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Children from families in which English is not the language of the home represent a rapidly increasing percentage of students enrolled in U.S. schools. Language minority students can be found in schools across the country, not just those in large cities or in areas near the U.S.-Mexican border. All schools must be prepared to meet the challenge of an increasingly diverse student population, including many students who are not proficient in English.

The effectiveness of various program models for language minority students remains the subject of controversy. Although there may be reasons to claim the superiority of one program model over another in certain situations (Collier 1992; Ramirez, Yuen, and Ramey 1991), a variety of programs can be effective. The choice should be made at the local level after careful consideration of the needs of the students involved and the resources available.

ESL program models

ESL programs (rather than bilingual programs) are likely to be used in districts where the language minority population is very diverse and represents many different languages. ESL programs can accommodate students from different language backgrounds in the same class, and teachers do not need to be proficient in the home language(s) of their students.

ESL pull-out
This is generally used in elementary school settings. Students spend part of the school day in a mainstream classroom, but are pulled out for a portion of each day to receive instruction in English as a second language.
ESL class period
This is generally used in middle school settings. Students receive ESL instruction during a regular class period and usually receive course credit. They may be grouped for instruction according to their level of English proficiency.
The ESL resource center
This is a variation of the pull-out design, bringing students together from several classrooms or schools. The resource center concentrates ESL materials and staff in one location and is usually staffed by at least one full-time ESL teacher.

Bilingual program models

All bilingual program models use the students' home language, in addition to English, for instruction. These programs are most easily implemented in districts with a large number of students from the same language background. Students in bilingual programs are grouped according to their first language, and teachers must be proficient in both English and the students' home language.

Early-exit bilingual programs
These are designed to help children acquire the English skills required to succeed in an English-only mainstream classroom. These programs provide some initial instruction in the students' first language, primarily for the introduction of reading, but also for clarification. Instruction in the first language is phased out rapidly, with most students mainstreamed by the end of first or second grade.
Late-exit programs
These differ from early-exit programs "primarily in the amount and duration that English is used for instruction as well as the length of time students are to participate in each program" (Ramirez, Yuen, & Ramey, 1991). Students remain in late-exit programs throughout elementary school and continue to receive 40% or more of their instruction in their first language, even when they have been reclassified as fluent-English-proficient.
Two-way bilingual programs
Also called developmental bilingual programs, these group language minority students from a single language background in the same classroom with language majority (English-speaking) students. Ideally, there is a nearly 50/50 balance between language minority and language majority students. Instruction is provided in both English and the minority language. Students serve as native-speaker role models for their peers. Two-way bilingual classes may be taught by a single teacher who is proficient in both languages or by two teachers, one of whom is bilingual.

Other program models

Some programs provide neither instruction in the native language nor direct instruction in ESL. However, instruction is adapted to meet the needs of students who are not proficient in English.

Sheltered English or content-based programs
These group language minority students from different language backgrounds together in classes where teachers use English as the medium for providing content area instruction, adapting their language to the proficiency level of the students. They may also use gestures and visual aids to help students understand. Although the acquisition of English is one of the goals of sheltered English and content-based programs, instruction focuses on content rather than language.
Structured immersion programs
These use only English, but there is no explicit ESL instruction. As in sheltered English and content-based programs, English is taught through the content areas. Structured immersion teachers have strong receptive skills in their students' first language and have a bilingual education or ESL teaching credential. The teacher's use of the children's first language is limited primarily to clarification of English instruction. Most students are mainstreamed after 2 or 3 years.

Conclusion

Successful program models for promoting the academic achievement of language minority students are those that enable these students to develop academic skills while learning English. The best program organization is one that is tailored to meet the linguistic, academic, and affective needs of students; provides language minority students with the instruction necessary to allow them to progress through school at a rate commensurate with their native-English-speaking peers; and makes the best use of district and community resources.

Citations

Excerpted from: Rennie, J. (1993). ESL and Bilingual Program Models. ERIC Digest. ERIC Clearinghouse on Languages and Linguistics. Digest based on an article in (August, 1993) Streamlined Seminar (vol. 12, no.1). National Association of Elementary School Principals.

References

Collier, V. P. (1992). A Synthesis of studies examining long-term language minority student data on academic achievement. Bilingual Research Journal, 16, p. 187-212.

Garcia, E. (1991). Education of linguistically and culturally diverse students: Effective instructional practices. Educational practice report number 1. Santa Cruz, CA and Washington, DC: National Center for Research on Cultural Diversity and Second Language Learning. (ERIC Document Reproduction Service No. ED 338 099)

Lucas T., Henze, R., & Donato, R. (1990). Promoting the success of Latino language minority students: An Exploratory study of six high schools. Harvard Educational Review, 60 (1), 315-340.

