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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.

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by Sally Barnes

As a secondary teacher, Step 4 from the 7 Steps to a Language-Rich, Interactive Classroom was always the one I was most "lukewarm" in implementing. The idea of my 16-year-old students collectively giving me a thumbs-up or standing back-to-back seemed unrealistic. In my mind, I felt like I would get the same students giving me a thumbs-up that would normally verbally tell me they were good to go, or they'd show me they were ready because they had stopped working.

Here's the thing: I felt like I couldn't use total response signals with fidelity while simultaneously struggling with wait time. I always cut students short on time, saying, "We've got three minutes," and then giving them two. I'd glide past moments where I could've asked students if they understood because I was excited about what was coming next or I assumed they got it. It wasn't that I was uncomfortable with silence or that I didn't have an awareness of time. To be honest, wait time wasn't a priority, and it had become a problem. Being asked to "slow down" was something I both loathed and completely understood.

I was at a session with Paul Emerich France, and he had us utilize this graphic organizer to analyze our obstacles and make goals for overcoming them. First, we identified our obstacles; mine was the "processing time" piece. Next, we brainstormed causes-why is this obstacle there in the first place? Finally, we developed consequences that can, do, or will occur if we did not overcome our obstacles.

Next, we transformed our obstacles into goals by rewording our statements, then identified steps we needed to take, as well as rationale-how will this help me and others (for example, my students)?

So, I began a committed relationship to total response signals. I started easy, trying to build a habit for myself. (Hint: Put an extra slide after a topic to remind yourself to ask for the signals-it's a lifesaver).

The signals I focused on were...

Hold up 1 - 5 to show me how well you understood _________.

Give me a thumbs-up if you're ready to move on.

Show me how many minutes you think you need for this task.

Show me how many more minutes you need.

Put your folder divider down when you're done.

And guess what? Once we got into the habit in my class, students used it! The more we did it, the less protective students were of saying they were a two or three instead of a five, or giving me a thumbs-down if they needed to. It became low stress for them and was an easy way to redirect the class when necessary.

For me, the use of these signals truly slowed me down and helped me take the temperature of the room. Sometimes they'd tell me they needed five minutes instead of the two minutes I had planned, and I would adjust accordingly. Sometimes they'd ask me to slow down, not because they needed more time or didn't understand, but because they just needed a moment to breathe. If their responses varied, I gave them time to turn and talk about what we had just covered to develop a better understanding and peer-teach. (Tying this into an activity like Expert/Novice as the way to review is super effective!) This not only increased my awareness of my students and their needs, but it also increased student agency and self-advocacy because I was consistently asking them for feedback.
Reflect on Your Own Relationship to Total Response Signals

How do you use total response signals in your class?

What are some obstacles you encounter, and what are possible solutions to these obstacles? (I highly recommend you use the format I used above to analyze your obstacles and turn them into goals!)

How do total response signals help the students in your class, and how do they help you?

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Total Response Signals in the Secondary Classroom

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by Sally Barnes As a secondary teacher, Step 4 from the 7 Steps to a Language-Rich, Interactive Classroom was always the one I was most "lukewarm" in implementing. The idea of my 16-year-old students collectively giving me a thumbs-up or standing back-to-back seemed unrealistic. In my mind, I felt like I would get the same...

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Academic Language Cards - SPANISH Author: Marcy Voss

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Cult of Pedagogy - How WL Teaching Has Evolved

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Cult of Pedagogy - How WL Teaching Has Evolved

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French class doesn't look the same as it did when you were in school. These six key shifts have changed world language instruction for the better.

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Teacher uses LEGOS to explain math to school children

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Teacher uses LEGOS to explain math to school children

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Activities, templates, etc.

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As if LEGOs weren't enough of an awesome childhood toy, one teacher has found another awesome educational/developmental use for this super-toy - as a math education aid! Alycia Zimmerman, a 3rd-grade teacher in New York, uses them to explain fractions, squares and other mathematical concepts.

"In the classroom, the tiny bricks are now my favorite possibility-packed math manipulative," she writes in an article for Scholastic that goes more into depth about these bricks' potential uses.

More info: scholastic.com (h/t: designyoutrust)

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Teacher Uses LEGOs To Explain Math To Schoolchildren

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As if LEGOs weren't enough of an awesome childhood toy, one teacher has found another awesome educational/developmental use for this super-toy - as a math education aid! Alycia Zimmerman, a 3rd-grade teacher in New York, uses them to explain fractions, squares and other mathematical concepts.

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Copy of AP Spanish Language Exam Explained

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Planning for Consistent Interaction with Purpose

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Planning for Consistent Interaction with Purpose

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By Sally Barnes

It's that time of year again! We get to sit by the pool, read the books we've collected over the past few months, spend time with friends and family, and maybe get a few minutes to reflect on our year and think about what's to come. The last couple of years have been an adventure and have really forced me to revisit my initiative as a teacher, particularly asking what can my students do, and what are they doing?

I recently heard the amazing Paul Emerich France speak at a conference, and he perfectly captured some of my "teacher thoughts." He talked about personalized learning and gave five myths about this type of learning. Myth #2 was that "personalizing learning meant that curriculum must be interest-based," and the reality is that "interest and engagement are not synonymous." This reminds me of one of my favorite texts I've read as a teacher: Disrupting Thinking, Why How We Read Matters, by Kyleene Beers and Robert Probst. In this book, there is a section called "Rethinking Relevance," in which they discuss the difference between interesting content and relevant content and how it engages and connects students to what they're learning. This reading has led me to my "formula" for teaching: interesting content + consistent interaction + authentic collaboration = learning for all.

Here's a quick breakdown of my thinking:

Interesting Content: Are we connecting with our students' organic interests? Are we tapping into their worlds by piquing their curiosity and hooking them? Beyond that, are we making this content relevant? Are we connecting their interests to what we're learning and back to their lives? The "interesting" piece hooks them, but the "relevant" keeps them coming back to internalize the information.

Consistent Interaction: Are we allowing students to interact with one another, with us, with texts, with resources, etc.? Are they frequently switching modes of communication to gather and share information? A simple equation could be interaction with texts + interaction with peers + interaction with us, or more familiarly, an IPA (integrated performance assessment).

Authentic Collaboration: Are students working together for a purpose, or are they working together because they "have to"? The difference here is key: we aren't having them work in groups to get the task done more quickly or because we don't think they can do it alone. They work in groups because they learn to gather information from their peers and work together to create something to share what they've learned with the class or with me.

I think about this "equation" when I think about the 7 Steps.

