but feel this is not effective in getting students to engage with English.

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I give them the translation for vocabulary but I see that they use their phones to give a written statement response as well as discussion like turn and talk, etc. They often come up with great ideas but sometimes the words they used to translate doesn’t match their idea.

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I like that it's organized and that we have options for the anchor text. I also like that we have the option to use different supplemental materials. 

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I like that it's organized and that we have options for the anchor text. I also like that we have the option to use different supplemental materials. 

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where? most frequently in entering classes
when?after visuals, and scaffolding
Why?it can be used as a crutch and does not equip the students with skills to break down language

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Accessible reading materials
Other accessible materials that would allow students to develop more than just their reading skills
Clearer expectations in terms of expected performance

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uniformity across the classes
high level interest
rigor

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I believe if texts are accessible for our students, we should minimize the use of Google translate. Student can create their own glossary beginning of each unit using cellphone translation. Then, they can use the glossary as reference. 

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I believe if texts are accessible for our students, we should minimize the use of Google translate. Student can create their own glossary beginning of each unit using cellphone translation. Then, they can use the glossary as reference. 

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The curriculum touches on social justice topics that students can connect to their own experiences and the challenges they face.

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Teaching about 'power & privilege' to immigrants feels quite depressing sometimes. "Against All Odds" would be a much better fitting theme in my humble opinion. 

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Teaching about 'power & privilege' to immigrants feels quite depressing sometimes. "Against All Odds" would be a much better fitting theme in my humble opinion. 

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I like that it's connected to current events. 

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I like that it's connected to current events. 

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This curriculum has been great with my students!

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This curriculum has been great with my students!

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They are interested in the texts and have given their opinions about what is happening globally. I just worry that it’s yet another class that they have to learn more language for instead of supporting them in another class. Otherwise, the Ted talks and Newela articles have been great!!

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What other teachers are doing . Learn something from every teachers lessons

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Curriculum revision meeting

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There should be a small section dedicated to grammar acquisition aka the basics and examples on how it can be subtly implemented throughout the unit. 

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There should be a small section dedicated to grammar acquisition aka the basics and examples on how it can be subtly implemented throughout the unit. 

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The reading level of the texts has made it difficult for students to engage. They often resort to translating. It’s been difficult figuring out how to link texts at this lexile level with more basic language objectives. That’s something I’ve been working to improve on.

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Ultimately, what do we want our students to produce? Is it writing a paragraph(s), an opinion writing, etc.?

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brainstorm class activities that promotes group discussion (speaking and listening skills)

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brainstorm class activities that promotes group discussion (speaking and listening skills)

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Translation should be used when they don't understand a long text or when they want to double check their work. Ideally students would use context clues or a physical copy.

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Translation should be used when they don't understand a long text or when they want to double check their work. Ideally students would use context clues or a physical copy.