# 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.headline
Translate using Google Sheets (with force copy)

# data[].attributes.subject
Translate using Google Sheets (with force copy)

# data[].attributes.body
The Google Sheet with list of translations and the language codes is below.

# data[].attributes.attachment_link.description
Create a new spreadsheet and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Sheets to edit Excel files. Free from Google.

# data[].attributes.attachment_link.readable_text
Common misconceptions

There are a number of misconceptions surrounding metacognition and the related construct 'self-regulated learning'.

1. Metacognition is simply 'thinking about thinking'
Although metacognition does involve thinking about one's thinking, it is more complex than that. A large part of metacognition is actively monitoring one's own learning and making changes to one's own learning behaviours and strategies based on this monitoring.

2. Any strategy used while performing a cognitive task is metacognitive
This is not always the case. For example, using phonics rules to decode an unknown word when reading is a cognitive strategy. Flavell (1981) identified a useful distinction between the two: strategies used to make cognitive progress are 'cognitive strategies'; strategies used to monitor cognitive progress are 'metacognitive strategies'.

3. A teacher plays no role in their learners' metacognitive practice
Although a metacognitive approach typically focuses on allowing the learner to take control of their own learning, the teacher is still required to help in the development of their metacognitive skills. For example, the teacher needs to set clear learning objectives, demonstrate and monitor metacognitive strategies, and prompt and encourage their learners.

4. Metacognition is only applicable to older learners
Some researchers (e.g. Veenman and Spaans 2005) believe that metacognitive skills do not emerge until a child is 8 to 10 years old. However, Whitebread and Pino Pasternak (2010) document a number of studies which indicate evidence of young children's metacognitive abilities. Findings include children as young as 18 months demonstrating error-correction strategies, 5-year-old children showing an awareness of forgetting, and 3 to 5-year-olds exhibiting a wide range of verbal and non-verbal indicators of metacognitive processes in nursery and reception classrooms. These studies demonstrate that although young children may not be able to describe the metacognitive processes they are exhibiting, it does not mean that these processes are not occurring.

# data[].attributes.attachment_link.description
There are a number of misconceptions surrounding metacognition and the related construct 'self-regulated learning'. 1. Metacognition is simply 'thinking about thinking' Although metacognition does involve thinking about one's thinking, it is more complex than that. A large part of metacognition is actively monitoring one's own learning and making changes to one's own learning behaviours and strategies based on this monitoring.

# data[].attributes.body
This page is dedicated to show how educators can support newcomers.

# data[].attributes.attachment_link.readable_text
America has always been a place for newcomers — and schools are where we lay out the welcome mat. Amid the challenges of political hostility, declining resources, and violent conflicts that fuel mass migration, educators stand at the forefront, opening their classrooms to an increasingly diverse and global population of students — immigrants, undocumented students, English learners, and refugees — from near and far.

In a special series, we look at the strategies and practices that best support these newcomer students and their families, sharing insights that educators and school leaders can use to guide their work.

“Early education settings need to be places where dual-language learners and their families know that they have the ‘right to speak,’ that they will be heard with respect.”

– Paola Uccelli, professor, Harvard Graduate School of Education
Read more.

“Immigrant students have the determination, grit, perseverance, and problem-solving skills we say we value. So why aren’t their strengths better recognized? ”

– Jessica Lander, high school teacher, advocate for English learners
Read more.

Bilingualism as a Life Experience

We’re learning that speaking two languages can strengthen executive function skills, such as attention control and problem solving.

# data[].attributes.attachment_link.description
America has always been a place for newcomers - and schools are where we lay out the welcome mat. Amid the challenges of political hostility, declining resources, and violent conflicts that fuel mass migration, educators stand at the forefront, opening their classrooms to an increasingly diverse and global population of students - immigrants, undocumented students, English learners, and refugees - from near and far.

# data[].attributes.body
Tan supports ELs with various strategies and resources.  The link to his Blog is below and his Twitter link  handle TanKHuynh.