Interesting Content: Looking at Step 7 (having students participate in structured reading and writing activities), students should be reading and listening to materials that capture their attention through both the text and the task. Even the most exciting text is inadequate if not structured appropriately. How are we supporting our students to understand the interesting content and make connections with relevance through strategies for reading and listening? I also see the importance of Step 5, using visuals and vocabulary strategies to support learning. These strategies for vocabulary acquisition are incredibly important for understanding and internalizing the content.

Consistent Interaction: This reflects the 7 Steps perfectly as they are specifically designed to create a language-rich, interactive classroom. Let's break it down:

1. Teach Students What To Say: Even students who aren't sure what to say in class should be interacting with each other and with us as teachers. There are phrases we can coach them to use, such as "may I please ask a friend," that will initiate interaction between students. Just the key communication skill of asking for help or clarification will help them interact with us!

2. Complete Sentences: Students must consistently use complete sentences to share their thoughts and ideas for interaction to be successful.

3. Randomize & Rotate: We work with students all the time and they never know when their turn is up! Being consistent about randomization/rotating around the class can lower the affective filter and contribute to a climate of engagement, safety, and comfort in being themselves and having their own thoughts and opinions.

4. Total Response Signals: Even a physical response is an interaction. A thumbs up/thumbs down shows that students are paying attention and engaged in the content. A ranking system shows us how well they understand or if they agree or disagree.

Authentic Collaboration: I wanted to save Steps 6 and 7 for this piece. To me, authentic collaboration happens so powerfully in the production phase. Allowing students to use structured speaking and writing activities and strategies will encourage total participation, a sense of safety, and the opportunity to contribute to the class and the conversations and work with their peers. By using scaffolded and structured strategies for learners of all levels, we open the doors for everyone to be able to receive input and produce output about the topic.

I wonder how these three pillars look in your classroom? How do you find and distribute interesting content? How do you maintain consistent interaction? And finally, how do you promote authentic collaboration among ALL students?
Sally Barnes is an educational consultant with Seidlitz Education and the current World Languages Coordinator for Klein ISD. She is currently collaborating on a book for LOTE school leaders and administrators with Anna Matis.

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Planning for Purpose: What Can ALL Students Do?

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By Sally Barnes It's that time of year again! We get to sit by the pool, read the books we've collected over the past few months, spend time with friends and family, and maybe get a few minutes to ...

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Copy of Lesson Creation 101 - Backwards Plan

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Ellevation: EL Program Management Tools for K-12

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Intelligence Tests to Better Identify Gifted and Talented ELs

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Teaching with Comprehensible Content: Definition & Examples

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See how you can increase progress of English Language Learners (ELLs) with comprehensible input. Complete with background and classroom techniques.

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Details on free response topics since 2014

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Wordwall.net - games, quizzes, manipulatives, etc. 

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Wordwall.net - games, quizzes, manipulatives, etc. 

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Wordwall - Create better lessons quicker

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Need a fresh teaching resource that fits your class and teaching style? Create a customized pack of interactive and printable activities in just one minute.

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Madame's Musings - Lisa Shepard

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When presenting to groups of language teachers, I often structure my presentations around the ACTFL Core Practices. However, I have to admit that I have my favorites when it comes to these tenets of language teaching. "Guiding Learners Through Interpreting Authentic Resources" ? Yep, I think that could be my middle name. "Designing Oral Interpersonal Communication Tasks"? You betcha! " Plan with a Backward Design Model", what else is there???

The peskiest core practice for me has always been "Teach Grammar as Concept and Use in Context." I admit that it has taken me awhile to fully deconstruct what this means (and I'm probably not all the way there, yet!).

Fortunately, the PACE model, described in Shrum and Glisan's Teacher's Handbook,provides a meaningful framework for addressing this core practice.

For those unfamiliar with this model, PACE is an acronym for these steps that one might take to teach grammar in a contextualized way:

P = Presentation of meaningful language

A = Attention

C = Co-Construction (Explanation as Conversation)

E = Extension activities

I recently revisited the PACE model in preparing a new mini-unit on the language function "Giving Compliments." Having selected adjective agreement as the target structure for this unit, I presented a series of authentic texts (a cartoon video and list of Tweets) that were rich in adjectives. At this stage, the focus is on meaning, rather than form, so I created a series of interpretive tasks for these resources.

Next, I designed a series of activities designed to draw students' attention to the adjectives. In this case, I broke the structure down into four mini-lessons: 1)A sample regular adjective ( grand), 2) Regular adjectives , 3) Adjectives whose masculine form ends in "e" 4) A few common irregular adjectives. For each mini-lesson I created a slide with a series of Tweets containing the target structure, which I drew attention to with a purple frame.

I then created a series of questions for each mini-lesson that teachers can use to co-construct an explanation of the structure.

Finally, I provided a series of extension activities. In addition to the short short practice exercises included in the presentation, I created a graphic organizer for the video, a 20 Questions game and a Presentational Writing task that will provide opportunities for students to use these structures.

If you are interested in using this PACE lesson on adjective agreement, click here for the Presentation and here for the corresponding document.

The entire mini-unit is available for purchase here.

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Teach Grammar as Concept and Use in Context: A Sample PACE Lesson on Adjective Agreement - Madame's Musings

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When presenting to groups of language teachers, I often structure my presentations around the ACTFL Core Practices. However, I have to admit that I have my favorites when it comes to these tenets of language teaching. "Guiding Learners Through Interpreting Authentic Resources" ? Yep, I think that could be my middle name.

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5 Ways Countries Do Math Differently Than the US (and why it's important to know this!)

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5 Ways Countries Do Math Differently Than the US (and why it's important to know this!)

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Authentic Resources

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"When Europeans first came to Africa, they considered the architecture very disorganized and thus primitive. It never occurred to them that the Africans might have been using a form of mathematics that they hadn't even discovered yet."

When I was in 5th grade, my math teacher showed the class how to write the number 7 in a different way from what I was used to. She told us that was how people in France wrote it. I was learning French at the time so ever since, I've crossed my sevens. When I became an ESL teacher, I discovered there were even more differences between how math was done in the U.S. and how it was done in other countries.

This is essential to know if you have ELLs in your classes who learned math in foreign countries. They may be getting the correct answers to problems but they may not be able to explain how they got those answers if their proficiency in English is low. And if some teachers are not familiar with or don't understand the processes used to find those answers, they may not be willing to give credit to students for their work.

But being able to demonstrate understanding of the procedures used to obtain the correct answers to problems is an integral part of American math classes nowadays. If the work doesn't conform to the way it's supposed to be done, students might not get full credit even if the answer is correct. This is especially important to keep in mind during standardized testing season. Even though getting the right answer - regardless of how it is achieved - should be paramount (in my mind, anyway), the process is now just as important as the result so ELLs have to be able to show their work and describe how they obtained their solutions to problems.

