# data[].attributes.body
University of Nebraska - Lincoln: Learning Packets, K-12, Levels 1-3 https://cehs.unl.edu/icmee/learning-packets/ 
I like it because it has multilingual instructional signs starting on page 13. 

# data[].attributes.body
Binogi https://app.binogi.ca/free-lessons 
Has science and math videos in multiple languages including Arabic (spoken and subtitled)

# data[].attributes.body
University of Colorado - Boulder: PHET https://phet.colorado.edu/en/simulations/filter?sort=alpha&view=grid  
Has science and math simulators in multiple languages (including Malayalam)

# data[].attributes.body
Generation Genius https://www.generationgenius.com/ 
Has science videos K-8 in English and Spanish 

# 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.title
Translate using Smartphone Camera, No Typing (Google Translate, Android)

# data[].attributes.attachment_link.title
Apple Translate vs Google Translate - Best Translator App?

# data[].attributes.attachment_link.readable_text
Thematic instruction is the development of instructional units based on a central theme (e.g., pyramids, quilts, etc.). All areas of the curricula are connected to the chosen theme. When using this approach to instruction, it is important to help learners see the "big picture" or examine the big ideas embedded in the curriculum.

To implement thematic instruction, it is important to choose a flexible enough theme to address the standards of various content areas. It is also critical for the teacher(s) to demonstrate clear connections among disciplines so that students acquire an integrated knowledge base.

When using thematic units with English language learners, it is extremely important that the four major language skills (reading, writing, listening, and speaking) be integrated into each unit. That is, students must be engaged in each of the language skills at some point in the unit when focusing on the various content areas. Another important component is the inclusion of technology as a way to enhance the learner's experience.

More on thematic instruction and samples of classroom units can be found at:

# data[].attributes.attachment_link.title
How do I implement thematic instruction?

# data[].attributes.attachment_link.description
Thematic instruction is the development of instructional units based on a central theme (e.g., pyramids, quilts, etc.). All areas of the curricula are connected to the chosen theme. When using this approach to instruction, it is important to help learners see the "big picture" or examine the big ideas embedded in the curriculum.

# data[].attributes.attachment_link.readable_text
I thought readers might, or might not, be interested in seeing the schedule I use for teaching thematic units to my English Language Learner Beginner classes.

You'll find a growing list of "Best" lists I'm developing to support each one at All My Thematic "Best" Lists For Beginning ELLs - In One Place!

This is typically the sequence I do each year (more or less):

SEPTEMBER: School, Describing People & Things (colors, clothes, numbers, size, age, weather, body)

OCTOBER: Data/Information (seasons, dates, calendars, time), Holidays (Halloween, Thanksgiving)

NOVEMBER: Family

DECEMBER: Home, Holidays again

JANUARY: Food, Friends & Fun (Hobbies, Sports)

FEBRUARY: Money, Community

MARCH: Jobs & Careers, Animals

APRIL: Feelings, Art & Music

MAY: Health, Writing A Story

# data[].attributes.attachment_link.title
Here's The Thematic Schedule I'm Using In My ELL Beginner's Class

# data[].attributes.attachment_link.description
I thought readers might, or might not, be interested in seeing the schedule I use for teaching thematic units to my English Language Learner Beginner classes. You'll find a growing list of "Best" lists I'm developing to support each one at All My Thematic "Best" Lists For Beginning ELLs - In One Place!

# data[].attributes.attachment_link.readable_text
But Why is a show led by you, kids! You ask the questions and we find the answers. It's a big interesting world out there. On But Why, we tackle topics large and small. From why flamingos stand on one leg to how circuits work to whether it's ever okay to lie. No question is off limits, and we let your curiosity guide us!

# data[].attributes.attachment_link.description
But Why is a show led by you, kids! You ask the questions and we find the answers. It's a big interesting world out there. On But Why we tackle topics large and small, about nature, words, even the end of the world.

# data[].attributes.attachment_link.description
Brains On Universe is an independent media company for kids and curious adults. We make podcasts, books, videos and more. Our goal is to fill the world with stuff that is smart and funny, silly and serious, all at once -- just like the people in our audience.

# data[].attributes.attachment_link.description
Smash Boom Best is a debate show for kids and families from the makers of the award-winning podcast, Brains On! Every episode takes two cool things, smashes them together and lets you decide which is best. Our debaters use facts and passion to make their case -- teaching listeners how to defend their own opinions along the way.

# data[].attributes.body
Because English learners may be processing between languages and podcasts are inherently aural, provide students with visual text to reinforce what they are hearing. Transcripts, cloze readings, and scaffolded notes are good ideas to help visually reinforce the connections between what students hear and what they see.