# data[].attributes.attachment_link.title
Welcome | ML Instruction | Empowering ELLs

# data[].attributes.attachment_link.description
Sharing ELL strategies that work. Helping ELL teachers implement classroom-tested, research-backed ELL strategies that develop social and academic language

# data[].attributes.body
Valentina is an educational consultant who supports schools with ELs through Twitter, her blog (link below), and professional developments.

# data[].attributes.attachment_link.readable_text
Pivoting instruction to meet the needs of students and families has been a challenge for teachers across the world since the COVID-19 pandemic. But through collaboration and continued support, we are working together to serve students. Thank you all for everything you are doing to ensure that ELs are receiving the support they need. ​

This article originally posted on Middle Web on 1/6/2019. This is an updated version that includes how to promote academic language during distance learning.

"My kids seem to speak English well, but when it comes to academic tasks, they struggle." We often wonder why English learners have a difficult time with standardized tests and essays in content areas but are able to communicate with peers and get along fairly well on a day to day basis. The reason behind it may be that academic language is different from everyday language. Academic language takes from 5-7 years to acquire while social or conversational language (often known as BICS, basic interpersonal communicative skills coined by Jim Cummins) only takes 2-3 years.

What we know is that students need to make greater gains in academic language in order to become successful in school and post secondary.

Academic language is the language of the content area of instruction. It is the textbook talk and vocabulary and syntax used in lectures and class presentation. It is not just single words and includes phrases and sentences as well.

It is critical that English learners are offered many opportunities on a daily basis to practice using academic language. Why? We have to consider that some English learners go home to environments where they speak another language in the home. And that is awesome! Bilingualism has great benefits. However, to develop bilingualism, when they are in our classrooms or under our instruction, we have to build as many opportunities as possible for English language development using domain specific vocabulary. We have to put the language in their mouths. Other students (including native English speaking students) may go home to English speaking households, but the level of vocabulary or conversation may not be where we'd hope. This is yet another reason why our instruction (be it face to face or remote) needs to be filled with opportunities for students to use academic language.

How can we get students to use academic language? Below you will find 10 ways to get students, especially English learners, practicing academic language in your classroom and beyond.

If you teach middle school or high school you can probably relate. You may have asked yourself this question before, "Why hasn't this EL met exit criteria?" Are they lazy? Are they not trying? Are they unmotivated? What is going on?

Let's look at a student profile:

High school student

Born in the U.S.

May or may not be fluent in another language

All education in the U.S.

Still in ESL

Why haven't they met criteria to exit ESL?
There may be many factors that contribute to students remaining in ESL and not meeting exit criteria. Examining each student's profile closely could reveal the answer.

However here a few common problems that lead to long term EL status:

The first thing we do with students can set the tone for our time together. Starting the period off on the right foot is critical to a successful lesson. Read on to discover five ways to start your class period in engaging and welcoming ways whether you are a general education teacher or an ESL teacher that pulls students out.

Recently at a state conference called TexTESOL, I had the pleasure to present on teaching ELs how to sketchnote. Since I personally enjoy sketchnoting so much and I have a passion for serving ELs, combining these two loves brought great happiness to me.
​
Many of you, that were not able to attend, have reached out to me via email or direct messages on Twitter and Facebook asking for the resources from the presentation. Here they are for all to use and share. Please let me know if you use them, enjoy them, find them meaningful, or have questions. And TWEET or share pictures on facebook of your students' work (if allowable) and tag me so I'll see them.

This link will take you to a Padlet that houses all of the resources I shared including slides from the presentation. Enjoy!

And for fun, here are pictures of our PLN at the conference too!

Building and sustaining strong partnerships with the families of our English learners is an essential part of their success. In this article for Seidlitz Education, I outline how to prepare for conferences with families, what to do during the conference, and how to continue to sustain communication after conferences.

First of all, WELCOME! We are glad to have you in our professional learning network. If you are reading this, I want to formally welcome you to a wonderful, passionate group of ESL educators and advocates who will support you along the way. In this article, you will find ideas for professional learning, resources to dig into, leaders in the field, and much more.