Here are some of the ways that ELLs may be doing math differently from the way it's taught in American schools:

Some countries, such as India, have words for number groupingsthat we don't have in the U.S.:Use of additional words for certain number expressions:
* The word lakh refers to "one hundred thousand" and people say, for example, 5 lakh to mean 500,000.
* The word crore refers to "ten million," so 8 crore means 80,000,000.
When I was in India and read these numbers in newspaper articles or heard them in conversation, I always had to pause and do a conversion in my head because I wasn't used to the concepts.

On the other hand, in some languages, such as Chinese, the words used for numbers above ten are compound words comprised of just the two number words placed next to each other.
* So instead of learning completely new words that aren't literal representations of the numbers, like "eleven," Chinese just puts the words "ten one" together to mean "eleven."
* To say "twenty-four," it's the words "two ten four" said consecutively.
When configured that way, it's easy to understand the concept of place value and to use arrays.

Some countries use decimal points instead of commas or write symbols used in operations in different ways:
* contrasts U.S. conventions with the way things are done in Latin America.
* shows which countries around the world use a period and which use commas to write decimals.
Writing units of currency is one common instance where people in other countries use commas instead of decimal points, like we do in the U.S.

* At a school in Kolkata, India, I saw a demonstration of how Indian students are taught to multiply two- and three-digit numbers. explains how to do this form of Vedic math.The Indian teachers insisted it was a much better way of doing multiplication.

* An American student explains in how people in Spain and 10 other countries do long division.
* And here's showing how division is done in France.
Some of my students from Latin America did division differently from how I'd been taught and it was eye-opening to see the process they used to reach the correct answer.

I think it's fascinating to discover how math is different throughout the world. When ELLs can teach their teachers how it's done, then the students are learning how to use the language of math in English and the teachers are expanding their cultural knowledge, and the result is that everyone benefits.

Check out my Pinterest board Math for ELLs for articles about teaching math to English Language Learners and resources that I think work well for teaching math to ELLs.

***

Susan has 25 years experience as an ESL/EFL teacher and teacher trainer in Asia and the U.S., most recently in Massachusetts where she taught English Language Learners in Grades K - 8 at a public school for 16 years. Now living in Arizona, Susan specializes in creating low-prep, content-based, academically engaging resources for mainstream teachers with ELLs in their classes and ESL teachers who pull ELLs out for class. In her free time, she enjoys taking photographs of the Southwest and recently rediscovered the joys of playing table tennis. You can follow Susan at her TpT store and can also find her on Pinterest, Facebook, and Twitter, where she co-hosts the monthly #ELLEdTech chat.

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5 Ways Countries Do Math Differently Than the U.S. (And Why It's Important to Know This)

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When I was in 5th grade, my math teacher showed the class how to write the number 7 in a different way from what I was used to. She told us that was how people in France wrote it. I was learning Fr...

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What can students do at different levels? How can teachers support? (This is based on ELPS but works very well with world language)

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What do you do when professional learning "doesn't apply to you"?

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by Bethany Davis

I'll start this off with a confession: a good number of my first years in teaching, I would sit through days/weeks/months of training I was obligated to attend and think to myself, "Yeah...but this doesn't apply to me."

A bit of background as to why I egregiously thought this. I am an American Sign Language (ASL) Teacher. In the realm of education, teachers of languages other than English tend to feel a bit side-noted because we are not formally a graduation requirement. We don't get booster clubs, we don't have large sporting games that are attended by fans and promoted by pep rallies, we don't get Fine Arts performances or shows, we are not part of the core content that has standardized testing, we are not part of the statistics that our schools are rated by, and only a few of us have AP/IB opportunities that make us marketable. Sure we may have interest clubs, but it's hard to entice students to join because they have other clubs that will look better on a college application.

ASL teachers feel even more side-noted. When LOTE curriculums and programs advertise to us, my favorite game to play is, "Yes, great, but do you have ASL?" Many times the response is, "No, but we can look into that." But they don't. Finding ASL-specific training is like finding a pot of gold at the end of a rainbow. Administration observations most times have feedback that tickles our bones because they don't understand the language, but they can see we've completed the checklist they provided. Professional learning communities training? What we wouldn't give to not be the "island" teacher, the only one on our campus and, many times, the entire district. I used to sit back and laugh and laugh about all the conversations I would have with myself when setting agendas, establishing norms, tracking minutes, and summarizing the meetings. Or when the administrators felt I needed a support system, so they put me in PLCs with other languages even though their content did not apply to me.

There is no AP exam for ASL, so students are hesitant to take the higher levels because it will not benefit them for college credits. Even more so, not many colleges will accept ASL as a foreign language/LOTE credit, and IB will not accept ASL into their program because it is not a universal language. Our student motivation to take the course comes from pop culture exposure, such as the TV show Switched at Birth and, most recently, Academy Award-winning film CODA.

I have experienced and heard so many stories from my ASL colleagues about how their class has become a "dumping ground" for challenging students because administrators and counselors view it as "easier" than the other languages offered. In reality, ASL is considered by the Foreign Service Institute and Defense Language Institute as being the most difficult level of language to learn for English native speakers. The reason is that ASL has a very complex grammar system and significant structural and cultural differences compared to English or other spoken languages.

District/campus writing initiatives? ASL does not have a written system. While our spoken-language LOTE colleagues are focused on speaking, listening, reading, and writing, we are focused on training the eyes to read nonverbal communication, expressing body language, using space around the signer to organize concepts and ideas, as well as other complex grammatical structures of a visual/gestural language. For ASL teachers, sitting through writing exercises and trainings is an instant buy-out because our first thought is, "But we don't have a writing system, so I won't be able to use this in my classroom."

Then, in just one full-day workshop, my whole thinking changed.

Anna Matis from Seidlitz Education came to our district to train all the teachers in 7 Steps to a Language-Rich, Interactive Foreign Language Classroom. Of course, with my pessimistic outlook, I rolled my eyes and thought, "This won't apply to me, but let's see what she's got." Anna told the group that, at the end of the workshop, we would be speaking, listening, reading, and writing in Italian. Again, I was skeptical. Skeptical, but wrong. Indeed, at the end of the workshop the entire group fulfilled the learning objective. My mind was blown.

Throughout the workshop, I was concerned about how this could be accomplished for my Deaf/Hard of Hearing colleagues and their interpreters. Certainly, reading/writing could be achieved in another language, but what about speaking/listening? Also, how do we overcome the writing obstacle in our own classroom? I met with Anna after the workshop and asked her those questions, and she responded that she had asked multiple ASL teachers, both Deaf/Hard of Hearing and Hearing, but no one had had an answer.