# data[].attributes.attachment_link.readable_text
The polling feature for meetings allows you to create single-choice or multiple-choice polling questions for your meetings. You will be able to launch the poll during your meeting and gather the responses from your participants. You also have the ability to download a report of polling after the meeting. Polls can also be conducted anonymously, if you do not wish to collect participant information with the poll results.

Full details of the poll results, such as each participant's answers and submission times, are contained in the polling reports, which are available after the meeting by default but can also be made available during the live session.

You can also create and launch advanced polls and quizzes.

Creating standard polls or advanced polls in a webinar is also available.

This article covers:

Prerequisites for conducting polls in meetings

*Note: Host can create and edit polls directly on the desktop client with version 5.13.0 and higher.

**Note: Users on the iOS or Android mobile app can participate in polling, but hosts need to be using the desktop client to manage the polls.

Limitations of meeting polls

By default, only the original meeting host can edit or add polls during a meeting. If the host or co-host role is transferred to another user, that user will only be able to launch polls already created. Alternative hosts can add or edit polls if the setting is enabled in the web portal and the host selects the option when scheduling a meeting.

You can create a maximum of 50 polls for a single meeting, with each poll having a maximum of 10 questions.

If a poll is relaunched in a meeting, the poll report will only display the last poll occurrence. If you know you will need to launch the same poll twice and want both sets of data, consider creating a second poll with the same questions as the original to avoid re-launching.

How to add poll questions for a meeting

Polling questions can be created in advance of the meeting, or done during a live session. If you create or edit a poll during a live meeting on version 5.12.9 and lower, you will be directed to the web portal. Hosts on desktop client 5.13.0 or higher will be able to create and edit in the polling window in the meeting.

1. Sign in to the Zoom web portal.

2. In the navigation menu, click Meetings.

3. Click the topic of your scheduled meeting. If you do not have a scheduled meeting, schedule a meeting.

4. At the top of the page, click the Polls/Quizzes tab.

5. Click + Create to begin creating the poll.
If advanced polling and quizzes are enabled, you will have two options: Poll and Advanced Polls and Quizzing.

6. Select Polls.

7. (Optional) Select the Add to Polls/Quizzes library checkbox.
After your poll is created, it will be saved to a library where you can access it for other meetings.

8. Click Next.

9. Click Untitled Poll to change the name of this set of polls.

10. Click the question area to edit the following details:

Click the Untitled Question area to edit the name of that polling question.

To the right of the name of the polling question, click the dropdown menu to choose the type of question:

Single Choice: Poll participants can select only one of the provided answers.

Multiple Choice: Poll participants can select multiple provided answers.

Click the blank box for each choice to enter an answer for participants to select from.

Click + Add Choice to add additional answer options.

: Delete the current polling question.

: Duplicate the current polling question as it currently is.

11. (Optional) Click Add a Question to create an additional question.
Note: Each question and individual answers for a question can be reordered as needed.

12. Click the More button to access the following options:

Require answers to be anonymous: Poll participants can choose to have their answers associated with themselves or to provide answers to the poll anonymously.
Note: If this option is grayed out, it has been locked at either the group or account level. You need to contact your Zoom admin.

Add to Polls/Quizzes library: Your created poll will be saved to a poll/quiz library, where you can access and reuse your poll again for future meetings. You can go to "Meetings > Polls" to view this item.

13. Click Save.

During the meeting, all questions under a single poll will be asked when launched. You can create additional polls to ask questions at different times during the meeting.

How to use the Polls/Quizzes library

If enabled by an admin, you can manage a central library of polls for meetings. You can create or edit polls and use them for Personal Meeting ID (PMI) and non-PMI meetings. When a poll is marked as available to all meetings, it will appear in the list of polls that can be launched in a meeting.

Notes:

You can only enable up to 10 polls for your meetings.

Accessing polls created in the central poll library when in a meeting requires version 5.10.3 or higher.

Access the Polls/Quizzes tab

1. Sign in to the Zoom web portal.

2. In the navigation menu, click Meetings.

3. Click the Polls/Quizzes tab.
Note: If the tab is labeled as just Polls, advanced polling and quizzes have not been enabled.

Create a poll in the Polls/Quizzes tab

Create a first saved poll that can be enabled with all your meetings.

1. Access the Polls/Quizzes tab.

2. Select Polls.
Note: If advanced polling and quizzes are enabled, you will have two options displayed: Poll and Advanced Polls and Quizzing.

3. Create a poll.
After your poll is created, it will be displayed in the Polls/Quizzes tab.

4. (Optional) To enable your created polls for all your meetings, under Enable, click the toggle to enable or disable it .