So you secured an ESL position. And you're wondering...how can I prepare for this job? ​

The other day, I posed a question to my Twitter PLN. I asked what their non-negiables were for teaching English Learners. The responses were overwhelming. Just imagine if we set aside time as campus or district teams to develop non-negiables and then live by them. This would be a great practice for ESL and bilingual teams. Here are some of the responses from Twitter followers:

The 'summer slide' is a real thing. When summer hits, many students digress in learning. Sadly, English learners can become victim to the 'Summer Slide'. We can help our students and their families by giving them some information before summer starts!

Well, first and foremost, we should care if we want our students to speak like scholars. If we want our students to be marketable after they graduate. If we want them TO graduate! Then we should care! Sentence stems and frames are scaffolds as students learn language and content.
​
Sometimes educators use the terms sentence stems, sentence starters and sentence frames interchangeably. You may wonder...are they the same thing? The answer is no, they are are not the same. They have their own form and function.

Teaching language structures is one of the most important things we do with our English learners. Embedding academic vocabulary into the language structures is key to their academic success. Making it interactive, engaging, and fun bumps it up ten notches! The Sentence Patterning Chart (a GLAD strategy) that I wrote about last January is an excellent way to build content knowledge and help students acquire language structures through authentic shared writing.

​So if you haven't tried it yet, I highly suggest it. And if you have tried it, here's your next move!

In the last post the focus was an overview of literacy components. This article will zoom in on just the mini lesson. The goals are to:

understand what the mini lesson is specifically,

explore why the mini lesson is important,

and learn how we can make it accessible to all learners especially English learners in our classrooms.

# data[].attributes.attachment_link.description
Pivoting instruction to meet the needs of students and families has been a challenge for teachers across the world since the COVID-19 pandemic. But through collaboration and continued support, we are working together to serve students. Thank you all for everything you are doing to ensure that ELs are receiving the support they need.

# data[].attributes.body
U.S. Department of Education, Office of English Language Acquisition. (2016). Newcomer Tool Kit. Washington, DC: Author.

# data[].attributes.body
Operation Blessing. (2016, July 12). Refugee Life: Through A Child’s Eyes [Video]. YouTube.

# data[].attributes.body
EALTeam SIS. (2014, August 9). The Importance of ELL Strategies - Immersion (Moises in Math Class) [Video]. YouTube.

# data[].attributes.attachment_link.title
The Importance of ELL Strategies - Immersion (Moises in Math Class)

# data[].attributes.body
News Channel 5 (2018, May 23). Nashville School For Immigrant & Refugee Students Celebrates Graduates [Video]. YouTube.

# data[].attributes.attachment_link.title
Nashville School For Immigrant & Refugee Students Celebrates Graduates

# data[].attributes.body
Colorincolorado. (2011, July 26). What to do first: Creating a welcoming ELL classroom environment [Video]. YouTube.

# data[].attributes.attachment_link.title
What to do first: Creating a welcoming ELL classroom environment

# data[].attributes.headline
7 Steps to a Language-Rich Interactive Classroom

# data[].attributes.subject
7 Steps to a Language-Rich Interactive Classroom

# data[].attributes.body
strategies for English Learners in the classroom

# data[].attributes.body
Many activities and strategies to build academic language and structured conversations, reading, and writing skills.

# data[].attributes.attachment_link.title
Social-Emotional Learning Programs | Second Step

# data[].attributes.attachment_link.description
Discover Second Step, an evidence-based social-emotional learning curriculum that fosters students’ emotional intelligence, empathy, and problem-solving skills.

# data[].attributes.body
RichardsonISD has a subscription for GoNoodle Plus.  GoNoodle is free so parents and students can use it at home.  They also have a YouTube channel.

# data[].attributes.attachment_link.title
Hello Song | Songs For Kids | Dance Along | GoNoodle

# data[].attributes.attachment_link.readable_text
Help students recognize and understand social and emotional themes in popular films.