I could have been disappointed and quickly dismissed the training as I have done so many others, but something told me it was time for change. I went back to my lesson planning and started thinking about how I could make this workshop apply to me. I realized I was only closing myself off in my professional growth and would constantly hit my head on the wall with frustration if I kept dismissing crucial workshops like this one.

Instantly, my classroom became a more interactive environment. When I found success in that, I started bringing this new mantra-"Make it apply to you!"-to more workshops. I'm not going to lie: it's hard to change a behavior, and it took me some time to look at different trainings with a new perspective, but nevertheless, I persisted.

Soon enough, I was seen as "innovative" and a "team player" on my campus. I started building more positive relationships with campus and district administrators because I wouldn't sit back and dismiss their initiatives. I collaborated with AVID coordinators on how to adapt my unique class to their goals. I made myself known and expressed my willingness to adapt, which led them to consider me in decision-making and advocate for ASL in their conferences and workshops outside the campus/district. I was no longer a side-note. Instead of "I don't know," they started saying, "I have an idea from this ASL teacher who found success." Most recently, general education teachers conducted Instructional Rounds (observing other classrooms and looking for the teachers' use of key strategies the district was implementing), which led to a large discussion on AVID strategies in a specialized setting after observing my class. I started taking my adaptations and presenting at ASL conferences and workshops, and guess what? Many colleagues gave me feedback like, "My campus/district did this workshop, but I had no idea how to adapt it until now; thank you!"

I encourage you to make it apply to you. When you do and you find success, please share. There's still so much more I and others can learn, and I can't wait to see what you come up with.

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by Bethany Davis I'll start this off with a confession: a good number of my first years in teaching, I would sit through days/weeks/months of training I was obligated to attend and think to myself, "Yeah...but this doesn't apply to me." A bit of background as to why I egregiously thought this.

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Novice Mid to Intermediate

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When I read The Hitchhikers Guide to the Galaxy by Douglas Adams, I remember being fascinated by the "babel fish." These were fish, who when dropped in a person's ear, would provide immediate translation of any language, thriving on sound waves and converting them into comprehensible language.

Wouldn't it be just great if learning a new language were that easy (despite the "yuck" factor)? While we do have some technology that provides translation into a variety of languages, it often fails to translate accurately due to the complexity of language. Effective communication requires so much more than just being able to translate vocabulary words - it requires knowledge of intonation, dialect, and intent, and a nuanced understanding of word use, expression, and a language's cultural context. For example, one online translation application I tried translated "Fall Events" as "fall down events" in Spanish because it didn't know that I was referring to events in autumn.

So, without a babel fish or perfect technology, we are left with the old-fashioned way of learning a new language, which requires time, effort, and patience. How much time, effort, and patience depends a lot on the individual who is learning, as well as the learning environment and situation, but language researchers have developed a general outline of language acquisition that helps explain the process that language learners go through to develop skills in a foreign language. In this article, I will provide an overview to the stages of language acquisition, and offer strategies designed to support ELL instruction at different stages of language acquisition.

Stages of Language Acquisition

Researchers define language acquisition into two categories: first-language acquisition and second-language acquisition. First-language acquisition is a universal process regardless of home language. Babies listen to the sounds around them, begin to imitate them, and eventually start producing words. Second-language acquisition assumes knowledge in a first language and encompasses the process an individual goes through as he or she learns the elements of a new language, such as vocabulary, phonological components, grammatical structures, and writing systems.

The Six Stages of Second-Language Acquisition

Pre-production

This is also called "the silent period," when the student takes in the new language but does not speak it. This period often lasts six weeks or longer, depending on the individual.

Early production

The individual begins to speak using short words and sentences, but the emphasis is still on listening and absorbing the new language. There will be many errors in the early production stage.

Speech Emergent

Speech becomes more frequent, words and sentences are longer, but the individual still relies heavily on context clues and familiar topics. Vocabulary continues to increase and errors begin to decrease, especially in common or repeated interactions.

Beginning Fluency

Speech is fairly fluent in social situations with minimal errors. New contexts and academic language are challenging and the individual will struggle to express themselves due to gaps in vocabulary and appropriate phrases.

Intermediate Fluency

Communicating in the second language is fluent, especially in social language situations. The individual is able to speak almost fluently in new situations or in academic areas, but there will be gaps in vocabulary knowledge and some unknown expressions. There are very few errors, and the individual is able to demonstrate higher order thinking skills in the second language such as offering an opinion or analyzing a problem.

Advanced Fluency

The individual communicates fluently in all contexts and can maneuver successfully in new contexts and when exposed to new academic information. At this stage, the individual may still have an accent and use idiomatic expressions incorrectly at times, but the individual is essentially fluent and comfortable communicating in the second language.

How long does it take for a language learner to go through these stages? Just as in any other learning situation, it depends on the individual. One of the major contributors to accelerated second language learning is the strength of first language skills. Language researchers such as Jim Cummins, Catherine Snow, Lily Wong Filmore and Stephen Krashen have studied this topic in a variety of ways for many years. The general consensus is that it takes between five to seven years for an individual to achieve advanced fluency. This generally applies to individuals who have strong first language and literacy skills. If an individual has not fully developed first language and literacy skills, it may take between seven to ten years to reach advanced fluency. It is very important to note that every ELL student comes with his or her own unique language and education background, and this will have an impact on their English learning process.

It is also important to keep in mind that the understood goal for American ELL students is Advanced Fluency, which includes fluency in academic contexts as well as social contexts. Teachers often get frustrated when ELL students appear to be fluent because they have strong social English skills, but then they do not participate well in academic projects and discussions. Teachers who are aware of ELL students' need to develop academic language fluency in English will be much better prepared to assist those students in becoming academically successful. (Learn more about academic language in Colorín Colorado's academic language resource section.)

Instructional Strategies

If you have ELL students in your classroom, it is more than likely there will be students at a variety of stages in the language acquisition process. What can teachers do to differentiate instruction according to language level? Here are some suggestions for appropriate instructional strategies according to stages of language acquisition.

Emphasize listening comprehension by using read-alouds and music.

Use visuals and have students point to pictures or act out vocabulary.

Speak slowly and use shorter words, but use correct English phrasing.

Model "survival" language by saying and showing the meaning. For example, say, "Open your book," and then open a book while the student observes.

Gesture, point and show as much as possible.

More advanced classmates who speak the same language can support new learning through interpretation.

Avoid excessive error correction. Reinforce learning by modeling correct language usage when students make mistakes.

Continue the strategies listed above, but add opportunities for students to produce simple language.

Ask students to point to pictures and say the new word.

Ask yes/no and either/or questions.

Have students work in pairs or small groups to discuss a problem. Have literate students write short sentences or words in graphic organizers.

Model a phrase and have the student repeat it and add modifications. Teacher says, "This book is very interesting." The student repeats it and says, "This book is very boring." Continue with as many modifications as possible.