5. (Optional) To create more polls, click + Create.

Multiple polls will display the Name, Type (Polls, Quiz, Advanced Poll), Question(s) (number of questions), and Enable information.

Use actions for individual polls

After creating a poll in the Polls/Quizzes tab, you can select actions for it:

1. To the right of a poll, click the pencil icon to edit your poll.

2. To the right of a poll, click the ellipsis , then select from the following actions:

Duplicate: The poll will be duplicated.

Delete: The poll will be deleted.

Use batch actions for multiple polls

After creating multiple polls in the Polls/Quizzes tab, you can select actions for them:

1. By Name, select the checkbox.
All polls' checkboxes will be selected.
If you do not want to select all polls, you can select the poll check boxes that you want.

2. Select from the following batch actions for the multiple selected polls:

Disable for My Meetings: Under Enable, the toggles for the selected polls will be disabled and unavailable for all your meetings.

Enable for My Meetings: Under Enable, the toggles for the selected polls will be enabled and available for all your meetings.

Duplicate: The selected polls will be duplicated.

Delete: The selected polls will be deleted.

Filter the Polls/Quizzes tab

Click the All Types dropdown menu to display different filters. You can filter your polls/quizzes by Polls, Advanced Polls, or Quiz.

How to launch a poll in a meeting

Polls are not immediately available to meeting participants, as the host needs to launch a poll for participants to respond to. These polls can be created before the meeting starts, or during a live session, but in either case, the poll must be created in the web portal.

1. Start the scheduled Zoom meeting that has polling enabled.

2. In the meeting controls, click the Polls button.

3. At the top of the polling window, select the poll you would like to launch (if multiple polls were created)

4. Click Launch.
The participants in the meeting will now be prompted to answer the polling questions. The host will be able to see the results live.

5. Once you would like to stop the poll, click End Poll.

6. Click the More button to access the following options:

Re-launch Poll: Launches the poll again.
Note: If a poll is relaunched in a meeting, the poll report will only display the last poll occurrence. If you know you will need to launch the same poll twice and want both sets of data, consider creating a second poll with the same questions as the original to avoid relaunching.

Download results: This will launch your default web browser so that you can download the entire poll report, which shows what each participant chose, instead of the percentages of each choice.
Note: To have this feature enabled, contact Zoom Support.

View Results from Browser: Launches your default web browser and displays the same polling results on the web page.

7. Click Share Results to share the results with the participants in the meeting.

# data[].attributes.attachment_link.description
The polling feature for meetings allows you to create single-choice or multiple-choice polling questions for your meetings. You will be able to launch the poll during your meeting and gather the responses from your participants. You also have the ability to download a report of polling after the meeting.

# data[].attributes.attachment_link.title
Padlet Tutorial - How to Get Started Guide

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

# data[].attributes.attachment_link.description
Each student comes to school, not only with unique academic needs, but also with unique background experiences, culture, language, personality, interests, and attitudes toward learning. Effective teachers recognize that all of these factors affect how students learn in the classroom, and they adjust, or differentiate, their instruction to meet students' needs.

# data[].attributes.attachment_link.readable_text
Many teachers have heard the aspiration that all teachers are teachers of language. Yet most teachers are still teachers of topics. Likewise, English language teachers often prioritize learning a language over access to content.

In truth, access to content cannot exist without effective literacy skills. Likewise, language morphs from being social to academic when used to talk about content.

One cannot exist without the other.

(Freeman and Freeman, 1988). In Sheltered instruction wrangles these two competing priorities into one powerful force. It empowers English learners (ELs) to access content while developing language skills Making Content Comprehensible for English Learners: The SIOP Model (5th Edition) (SIOP Series) , Echevarria, Vogt, and Short recommend that teachers

1. design instruction derived from grade-level curricula and

2. use strategies to help students understand content (comprehensible input).

In essence, the philosophy behind sheltered instruction is that content is both essential to learn and perfect as a meaningful purpose to use academic language.

1. Design Content-Driven Instruction

In sheltered instruction, the content teacher is still the one designing the lessons using grade-level standards. They are not dumbing down the rigor or limiting ELs' access to the content.

Instead, sheltered instruction dictates that ELs learn the same content and be held to the same expectations as non-ELs. ELs are not of content classes to be given extra English lessons. Pulling ELs out of content classes actually deprives them from being held to the same expectations as non-ELs. With sheltered instruction, content serves as an avenue to language proficiency .

