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When I am planning ENGLISH language development lessons and sets of lessons I might be mindful to carefully consider the big picture of what language the students need for this content as well as academic language that will serve them well in any content area.

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We encouraged teachers to create choice boards as a way of being sure that the ENGLISH language was being intentionally addressed.

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As I guide ESL teachers, I will continue to make sure that this is at the forefront of their thinking....are we simply "supporting" students or are we explicitly providing ESL instruction that is building their capacity in the English language that will benefit them in all academic pursuits?

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Be sure that every student has an opportunity to:
1.  Converse one on one with the instructor
2.  Participate in pair or small group discussion (break out rooms)
3. Uses technology to orally share through programs such as Flipgrid

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I love this explanation.  I have never seen this link: https://www.empoweringells.com/chunking-instruction/
I will use this idea with my teachers to help them understand the concept of chunking.
"To cover content, the teacher talks at students. To learn content, students talk to each other."

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This course is a good example--we have a checklist of what we need to accomplish this week and we have a clear deadline.  There is flexibility in when/how we choose to attack all the work.  I think that this works better with older students than younger students. I am not sure that they have the organizational skills. However, if we give them a choice board and have them pick one activity a day that would work.

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Look for EL-friendly online supports -- this looks like it should be linked to something but it didn't work for me??
There's a delicate balance between providing support as an ESL teacher and actually doing #2--direct ESL instruction.  Our temptation can be to focus on vocabulary instruction--which is important but that is not ESL per se.  All students need vocabulary development.  However, if we focus on what other language development students need i order to comprehend that can be a very helpful angle to address the needs of ELs.

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That sounds like technology to me--but I do think that it's a great idea for students to use no matter what they are watching.  I encourage this with my grandchildren because I know that this might help connect with how words are spelled, spoken, etc.

I love the journal idea. I think that we can encourage all of our students to keep track of their daily lives through journaling.

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Virtual lessons were created to provide students the opportunity to read/listen to e-books, watch and listen to videos, write and record their ideas using an e-book app, as well as providing one-on-one interaction with the ESL teacher via Zoom.

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Virtual lessons were created to provide students the opportunity to read/listen to e-books, watch and listen to videos, write and record their ideas using an e-book app, as well as providing one-on-one interaction with the ESL teacher via Zoom.

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Creating a Choice Menu for my students for each week of remote learning. As well as providing differentiated activities for student choice. 

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Creating a Choice Menu for my students for each week of remote learning. As well as providing differentiated activities for student choice. 

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Provide my students with an authentic audience for sharing their work more frequently instead of sharing with an audience ONLY at the end of a unit.

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Provide students with a checklist, as well as a forum to ask questions throughout the week (SeeSaw), and being willing to differentiate due dates.

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Although we were basically being used as content resources, I tried to incorporate ESL into whatever the students were working on. Whether is was listening to a story and then discussing the main idea or other topics the content teacher had assigned. I asked students to record themselves reading something they had written, such as one of their classroom writing assignments. Getting them to participate was sometimes difficult because several students had connectivity issues, or their parents simply didn't get them on for meetings. I shared a journal page weekly with each student who was in one of my Google classes and asked them to share something daily, even if only a sentence, about what they did, how they were feeling, something that happened in their neighborhood...It was feast or famine. A few students wrote daily, most only once or twice, and a couple, not at all. Continuity with any kind of planning and delivery was difficult because of the randomness of attendance.

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When we return to school, I will plan activities that may support the content teacher's lesson, but will focus on the language development. I like the idea of giving students a choice from several activities. I plan on having more tools in my box to support their learning and to create more lessons that will enable them to learn the language while mastering the content. All students are supposed to have Chromebooks this school year, so access should be easier.

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I might be mindful to the proficiency level of my ELLs, the curriculum requirements of their grade level, and the amount of support that they can anticipate at home.

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In lessons this coming year, I will encourage more partner work when/if we are in class and encourage group discussions during small group meetings both in school and remotely. I was thinking about activities where students need to interview one another and record those interviews to share. Obviously still a very basic idea, as I need more tech knowledge to pull that off!! I will definitely be having students speaking more this year, to help them build confidence in their own voices.

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We had learning choice boards as part of the curriculum when we transitioned to remote learning in the spring of 2020. An ESL teacher was part of the planning teams (Laura K. and Laura S. in this group were part of teams - yippee!) and worked to include choice and differentiation across the activities. In addition, I was constantly thinking of the needs of my students in either adapting these lessons or creating new ESL activities.