Avoid excessive error correction. Reinforce learning by modeling correct usage.

Introduce more academic language and skills by using the same techniques listed above, but beginning to use more academic vocabulary.

Introduce new academic vocabulary and model how to use it in a sentence.

Provide visuals and make connections with student's background knowledge as much as possible.

Ask questions that require a short answer and are fairly literal.

Introduce charts and graphs by using easily understood information such as a class survey of food preferences.

Have students re-tell stories or experiences and have another student write them down. The ELL student can bring these narratives home to read and reinforce learning.

In writing activities, provide the student with a fill-in-the blank version of the assignment with the necessary vocabulary listed on the page.

Provide minimal error correction. Focus only on correction that directly interferes with meaning. Reinforce learning by modeling the correct usage.

Have students work in pairs and groups to discuss content.

During instruction, have students do a "Think, pair, share" to give the student an opportunity to process the new language and concept.

Ask questions that require a full response with explanation. If you do not understand the student's explanation, ask for clarification by paraphrasing and asking the student if you heard them correctly.

Ask questions that require inference and justification of the answer.

Ask students if they agree or disagree with a statement and why.

Model more advanced academic language structures such as, "I think," "In my opinion," and "When you compare." Have students repeat the phrases in context.

Re-phrase incorrect statements in correct English, or ask the student if they know another way to say it.

Introduce nuances of language such as when to use more formal English and how to interact in conversations.

Have students make short presentations, providing them with the phrases and language used in presentations ("Today I will be talking about") and giving them opportunities to practice the presentation with partners before getting in front of the class.

Continue to provide visual support and vocabulary development.

Correct errors that interfere with meaning, and pre-identify errors that will be corrected in student writing, such as verb-tense agreement. Only correct the errors agreed upon.

You may want to assist in improving pronunciation by asking a student to repeat key vocabulary and discussing how different languages have different sounds.

Identify key academic vocabulary and phrases and model them. Ask students to produce the language in class activities.

Use graphic organizers and thinking maps and check to make sure the student is filling them in with details. Challenge the student to add more.

Help the student make connections with new vocabulary by instructing him or her in the etymology of words or word families such as, "important, importance, importantly."

Create assessments that give students an opportunity to present in English after they have an opportunity to practice in pairs or small groups.

Introduce more academic skills, such as brainstorming, prioritizing, categorization, summarizing and compare and contrast.

Ask students to identify vocabulary by symbols that show whether the student "knows it really well, kind of knows it, or doesn't know it at all." Help students focus on strategies to get the meaning of new words.

Have a "guessing time" during silent reading where they circle words they don't know and write down their guess of the meaning. Check the results as a class.

Introduce idioms and give examples of how to use them appropriately. For example, "Let's wind up our work." What's another way you could use the phrase "wind up?"

Starting at this level, students need more correction/feedback, even on errors that do not directly affect meaning. They should be developing a more advanced command of syntax, pragmatics, pronunciation, and other elements that do not necessarily affect meaning but do contribute to oral fluency.

It may also be helpful to discuss language goals with the student so you can assist in providing modeling and correction in specified areas.

Students at this level are close to native language fluency and can interact well in a variety of situations. Continue to develop language skills as gaps arise by using the strategies listed above. Although the student may seem completely fluent, he or she still benefit from visual support, building on background knowledge, pre-teaching vocabulary and making connections between content areas.

Offer challenge activities to expand the student's vocabulary knowledge such as identifying antonyms, synonyms and the use of a thesaurus and dictionary.

Demonstrate effective note-taking and provide a template.

Offer error correction on academic work and on oral language. Because students at this stage have achieved near-native fluency, they benefit from support in fine-tuning their oral and written language skills.

Recommendations

Scaffold instruction so students receive comprehensible input and are able to successfully complete tasks at their level. Instructional scaffolding works just like the scaffolding used in building. It holds you at the level needed until you are ready to take it down. Scaffolding includes asking students questions in formats that give them support in answering, such as yes/no questions, one-word identifications, or short answers. It also means providing the context for learning by having visuals or other hands-on items available to support content learning. Also, when practicing a new academic skill such as skimming, scaffolding involves using well-known material so the students aren't struggling with the information while they are trying to learn a new skill. Scaffolding includes whatever it takes to make the instruction meaningful for the student in order to provide a successful learning experience.

Use cognates to help Spanish speakers learn English and derive meaning from content. The Colorín Colorado website has a helpful list of common cognates in Spanish for teachers to reference. Teachers can explicitly point out cognates for Spanish speaking students so they begin to realize that this is a useful way for them to increase their English vocabulary.

Explicit vocabulary instruction is very important in accelerating ELL students' English language development. Textbooks include lists of new vocabulary words based on grade-level content, but ELL students need further vocabulary instruction. There are many words in a text that may affect the ELL student's comprehension of the text that a teacher may assume he or she knows. It is important for teachers to develop ways to help students identify the words they don't know, as well as strategies for getting their meaning. Of course it is also beneficial if teachers reinforce the language structures or common associations of vocabulary. For example, "squeak" is a sound that often goes with "mouse" or "door" and it may be stated as, "squeak, squeaky, squeaks, or squeaked."

Error correction should be done very intentionally and appropriately according to student language ability, as noted earlier in the article. Students who are just beginning to speak English are already nervous about using their new language skills and constant correction will not improve their ability; it will just make them want to withdraw. I inform students in advance of the type of errors I will correct, such as "missing articles" and "third person agreement," and then those are the only errors I check. In my class, I do not correct the errors; I circle the mistakes and return the paper to the student. They are responsible for correcting the errors and returning the paper to receive more points. Most of the time the students can make the corrections themselves when they see the area I've circled, but if they have difficulty, I guide them as they make the correction. In this way, I feel there is a manageable amount of correction information to work with and the student will actually learn from doing the correction.

Learning another language. If you learn the language(s) your students speak, they will be thrilled to hear you try it with them. I learned how to say "good morning" in Somali and had to practice for an hour before I felt comfortable saying it. When I did I was rewarded with the big grins of students as they entered the room. They were excited to teach me other phrases as well, and we discussed how much English they had learned since they arrived in the country. They were very proud to think of how much progress they'd made.

Seek the experts in your building or district who can offer you guidance on effective instructional strategies for your ELL students. There are many teachers who have taught ELL students in your content area, have taught a certain population of students, or are trained ESL or bilingual teachers who have a lot of advice and support to offer. Don't hesitate to look for support when you are challenged to reach students who are learning English. This can be especially true when you have a "pre-production" or "beginning level" student and you are responsible for grade level content instruction.