2. Develop Comprehensible Input

As content teachers are planning instruction, they employ various strategies that help ELs understand both the instructions and the content. Without strategies that develop comprehensible input , ELs won't be able to access the content. Strategies that scaffold instruction can include :

Sensory scaffolds: incorporating images and models to teach content

Interactive scaffolds: allowing students to learn through social interactions

Graphic scaffolds: offering graphs, tables, and infographics to learn content.

You do not need to be a language acquisition teacher to use these strategies; these strategies help all learners access content. Developing comprehensible input is the core of sheltered instruction because content teachers want to help ELs access content. In under-resourced schools, there simply aren't enough English language teachers to help, so the content teachers can call on these strategies when teaching content.

3. Foster Language Development

Content classes can be the context for ELs to develop academic language (Cloud, Genesee, & Hamayan, 2009; Goldenberg & Coleman, 2010) . It's in science classes that students learn to communicate like scientists by talking about data, forming hypotheses, and validating of an experiment. It's in history classes that students learn to talk about the reliability and bias of a resource.

In order for ELs to develop the language used in each discipline, content teachers can offer language mini-lessons that model how science language or history language is used. Without this deliberate instruction, ELs revert to social language when talking about academic topics.

And how would they? How would Ben (a 7th grader) know to describe his science experiment about the neutralizing capabilities of toothpaste using the words decrease or increase? He wouldn't. Instead, Ben would say, "The graph goes down" or "The lines go up". How scientific does that sound?

One way to teach academic language is to teach text structures . The text structures that are used across the disciplines are:

While a history class might describe the causes and effects of the Black Plague, a science class might describe the environmental implications of the meat industry. Though students describe different topics and phenomena in different classes, the structure of a descriptive text remains unchanged.

Takeaways

Of late, the world is experiencing several devastating humanitarian crises, such as the refugee crisis that is resulting in families leaving their countries. Teachers around the world are now expected to teach students with developing or even non-existent English knowledge. But most districts and schools are under-resourced and cannot provide an English language teacher to help content teachers.

I want to remind content teachers one thing: they are not alone.

They can use sheltered instruction to help ELs access content and develop academic language without the aid of language specialists. More importantly, using this form of instruction ensures that all students have equal access to instruction. In doing so, we communicate to our ELs that they have a place in our school, and we'll serve them like we would any other student.

For the next two months, I'll be covering each element of sheltered instruction, and in particular, the Sheltered Instruction Observation Protocol (SIOP Model). Each week, I'll describe an element of the SIOP Model and provide clear examples of how it's implemented in my class.

References

Cloud, N. F. Genesee, and E. Hamayan. 2009. Literacy Instruction for English Learners. Portsmouth, NH: Heinemann.

Freeman, D. and Y. Freeman. 1988. Sheltered English Instruction. Washington, DC: U.S. Department of Education.

Goldenberg, C. and R. Coleman. 2010. Promoting Academic Achievement Among English Learners: A Guide to the Research. Thousand Oaks, CA: Corwin.

# data[].attributes.attachment_link.title
79. Sheltered Instruction: Teaching Content & Language Simultaneously | ELL Strategies | Empowering ELLs

# data[].attributes.attachment_link.description
Many teachers have heard the aspiration that all teachers are teachers of language. Yet most teachers are still teachers of topics. Likewise, English language teachers often prioritize learning a language over access to content. In truth, access to content cannot exist without effective literacy skills.

# data[].attributes.attachment_link.title
Resources for Teaching English-Language Learners

# data[].attributes.attachment_link.description
From literacy instruction to arts and technology integration, explore strategies for engaging English-language learners.

# data[].attributes.body
For things Covid related (and some other things too), it is best to have a trained interpreter provide the translation/interpretation. Machine translations rely on established lexicons. As Covid is relatively new, machines may struggle with the correct translations of Covid and Covid-related words. When in doubt, ask a human.

# data[].attributes.body
Diane Staehr Fenner offers many free resources. Check out her website and follow her on Twitter.

# data[].attributes.body
Preview text k-5

# data[].attributes.body
Site designed to help listening and reading comprehension by offering novels and texts read aloud. Check it out - you might find your ELA texts here.

# 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.body
This site has different videos and resources for English learners including news, grammar, pronunciation, and Ask a Teacher.

# data[].attributes.attachment_link.title
Voice of America - Learn American English with VOA Learning English

# data[].attributes.attachment_link.description
Learn American English with English language lessons from Voice of America. VOA Learning English helps you learn English with vocabulary, listening and comprehension lessons through daily news and interactive English learning activities.

# data[].attributes.body
BrainPop has an ELL site!

# data[].attributes.body
Here is a site that can be used for making vocabulary work fun.