No matter how we discover them, the best films move us in ways we've never imagined. No matter how old we are, they can make us both laugh and cry, and they help us learn more about ourselves and how we relate to others. Of course, many popular movies deal with social and emotional issues, and these can be great for teaching SEL in our classrooms.

The films on this list are excellent for encouraging students to reflect on and discuss a wide range of social and emotional issues. As teachers, we're in a unique position to give these films the context they demand. Social and emotional learning doesn't usually come from watching a movie by yourself -- it comes from the rich discussions that form when you're watching a movie with others and relating what happens in the film to real life. Because of this, it's crucial that we don't merely show these films without also giving kids time to reflect on and discuss what they're watching. As students watch, help them interpret the films you show, and give them direct invitations to ask questions and think critically about what they're seeing on the screen.

Note that our list includes some films that address complex and mature themes. One of the benefits of kids seeing these films in school, versus on their own, is that teachers can help guide and facilitate conversations about these issues. However -- as with any movie you select for your classroom -- determine ahead of time what's OK for your students and the community where you teach, and always follow your school or district's policies around showing films in the classroom.

Here are 10 movies for the middle school classroom that support students' social and emotional learning:

A modern animated classic about emotions, Inside Out will help kids understand the power of our feelings and why it's important to express them -- whether it's happiness, fear, or regret.

Following different student groups competing in an international science fair, this documentary highlights the perseverance and teamwork required to make it to the top. Help students analyze the variety of personality types they'll see in the film -- from shy to self-possessed and beyond -- and how they help or hurt the contestants' goals.

This moving documentary is about parents learning how to raise kids who are unlike themselves -- whether they have a disability, identify as LGBTQ, or have committed a crime. Students will see how these parents grapple with empathy and develop tolerance and then consider how their own families handle their unique characteristics.

Supreme Court Justice Ruth Bader Ginsburg headlines this documentary about her life and career. Politics aside, students can see how Ginsburg maintained integrity in her private trials and public fights for gender equality.

Kids will get emotional as they watch this story of a fifth-grader born with a facial abnormality. Bullying is a strong focus in the film, and students can talk about why it's important to try to understand what their peers are going through and when to stand up for others.

This highly acclaimed biopic of Fred Rogers' life showcases his passion for inspiring integrity and kindness. Whether or not they know who he is, students can argue whether the show's discussion of tough topics with young kids had a positive or negative impact on kids' social and emotional learning.

Communication is front and center in this sci-fi alien tale. Faced with important choices around compassion, the characters make decisions that will get students debating the consequences of how we talk to, and learn to work with, each other.

A unique mix of live-action documentary and animation, Liyana tells the emotional story of a group of African orphans and the fictional tale they created. The tale is based on their own experiences, which can be emotional and will open up students to new perspectives.

This popular Marvel superhero movie is a great opportunity to take a film that kids already love and show them how their favorite characters handle integrity, decisiveness, and teamwork. You can also discuss the effect the film has had in African American communities and why it has produced such gratitude and pride.

This R-rated film is certainly the most controversial pick on this list; the director has hosted special screenings of Eighth Grade in schools across the country. Discuss as a class whether the characters and issues surfaced in the film are true to real life, and talk about how students might deal (or have dealt) with these types of experiences. For more information about showing the movie Eighth Grade in your classroom, be sure to check out this article, as well as our discussion guide for schools.
Top photo credit: Courtesy of Allison Shelley/The Verbatim Agency for American Education: Images of Teachers and Students in Action Social & Emotional Learning

# data[].attributes.attachment_link.title
Middle School Movies That Support SEL in the Classroom | Common Sense Education

# data[].attributes.attachment_link.description
No matter how we discover them, the best films move us in ways we've never imagined. No matter how old we are, they can make us both laugh and cry, and they help us learn more about ourselves and how we relate to others.