Visit the hotlinks section for this article for more information on specific research regarding language acquisition and recommended instructional strategies. You can also search the Colorín Colorado educator information for useful information and resources to assist you in meeting ELL student needs.

ELL teachers encounter students with a variety of backgrounds and abilities, and until the babel fish comes into existence, they will need to have flexibility, creativity and skill in order to help ELL students make meaning from the new language and content they are learning. An understanding of the language acquisition process and levels will help teachers tailor instruction to meet the needs of a diverse group of learners. Students will benefit from everything teachers do to support the development of their language skills while teaching them grade level content. Together teachers and students develop their understanding of each other, the world around them, and the language that connects us all.
The Stages of Second Language Acquisition
This chapter from Classroom Instruction That Works with English Language Learners Facilitator's Guide, by Jane D. Hill and Cynthia L. Björk, offers information on the second language acquisition process and effective ELL instruction. It includes a a simplified chart of language acquisition levels and the kinds of language teachers can use to help students at each level.

Simple description of the stages of language acquisition and recommendations for instructional strategies according to level.
Overview of Second Language Acquisition and Strategies
Downloadable booklet from the Northwest Regional Education Laboratory, "Strategies and Resources for Mainstream Teachers of English Language Learners." Includes useful information on language levels, acquisition and 10 things teachers can do today to help ELL students.
Understanding the "Silent Period" with English Language Learners
This article describes some strategies used by two kindergarten teachers to communicate verbally and nonverbally.