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This is key in everything we do! By providing students with a checklist and a timetable to enable them to plan, it gives them a better idea of expectations. Some students may have no trouble with one part of an assignment that may prove challenging for another, and a different portion may prove the opposite. The key is to get them to the finish line in whatever way works for them. With connectivity issues, there needs to be options for working on part of a lesson that don't require internet, and we need to be mindful of that.  Due dates need to be flexible to allow for levels of understanding, and access to the material. Frequent check ins will be helpful to serve as reminders of where we are and where we want and need to go.

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I will continue to work into my lesson planning and delivery differentiation and options within the context of teaching ESL skills.

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I love the idea of subtitles. I have suggested this to students already when they are watching movies or regular programs at home.  I even used that strategy myself when I watched "Hamilton" - game changer! My students are used to keeping journals with me in class, and this time, I would make sure they had them with them. I would still have them write daily in their journal and then when we are together in school, I would write my responses so they would have it to read and write in on their remote days.

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In Spring 2020, it was harder as I needed to explore online platforms that can be used effectively. I am hoping in the Fall that I am starting at a much better place where I can use technology to amplify voices. My aim to be open to a process of iteration without overwhelming the students with digital platforms.

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I have read blog posts by Tan Huynh before but not this particular one. He has a whole bunch of ideas for chunking! The other options I would add are Flipgrid, Book Creator, comic strips. Again, I think we need to be mindful amount the number of technologies we send out to our students.

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Reading this strategy has reinforced the need to be flexible with work completion. The big take away for me is that I will need to collaborate closely with the classroom teacher in addition to incorporating flexibility in my own planning.

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you can reduce the pace at which a video is played back. So instead of normal speed, you can dial it back. This is great for students who need this scaffold.

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I might be mindful to share the collaboration tool with the content teachers.  Also, to keep in mind the individual students and their levels for how they can access the curriculum and lessons.

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This Spring 2020, I was a co-teacher on many Google Classrooms. The classroom teachers and I discussed that I could adjust assignments as I saw necessary for my students.  I would go in and take out assignments or re-assign other assignments to my EL students. I would also extend the due dates.  Many times I broke up assignments into steps so the students completed smaller tasks at a time.  It became much more manageable for the students and we found that they attempted and/or completed assignments more this way.

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For me this balance is a constant struggle. I feel it especially with my students in the upper elementary grades with a push-in model. I am still not sure how to best handle this.

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When I am planning ENGLISH language development lessons and sets of lessons I might be mindful to incorporate the academic language that they are learning in their content classes into the lessons.

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Teach and utilize vocabulary that will overlap with content classes (ex: analyze, describe, discuss, interpret, evaluate, etc). 

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Teach and utilize vocabulary that will overlap with content classes (ex: analyze, describe, discuss, interpret, evaluate, etc). 

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consider whether students will have opportunities to practice the language in their content classes

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consider whether students will have opportunities to practice the language in their content classes

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I provided a weekly learning choice board with at least one reading, writing, speaking, and listening activity focused on a particular language skill.

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I would like to provide more differentiation for the varying language levels within a class.

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I would like to provide more differentiation for the varying language levels within a class.

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Utilize a variety of ways for students to share.  Partner conversations in Zoom breakouts, Flipgrid, phone calls or Zoom without video for those who don't like to watch themselves

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Utilize a variety of ways for students to share.  Partner conversations in Zoom breakouts, Flipgrid, phone calls or Zoom without video for those who don't like to watch themselves

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Although we were tasked with "acting as a support" in my district, we did create choice boards that students and families had the option of using.

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While incorporating choice will be important in my own lessons, advocating for student time to truly deliver ESL instruction will need to be a major focus as we begin to plan out student schedules.

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I need to embed multiple opportunities for students to speak, be it live discussion on Google Meet, a recorded response on FlipGrid, or a narrated presentation to show their learning. Practicing multiple tools with more familiar topics will be essential before we utilize them to go deep with learning.

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Part of the beauty of ESL is that pace can be determined by the students. As we move through the year, I need to be mindful to be assessing student learning in a variety of formative ways and responding to that. As others have mentioned, incorporating choice as to how students demonstrate their growth can also be useful.

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I'm struggling a bit with this question as we are so reliant on technology in my district. I do wonder if I could make some type of take-home kit to reinforce different aspects of language at home. I was also thinking about creating a letter writing project for my students to communicate with seniors either at the senior center in town or at a local retirement community.

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This could very easily take over my instructional time. However, I'm wondering if I could collaborate with the content teachers and the student support teachers to create vocabulary discussions on the Verso App. It allows teachers to embed vocabulary supports and sentence frames into the prompt. Perhaps that would be a nice way for all of us to pre-assess students' vocabulary knowledge and give opportunity for structured practice. I believe you can create oral and/or written responses.