# data[].attributes.body
This Google Doc explains how to translate emails in Outlook.

# data[].attributes.attachment_link.description
Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

# data[].attributes.headline
Supporting Families of Immigrants and Refugees During Remote Learning

# data[].attributes.subject
Supporting Families of Immigrants and Refugees During Remote Learning

# data[].attributes.attachment_link.title
Laura Gardner on Supporting Families of Immigrants & Refugees During Remote Learning

# data[].attributes.headline
The National Association for Family, School and Community Engagement (NAFSCE)

# data[].attributes.subject
The National Association for Family, School and Community Engagement (NAFSCE)

# data[].attributes.headline
Covid-19 Resources in Different Languages

# data[].attributes.subject
Covid-19 Resources in Different Languages

# data[].attributes.attachment_link.readable_text
According to the Centers for Disease Control and Prevention (CDC), "There is an ongoing outbreak of respiratory disease caused by a novel (new) coronavirus that was first detected in China and which has now been detected in more than 100 locations internationally, including in the United States. [The disease caused by this virus] has been named 'coronavirus disease 2019' (abbreviated 'COVID-19'). On January 30, 2020, the International Health Regulations Emergency Committee of the World Health Organization declared the outbreak a 'public health emergency of international concern ' (PHEIC). On January 31, 2020, U.S. Health and Human Services Secretary Alex M. Azar II declared a public health emergency (PHE) for the United States to aid the nation's healthcare community in responding to COVID-19."

This blog post contains fact sheets, posters, multimedia resources, and links to live updates in multiple languages that can be shared with clients and the general public about COVID-19, its symptoms, and how to prevent it. It also includes multilingual resources about handwashing.

What You Need to Know
Centers for Disease Control and Prevention (CDC), 2020
This fact sheet explains what COVID-19 is, how it spreads, what its symptoms and severe complications are, how to protect yourself, what to do if you are sick, and what to do if you recently traveled from an area with ongoing spread of COVID-19. Available in English, Simplified Chinese, and Spanish.

What to Do if You are Sick
Centers for Disease Control and Prevention (CDC), 2020
This fact sheet provides steps to help prevent the disease from spreading to people in your home and community if you are sick with COVID-19 or suspect you are infected with the virus that causes COVID-19. Available in English, Simplified Chinese, and Spanish.

Coronavirus in 28 languages
Ministry of Health, Ontario, Canada, 2020
The Ministry of Health in Ontario, Canada has developed an information sheet about the 2019 novel coronavirus (COVID-19) to inform Ontarians about the virus, how they can protect themselves, and what to do if they think they have contracted the virus. Note that these materials include contact information for Canadian health services and would require modifications before sharing with clients in the U.S. We include them here to serve as a starting point for those developing their own translated materials. Available in English, Arabic, Bengali, Simplified Chinese, Traditional Chinese, Farsi, French, German, Greek, Gujarati, Hindi, Italian, Kanien'kéha (Mohawk), Korean, Nishnaabemwin (Eastern Ojibwe), Oji-Cree, Polish, Portuguese, Punjabi, Russian, Romanian, Somali, Spanish, Swampy Cree, Tagalog, Tamil, Urdu, and Vietnamese.

Novel Coronavirus Fact Sheet
Washington State Department of Health, 2020
This fact sheet outlines the novel coronavirus, how it spreads, how severe it is, the symptoms of the virus, who is at risk of the virus, how people can protect themselves, and how the novel coronavirus is treated. Available in English, Amharic, Arabic, Simplified Chinese, Traditional Chinese, Hindi, Japanese, Khmer, Korean, Russian, Somali, Spanish, Tagalog, Thai, and Vietnamese.

Coronavirus (COVID-19) Facts
San Francisco Department of Public Health, 2020
This fact sheet provides tips to protect community health and prepare for potential illness. Note that these materials include contact information for San Francisco health services and would require modifications before sharing with clients in other locations. Available in English, Chinese, Filipino, and Spanish.