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“One generation plants the trees; another gets the shade.”— Chinese ProverbWhen I read The Hitchhikers Guide to the Galaxy by Douglas Adams, I remember being fascinated by the “babel fish.” These were fish, who when dropped in a person’s ear, would provide immediate translation of any language, thriving on sound waves and converting them into comprehensible language.Wouldn’t it be just great if learning a new language were that easy (despite the “yuck” factor)? While we do have some technology that provides translation into a variety of languages, it often fails to translate accurately due to the complexity of language. Effective communication requires so much more than just being able to translate vocabulary words — it requires knowledge of intonation, dialect, and intent, and a nuanced understanding of word use, expression, and a language’s cultural context. For example, one online translation application I tried translated “Fall Events” as “fall down events” in Spanish because it didn’t know that I was referring to events in autumn.So, without a babel fish or perfect technology, we are left with the old-fashioned way of learning a new language, which requires time, effort, and patience. How much time, effort, and patience depends a lot on the individual who is learning, as well as the learning environment and situation, but language researchers have developed a general outline of language acquisition that helps explain the process that language learners go through to develop skills in a foreign language. In this article, I will provide an overview to the stages of language acquisition, and offer strategies designed to support ELL instruction at different stages of language acquisition.Stages of Language AcquisitionResearchers define language acquisition into two categories: first-language acquisition and second-language acquisition. First-language acquisition is a universal process regardless of home language. Babies listen to the sounds around them, begin to imitate them, and eventually start producing words. Second-language acquisition assumes knowledge in a first language and encompasses the process an individual goes through as he or she learns the elements of a new language, such as vocabulary, phonological components, grammatical structures, and writing systems.The Six Stages of Second-Language AcquisitionPre-productionThis is also called “the silent period,” when the student takes in the new language but does not speak it. This period often lasts six weeks or longer, depending on the individual.Early productionThe individual begins to speak using short words and sentences, but the emphasis is still on listening and absorbing the new language. There will be many errors in the early production stage.Speech EmergentSpeech becomes more frequent, words and sentences are longer, but the individual still relies heavily on context clues and familiar topics. Vocabulary continues to increase and errors begin to decrease, especially in common or repeated interactions.Beginning FluencySpeech is fairly fluent in social situations with minimal errors. New contexts and academic language are challenging and the individual will struggle to express themselves due to gaps in vocabulary and appropriate phrases.Intermediate FluencyCommunicating in the second language is fluent, especially in social language situations. The individual is able to speak almost fluently in new situations or in academic areas, but there will be gaps in vocabulary knowledge and some unknown expressions. There are very few errors, and the individual is able to demonstrate higher order thinking skills in the second language such as offering an opinion or analyzing a problem.Advanced FluencyThe individual communicates fluently in all contexts and can maneuver successfully in new contexts and when exposed to new academic information. At this stage, the individual may still have an accent and use idiomatic expressions incorrectly at times, but the individual is essentially fluent and comfortable communicating in the second language.How long does it take for a language learner to go through these stages? Just as in any other learning situation, it depends on the individual. One of the major contributors to accelerated second language learning is the strength of first language skills. Language researchers such as Jim Cummins, Catherine Snow, Lily Wong Filmore and Stephen Krashen have studied this topic in a variety of ways for many years. The general consensus is that it takes between five to seven years for an individual to achieve advanced fluency. This generally applies to individuals who have strong first language and literacy skills. If an individual has not fully developed first language and literacy skills, it may take between seven to ten years to reach advanced fluency. It is very important to note that every ELL student comes with his or her own unique language and education background, and this will have an impact on their English learning process.It is also important to keep in mind that the understood goal for American ELL students is Advanced Fluency, which includes fluency in academic contexts as well as social contexts. Teachers often get frustrated when ELL students appear to be fluent because they have strong social English skills, but then they do not participate well in academic projects and discussions. Teachers who are aware of ELL students’ need to develop academic language fluency in English will be much better prepared to assist those students in becoming academically successful. (Learn more about academic language in Colorín Colorado’s academic language resource section.) Instructional StrategiesIf you have ELL students in your classroom, it is more than likely there will be students at a variety of stages in the language acquisition process. What can teachers do to differentiate instruction according to language level? Here are some suggestions for appropriate instructional strategies according to stages of language acquisition.Language StageStrategiesPre-productionEmphasize listening comprehension by using read-alouds and music.Use visuals and have students point to pictures or act out vocabulary.Speak slowly and use shorter words, but use correct English phrasing.Model “survival” language by saying and showing the meaning. For example, say, “Open your book,” and then open a book while the student observes.Gesture, point and show as much as possible.More advanced classmates who speak the same language can support new learning through interpretation.Avoid excessive error correction. Reinforce learning by modeling correct language usage when students make mistakes.Early ProductionContinue the strategies listed above, but add opportunities for students to produce simple language.Ask students to point to pictures and say the new word.Ask yes/no and either/or questions.Have students work in pairs or small groups to discuss a problem. Have literate students write short sentences or words in graphic organizers.Model a phrase and have the student repeat it and add modifications. Teacher says, “This book is very interesting.” The student repeats it and says, “This book is very boring.” Continue with as many modifications as possible.Avoid excessive error correction. Reinforce learning by modeling correct usage.Speech EmergentIntroduce more academic language and skills by using the same techniques listed above, but beginning to use more academic vocabulary.Introduce new academic vocabulary and model how to use it in a sentence.Provide visuals and make connections with student’s background knowledge as much as possible.Ask questions that require a short answer and are fairly literal.Introduce charts and graphs by using easily understood information such as a class survey of food preferences.Have students re-tell stories or experiences and have another student write them down. The ELL student can bring these narratives home to read and reinforce learning.In writing activities, provide the student with a fill-in-the blank version of the assignment with the necessary vocabulary listed on the page.Provide minimal error correction. Focus only on correction that directly interferes with meaning. Reinforce learning by modeling the correct usage.Beginning FluencyHave students work in pairs and groups to discuss content.During instruction, have students do a “Think, pair, share” to give the student an opportunity to process the new language and concept.Ask questions that require a full response with explanation. If you do not understand the student’s explanation, ask for clarification by paraphrasing and asking the student if you heard them correctly.Ask questions that require inference and justification of the answer.Ask students if they agree or disagree with a statement and why.Model more advanced academic language structures such as, “I think,” “In my opinion,” and “When you compare.” Have students repeat the phrases in context.Re-phrase incorrect statements in correct English, or ask the student if they know another way to say it.Introduce nuances of language such as when to use more formal English and how to interact in conversations.Have students make short presentations, providing them with the phrases and language used in presentations (“Today I will be talking about”) and giving them opportunities to practice the presentation with partners before getting in front of the class.Continue to provide visual support and vocabulary development.Correct errors that interfere with meaning, and pre-identify errors that will be corrected in student writing, such as verb-tense agreement. Only correct the errors agreed upon.You may want to assist in improving pronunciation by asking a student to repeat key vocabulary and discussing how different languages have different sounds.Intermediate FluencyIdentify key academic vocabulary and phrases and model them. Ask students to produce the language in class activities.Use graphic organizers and thinking maps and check to make sure the student is filling them in with details. Challenge the student to add more.Help the student make connections with new vocabulary by instructing him or her in the etymology of words or word families such as, “important, importance, importantly.“Create assessments that give students an opportunity to present in English after they have an opportunity to practice in pairs or small groups.Introduce more academic skills, such as brainstorming, prioritizing, categorization, summarizing and compare and contrast.Ask students to identify vocabulary by symbols that show whether the student “knows it really well, kind of knows it, or doesn’t know it at all.” Help students focus on strategies to get the meaning of new words.Have a “guessing time” during silent reading where they circle words they don’t know and write down their guess of the meaning. Check the results as a class.Introduce idioms and give examples of how to use them appropriately. For example, “Let’s wind up our work.” What’s another way you could use the phrase “wind up?“Starting at this level, students need more correction/feedback, even on errors that do not directly affect meaning. They should be developing a more advanced command of syntax, pragmatics, pronunciation, and other elements that do not necessarily affect meaning but do contribute to oral fluency.It may also be helpful to discuss language goals with the student so you can assist in providing modeling and correction in specified areas.Advanced FluencyStudents at this level are close to native language fluency and can interact well in a variety of situations. Continue to develop language skills as gaps arise by using the strategies listed above. Although the student may seem completely fluent, he or she still benefit from visual support, building on background knowledge, pre-teaching vocabulary and making connections between content areas.Offer challenge activities to expand the student’s vocabulary knowledge such as identifying antonyms, synonyms and the use of a thesaurus and dictionary.Demonstrate effective note-taking and provide a template.Offer error correction on academic work and on oral language. Because students at this stage have achieved near-native fluency, they benefit from support in fine-tuning their oral and written language skills. RecommendationsScaffold instruction so students receive comprehensible input and are able to successfully complete tasks at their level. Instructional scaffolding works just like the scaffolding used in building. It holds you at the level needed until you are ready to take it down. Scaffolding includes asking students questions in formats that give them support in answering, such as yes/no questions, one-word identifications, or short answers. It also means providing the context for learning by having visuals or other hands-on items available to support content learning. Also, when practicing a new academic skill such as skimming, scaffolding involves using well-known material so the students aren’t struggling with the information while they are trying to learn a new skill. Scaffolding includes whatever it takes to make the instruction meaningful for the student in order to provide a successful learning experience.Use cognates to help Spanish speakers learn English and derive meaning from content. The Colorín Colorado website has a helpful list of common cognates in Spanish for teachers to reference. Teachers can explicitly point out cognates for Spanish speaking students so they begin to realize that this is a useful way for them to increase their English vocabulary.Explicit vocabulary instruction is very important in accelerating ELL students’ English language development. Textbooks include lists of new vocabulary words based on grade-level content, but ELL students need further vocabulary instruction. There are many words in a text that may affect the ELL student’s comprehension of the text that a teacher may assume he or she knows. It is important for teachers to develop ways to help students identify the words they don’t know, as well as strategies for getting their meaning. Of course it is also beneficial if teachers reinforce the language structures or common associations of vocabulary. For example, “squeak” is a sound that often goes with “mouse” or “door” and it may be stated as, “squeak, squeaky, squeaks, or squeaked.“Error correction should be done very intentionally and appropriately according to student language ability, as noted earlier in the article. Students who are just beginning to speak English are already nervous about using their new language skills and constant correction will not improve their ability; it will just make them want to withdraw. I inform students in advance of the type of errors I will correct, such as “missing articles” and “third person agreement,” and then those are the only errors I check. In my class, I do not correct the errors; I circle the mistakes and return the paper to the student. They are responsible for correcting the errors and returning the paper to receive more points. Most of the time the students can make the corrections themselves when they see the area I’ve circled, but if they have difficulty, I guide them as they make the correction. In this way, I feel there is a manageable amount of correction information to work with and the student will actually learn from doing the correction.Learning another language. If you learn the language(s) your students speak, they will be thrilled to hear you try it with them. I learned how to say “good morning” in Somali and had to practice for an hour before I felt comfortable saying it. When I did I was rewarded with the big grins of students as they entered the room. They were excited to teach me other phrases as well, and we discussed how much English they had learned since they arrived in the country. They were very proud to think of how much progress they’d made.Seek the experts in your building or district who can offer you guidance on effective instructional strategies for your ELL students. There are many teachers who have taught ELL students in your content area, have taught a certain population of students, or are trained ESL or bilingual teachers who have a lot of advice and support to offer. Don’t hesitate to look for support when you are challenged to reach students who are learning English. This can be especially true when you have a “pre-production” or “beginning level” student and you are responsible for grade level content instruction.Visit the hotlinks section for this article for more information on specific research regarding language acquisition and recommended instructional strategies. You can also search the Colorín Colorado educator information for useful information and resources to assist you in meeting ELL student needs.ELL teachers encounter students with a variety of backgrounds and abilities, and until the babel fish comes into existence, they will need to have flexibility, creativity and skill in order to help ELL students make meaning from the new language and content they are learning. An understanding of the language acquisition process and levels will help teachers tailor instruction to meet the needs of a diverse group of learners. Students will benefit from everything teachers do to support the development of their language skills while teaching them grade level content. Together teachers and students develop their understanding of each other, the world around them, and the language that connects us all.Hot linksThe Stages of Second Language AcquisitionThis chapter from Classroom Instruction That Works with English Language Learners Facilitator’s Guide, by Jane D. Hill and Cynthia L. Björk, offers information on the second language acquisition process and effective ELL instruction. It includes a a simplified chart of language acquisition levels and the kinds of language teachers can use to help students at each level.Simple description of the stages of language acquisition and recommendations for instructional strategies according to level.Overview of Second Language Acquisition and StrategiesDownloadable booklet from the Northwest Regional Education Laboratory, “Strategies and Resources for Mainstream Teachers of English Language Learners.” Includes useful information on language levels, acquisition and 10 things teachers can do today to help ELL students.Understanding the “Silent Period” with English Language LearnersThis article describes some strategies used by two kindergarten teachers to communicate verbally and nonverbally.