McKeon, D. (1987). Different types of ESL programs. ERIC Digest. Washington, DC: ERIC Clearinghouse on Languages and Linguistics.

Pease-Alvarez, L., Garcia, E., & Espinosa, P. (1991). Effective instruction for language minority students: An early childhood case study. Early Childhood Research Quarterly, 6, 347-361.

Ramirez, J. D., Yuen, S. D., & Ramey, D. R. (1991). Longitudinal study of structured English immersion strategy, early-exit, and late-exit transitional bilingual education programs for language-minority children. San Mateo, CA: Aguirre International.

Tikunoff, W., Ward, B., van Broekhuizen, D., Romero, M., Castaneda, L.V., Lucas, T., & Katz, A. (1991). A Descriptive study of significant features of exemplary special alternative instructional programs. Washington: U. S. Department of Education, Office of Bilingual Education and Minority Languages Affairs.

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Program Models for Teaching English Language Learners

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Children from families in which English is not the language of the home represent a rapidly increasing percentage of students enrolled in U.S. schools. Language minority students can be found in schools across the country, not just those in large cities or in areas near the U.S.-Mexican border.

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resource for parents understanding of years goals

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resource for parents understanding of years goals

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The Parents' Guides to Student Success were developed by teachers, parents and education experts in response to the Common Core State Standards that more than 45 states have adopted.

Created for grades K-8 and high school English, language arts/literacy and mathematics, the guides provide clear, consistent expectations for what students should be learning at each grade in order to be prepared for college and career.

Overview Guide

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Parents' Guides to Student Success - Family Resources | National PTA

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The guides, developed by teachers, parents and education experts and created for grades K-8 and high school English, language arts/literacy and mathematics, provide clear, consistent expectations for what students should be learning at each grade in order to be prepared for college and career.

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press for clarification and explanation

Require justifications of proposals and challenges

Recognize and challenge misconceptions

Demand evidence for claims or arguments

Have students interpret and use each other's statements

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for more reference look at reference tab

Accountability to the learning community

Accountability to accurate knowledge

Accountability to rigorous thinking

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What is the Institute for Learning?

The Institute for Learning (IFL) works to ensure that every student - especially those traditionally underserved due to income, race, and language - has access to high-level texts, tasks, and high-quality learning opportunities to build the critical thinking and deep reasoning skills that are required for success. We believe that the way to achieve equitable and sustainable change is to focus on coherent, evidence-based learning for all educators across an educational system.

Principles of Learning
The Principles of Learning are a set of theory and research-based statements that form the foundation of the IFL's work and are designed to help educators analyze and improve teaching and learning for all students. Learn more about the Principles of Learning.

Accountable Talk
Accountable Talk® is a particular type of academically productive talk that has been shown to improve student learning. For classroom talk to promote learning it must be accountable to the learning community, to accurate and appropriate knowledge, and to rigorous thinking. Read more about Accountable Talk.

Content Focused
Coaching
The IFL's Content-Focused Coaching® (CFC) model maximizes the coaches' role as an instructional support for teachers in a content area. We take a systemic approach to supporting districts in using coaches effectively to advance student learning in ELA/literacy, mathematics, and science. Read more about our CFC model.

Continuous
Improvement
IFL fellows collaborate with teachers and leaders in schools on continuous improvement projects. These projects identify content-based problems of practice, determine their root causes, define goals and a theory of action to address the goals. Through the course of the rapid inquiry cycles, participants develop interventions and collect data to assess those interventions. Read more about our work with continuous improvement.

Shop IFL

Designed around core concepts in each discipline, our materials apprentice students to read, write, talk, inquire, and reason as scientists, mathematicians, historians, readers, and writers.

Students learn to use an array of tools to manage, assess, and reflect on their learning. Our materials are designed to empower teachers to make instructional decisions based on informal and formal assessments of students' learning.

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Institute For Learning | Supporting the achievement of ALL students

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The Institute for Learning (IFL) is an outreach of the University of Pittsburgh's Learning Research and Development Center (LRDC). The IFL helps educators bring what research tells us about teaching and learning into classrooms to help students grow their intelligence and reach the high standards demanded by today's colleges and workforce.

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1. Quick writes

2. read alouds

3. literature circles

1. differentiate instruction by providing selections with different reading levels, while focused on the same topic

2. this eliminates the need for class sets of core lit. though you will need 6 copies of each title

3. allows you to develop expert groups (each group can be reading about one important figure, time, or perspective)

4. book talks

1. you can introduce the books you have prepared for the unit and have them displayed.

1. do not state that they will be good for learning HSS, but rather they will be fun to delve deeper into the content.

2. encourage students to find texts that they would like to add to the text sets and encourage them to describe the connection.