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The ideas/concepts presented here will impact my plans for FUTURE ESL lesson planning and delivery (activities) in the following ways: I will provide a learning choice board that encompasses all four domains, and I will update it each week. During my remote lessons with my students, I will teach them how to use this, but I will primarily focus on different language functions and forms in English.

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I might be mindful to talk with the content teachers about what the one language function and language-rich task they would focus on. From there I could come up with some more specific ways to support students through focused lessons in my class.

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I've been reading about how less is more with distance learning anyway. I think distance learning is requiring us all to be more intentional about what exactly we want/need to teach. I want to be very mindful of the amount of time my tasks take so that readings and videos are not too long.

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We broke up activities by domain: Monday was focused on listening (watched a story on Epic/Vooks or Storyline), Tuesday was reading (Scholastic Bookflix or Epic, etc.), Wednesday was writing, and Thursday was focused on speaking (short response on Flipgrid). While we organized instruction around the domains, I don't know that we were successful with really direct English language instruction - they were more practice opportunities.

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In addition to our scheduled class time, I would really like to have weekly check-ins with students, either one-on-one or in small groups. This will be for social-emotional purposes but also to get their input on how remote learning is going and what changes they think should be made. I will also continue to prioritize ensuring all of my students are represented and celebrated in the curriculum, that their very unique asset of being bi-/tri-/multilingual is constantly valued, and that we have a "classroom community" that strongly believes our diversity is our greatest strength.

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Journaling! I mailed all of my students a notebook last spring when schools shut down. Because I work primarily with newcomers, I encouraged them to write in their L1 to process their experiences. I strongly believe in the value of continued L1 literacy development (just wish I were fluent in my students' L1s!). But I also think that, given we're in the middle of a pandemic, a journal is something that they could really value one day to reflect on this time, even if it's used primarily for social-emotional support/ processing. I'd like to learn more about how I can use journaling also to promote their English development.

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Please have “everybody only has 24 hours a day everyday” mindset at all time when planning collaboration among ESL teachers, content specialists, health and special education support teams as well as lessons delivery for all children across all subjects everyday in persons or online. We do not want to create burn out educators, staffs or students due to overloaded schedule and assignments.

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Please have “everybody only has 24 hours a day everyday” mindset at all time when planning collaboration among ESL teachers, content specialists, health and special education support teams as well as lessons delivery for all children across all subjects everyday in persons or online. We do not want to create burn out educators, staffs or students due to overloaded schedule and assignments.

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When linking online tools and applications to the core academic subjects lesson planning and delivery, in addition to provide academic vocabulary support and content comprehension skills, please include executive function organizational skills for all to keep everyone’s voice being heard and validated. Social emotional health and justice for all will carry us together better for our future.

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When linking online tools and applications to the core academic subjects lesson planning and delivery, in addition to provide academic vocabulary support and content comprehension skills, please include executive function organizational skills for all to keep everyone’s voice being heard and validated. Social emotional health and justice for all will carry us together better for our future.

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(Liz Soteros McNamara)
When I am planning ENGLISH language development lessons and sets of lessons I might be mindful to show what kinds of scaffolds I as I ESL teacher use in my class which can be applied to mainstream classes seeking SEI strategies.

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(Liz Soteros McNamara)
The ideas/concepts presented impacted my ESL lesson planning and delivery (activities) in the following way(s): A review of best digital practices for full four-skill integration for my lesson and units.

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(Liz Soteros McNamara)
The ideas/concepts presented here will impact my plans for FUTURE ESL lesson planning and delivery (activities) in the following way(s): Focus on how digital devices and applications support individualized instruction for students that can allow students to revisit material, seek enrichment, and meet mastery along a more flexible timeline.

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(Liz Soteros mcNamara)
This concept will impact my future lesson design and my instruction in ESL by in the following way(s): Allowing students to record and share their thoughts and responses in a way that allows for multiple attempts and support from technology.

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(Liz Soteros McNamara)
This understanding could impact my ESL Lesson planning and delivery in the following VERY specific way(s) : My district is restructuring the way we are building units, focusing on shorter lengths of time. I think this will allow for some tasks and activities to be completed out of the sequence I would have expected to complete them in a traditional class setting, while also providing students choice with their deadlines and extra time for review or enrichment as needed.

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(Liz Soteros McNamara)
Reading logs are great! I want to know what my students want to read (especially because my class is primarily non-fiction). I find this can be an age-appropriate community building experience as well.