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Poster: Please Speak in Complete Sentences - SPANISH

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Please Speak in Complete Sentences Poster - SPANISH Size: 24 x 36

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Florida Standards - Breakdown & Sequence

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Florida Standards - Breakdown & Sequence

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Size: 24 x 36 - Includes 3 posters

These colorful posters provide daily visual reminders (in the form of accountable conversation stems) for students to use when they don't know the answer or when they don't know what to say. Specficic target is for the LOTE Teacher to use with Chinese students

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Poster: Instead of I Don't Know - LOTE CHINESE

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Instead of I Don't Know Poster - LOTE Chinese Size: 24 x 36 These colorful posters provide daily visual reminders (in the form of accountable conversation stems) for students to use when they don't know the answer or when they don't know what to...

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Size: 24 x 36 - Inclues 3 posters

These colorful posters provide daily visual reminders (in the form of accountable conversation stems) for students to use when they don't know the answer or when they don't know what to say. Specficic target is for the LOTE Teacher to use with FRENCH Students

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Instead of I Don't Know LOTE Poster - French

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Size: 24 x 36 - Inclues 3 posters These colorful posters provide daily visual reminders (in the form of accountable conversation stems) for students to use when they don't know the answer or when they don't know what to say.

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Poster: Instead of I Don’t Know LOTE - German

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Instead of I Don’t Know Poster - LOTE German Size: 24 x 36 These colorful posters provide daily visual reminders (in the form of accountable conversation stems) for students to use when they don’t know the answer or when they don’t know what to...

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Writing Content & Language Objectives in WL Classrooms

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Writing Content & Language Objectives in WL Classrooms

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Size: 24 x 36 - Includes 3 posters

These colorful posters provide daily visual reminders (in the form of accountable conversation stems) for students to use when they don't know the answer or when they don't know what to say. Specficic target is for the LOTE Teacher to use with SPANISH students

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Poster: Instead of I Don't Know LOTE - SPANISH

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Instead of I Don't Know Poster - LOTE SPANISH Size: 24 x 36 These colorful posters provide daily visual reminders (in the form of accountable conversation stems) for students to use when they don't know the answer or when they don't know what to...

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How the world separates its decimals. Commas vs. decimals in numbers. Map of world showing which countries use commas and which ones use a dot to represent decimals.

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How the world separates its decimals. Commas vs. decimals in numbers. Map of world showing which countries use commas and which ones use a dot to represent decimals.

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Thematic Maps , Numbers

Many countries use a dot to represent a decimal point e.g. 4353.56.

Many countries instead use a comma to represent a decimal point e.g. 4353,56.

The following thematic map shows the official decimal separation standards for each country.

Blue- Dot ( . )
Green- Comma ( , )
Red- These countries use different numerical character sets to the blue and green countries
Grey-No official standard

Some countries use a mix of commas and dots for different situations.For example,Switzerland uses commas unless dealing with Swiss francs (their currency).

See also:
How the world separates its digits

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The following thematic map shows the official decimal separation standards for each country. Many countries use a dot ( . ), while many others use a comma ( , ).

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Article: How Math is Taught Around the World. Key differences.

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Article: How Math is Taught Around the World. Key differences.

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How Math Is Taught Around The World. Key Differences

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As the universe’s language, math is the bedrock of all things. A variety of strategies, teaching styles, and curriculums are used around the world to familiarize children with this language.Although there are key differences in how math is taught around the world (which we shall see shortly), one thing remains constant; the use of tutors. Parents in almost all countries prefer to have a tutor like Tuenmen Tutor 屯 門 補習 社 to aid their children in easing their path to learning math.

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Adapting EngageNY Mathematics for English Learners

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Mathematics Word Wall Cards by Grade Level

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Mathematics Word Wall Cards by Grade Level

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Teaching, Learning & Assessment " K-12 Standards & Instruction " Mathematics " Instructional Resources

Mathematics vocabulary word wall cards provide a display of mathematics content words and associated visual cues to assist in vocabulary development. The cards should be used as an instructional tool for teachers and then as a reference for all students, particularly English learners and students with disabilities.

Suggested uses as a formative instructional tool:

Integrate the use of cards into daily instruction and then post on the classroom wall for student reference.

Include an "active" vocabulary card section containing cards that are currently being used as an instructional tool.

Highlight key words or portions of pictures.

Add notation, words, or pictures that connect to instructional discussions or formal definitions.

Group multiple cards when teaching units that include multiple vocabulary words.

Reformat cards to create a personal set on a ring that can be used for student reference.

Vocabulary word wall cards may be modified to address the instructional needs of teachers and students.

Word Wall Cards - 2016 Mathematics SOL

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Mathematics Vocabulary Word Wall Cards | Virginia Department of Education

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Teaching, Learning & Assessment " K-12 Standards & Instruction " Mathematics " Instructional Resources Mathematics vocabulary word wall cards provide a display of mathematics content words and associated visual cues to assist in vocabulary development. The cards should be used as an instructional tool for teachers and then as a reference for all students, particularly English learners and students with disabilities.

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Math vocabulary cards for grades K-8 + Secondary I

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This page contains math vocabulary cards for Kindergarten through 8th Grade and Secondary 1 Mathematics. These cards can also be found in Spanish, Chinese, and French under the Dual Immersion menu. Portuguese, German, and Russian vocabulary cards are located at the following website: USOE Dual Immersion Vocabulary Cards

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This page contains math vocabulary cards for Kindergarten through 8th Grade and Secondary 1 Mathematics. These cards can also be found in Spanish, Chinese, and French under the Dual Immersion menu...