Newly added! COVID-19 Informational Flyer
City of Austin, TX, 2020
This flyer provides information how on COVID-19 spreads, its symptoms, and provides prevention tips. It is available in Arabic, Burmese, English, Simplified Chinese , Traditional Chinese, Korean, Spanish, Urdu, and Vietnamese.

Symptoms of Coronavirus Disease 2019
Centers for Disease Control and Prevention (CDC), 2020
This fact sheet presents the symptoms of the novel coronavirus (fever, cough, and shortness of breath). Available in English and Spanish.

Stop the Spread of Germs
Centers for Disease Control and Prevention (CDC), 2020
This poster explains how to help prevent the spread of respiratory diseases like COVID-19. Available in English, Spanish, and Simplified Chinese.

Be a Germ-Buster...Wash Your Hands!
Washington State Department of Health, 2015
This poster provides a basic pictorial explanation of how to wash your hands. Available in English, Arabic, Bengali, Cambodian, Chinese, Hindi, Korean, Nepalese, Russian, Spanish, Turkish, Ukrainian, and Vietnamese.

Newly added! Hand Washing
Centers for Disease Control and Prevention (CDC), 2018
This poster illustrates six steps for effective hand washing. It is available in English, French, Kinande, Kinyarwanda, and Swahili.

Newly added! Stop Germs, Stay Healthy!
King County, WA Health Department, 2008
This poster provides steps for correctly washing your hands and preventing the spread of germs. It is available in Amharic, Arabic, Bosnian, Chinese, English, Farsi, French, Hmong, Khmer, Korean, Laotian, Nepali, Oromo, Portuguese, Punjabi, Russian, Somali, Spanish, Tagalog, Tigrigna, Ukrainian, and Vietnamese.

Newly added! Help Prevent Disease
City of Austin, TX, 2020
This poster provides four steps for preventing the spread of COVID-19 and keeping yourself healthy. It is available in Arabic, Burmese, Simplified Chinese, Traditional Chinese, English, Korean, Spanish, Urdu and Vietnamese.

Multimedia Resources

Introductory Video on Coronavirus
World Health Organization (WHO), 2020
This is a five-minute introductory video in English about the novel coronavirus. Captions are available in English, Arabic, French, Simplified Chinese, Portuguese, Spanish, and Russian. To access multi-lingual versions, create a free OpenWHO account. These videos are embedded in 3-hour long self-paced e-learning courses that may also be completed in each language listed above.

Public Service Announcement
Minnesota Department of Health, 2020
This is a 90-second video that provides a brief overview of the novel coronavirus in English and American Sign Language. Captioned versions are available in English, Chinese, and Spanish and a transcript is available in English.

Information on Coronavirus disease (COVID-19) outbreak
World Health Organization (WHO), 2020
On this website, you can find information and guidance from WHO regarding the current outbreak of COVID-19. This page provides daily updates in English, French, Simplified Chinese, Arabic, Russian, and Spanish.

Coronavirus Resource Center
Centers for Disease Control and Prevention (CDC)
The CDC provides resources and updates on COVID-19 in English, Chinese, and Spanish, including How COVID-19 Spreads (English, Spanish, Chinese), Symptoms (English, Spanish, Chinese), Prevention & Treatment (English, Spanish, Chinese), and Interim Guidance for Administrators of US Childcare Programs and K-12 Schools to Plan, Prepare, and Respond to Coronavirus Disease 2019 (COVID-19) (English, Spanish).

COVID-19 Overview
Occupational Safety and Health Adminitration (OSHA), U.S. Department of Labor

This website, from OSHA at the Department of Labor, addresses COVID-19 concerns related to occupational safety and health. Available in English only.

# data[].attributes.attachment_link.title
A Round-Up of Multilingual Resources on COVID-19 | Switchboard

# data[].attributes.attachment_link.description
According to the Centers for Disease Control and Prevention (CDC), "There is an ongoing outbreak of respiratory disease caused by a novel (new) coronavirus that was first detected in China and which has now been detected in more than 100 locations internationally, including in the United States.