2. bOOK BAGS

1. by placing a book and instructions/questions  in a bag, students will be engaged at home to talk to their parents about what they are learning.

3. Writing prompt

1. for warm ups before the new topic. or to summarize after a lesson.

4. walk and talk.

1. allow students to be with a partner and answer the following questions

1. what did you learn in social studies this week?

2. what questions do you have about the information we are learning in social studies

3. if you could go back in time to meet with any of the people we have studied, who would it be? what would you talk about ?

4. Where would you travel to learn more bout this topic?

5. THEY CAN BE PERSONAL ENGAGING/CONNECTING QUESTIONS TOO!

1. talk about a time you had to move someplace

2. If you had to move to a new country what would be the most exciting for you?

3. discuss about someone you know who had to leave to a new place

4. what would cause you to uproot your entire family and life to move to another country?

5. Listen to historical songs

6. landscapes and portraits

1. integrating time period, art styles, and examples of the period.

7. acting like the people of the time or readers theatre !

8. Physical education !

1. play games of the time period

2. have quizzing games to earn points

3. olympics of the time

4. civil rights in sports

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Causes and Effect Diagram Summarize information in charts and other graphics English

A Chicago Century of Changes History Writers Locate and sequence historical information English / Spanish
Chicago Organize and communicate information about a topic English / Spanish

Chicago Legacy: Burnham's Plan Locate and use information to analyze a situation, write about a topic English / Spanish

Chicago Legacy, DuSable's Choices and Changes Locate and use information to analyze a situation, then write about it English / Spanish

Chicago Physical Environment Timeline, 1800-1932 Analyze and infer cause-effect relationships (English/Spanish

My Chicago Poem Write to communicate an idea English / Spanish

Chicago Transportation classify information
Chicago Transportation Timeline English / Spanish Analyze and infer cause-effect relationships (English/Spanish)

Community Flag Write to communicate in a variety of formats English / Spanish
History of a Woman Making a Difference English / Spanish

Historical Inference Organizer How Do Individuals Make Progress in Their Communities? How to Summarize an Event in History or Today Interpret History Model How to Map a Story or a History Identify parts of a situation and make predictions based on those parts Pilsen, A Community Changes Show Chicago Progress Story/History Reader Identify and explain parts that are important in interpreting a situation What is Your Own Big Plan? Analyze a text and respond to the issues it presents, write an extended response to a persuasive text You're the Leader Use word origins and derivations to understand content area words Make inferences English / Spanish Analyze a problem and solution in a text, identify and support the main idea English / summarize information about an event Restate a situation presented in text or illustration, analyze that situation English / Spanish
M ap History English / Spanish English / Spanish Spanish
How Have Students Made Community Progress? Analyze a problem and solution in a text, identify and support the main idea Identify causes and effects English / identify words important to a topic and use them to write about it English / English / English / Spanish Spanish
What Values Have Shaped Chicago? Identify the main idea of a passage English / Spanish Why is Community Service Important? Identify the main idea and supporting information English / Spanish Spanish
Th English / Spanish Spanish English / Spanish (Grades 6-8)
Organize information to explain a topic English / Spanish
My Family History Book Write about a real person and events English / Spanish
Native American Life--Potawatomi Profile Reading comprehension

You're the _____ Define and write with social studies terms English-Spanish
More Resources

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Causes and Effect Diagram Summarize information in charts and other graphics English A Chicago Century of Changes History Writers Locate and sequence historical information English / Spanish Chicago Organize and communicate information about a topic English / Spanish Chicago Legacy: Burnham's Plan Locate and use information to analyze a situation,

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1. mix and mingle, have notecards that have students perspectives and they can discuss.

2. timelines

3. murals

4. journals

5. memory boxes.

6. scrapbooks

7. storybooks

8. multimedia portfolio

9. jigsaw reading [experts and learners]

10. group presentation

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1. -read aloud an excerpt from a primary source, historical novel, or newspaper article. find texts that are highly visual, intriguing, humorous, gross,

2. -Character interpretation you can bring to life a person from the past by wearing period clothing or simply adding a period hat or cap. allow students to meet new people

3. -storytelling fables, cultural tales, tall tales, real-life stories and your own personal anecdotes

4. - Alter or recreate the learning environment move the furniture as if we are going in a plane state "welcome to [schools name] airlines. please take your seat" Offer in-flight movies, readings, mini lectures, and map activities to prepare students for their new destination, allow chat, back on peanuts

5. -Conduct a treasure hunt find items and allow students to find these items around the classroom. Ask them to think about what these items might represent and look through the textbook for clues. They can even look for items in their house or print out photographs online, books, etc.

6. -mysterious artifacts bring an item that resembles an artifact and ask students what it could be used for.

7. -Political cartoons. share on a projector and focus students on major or subtle , issues and information that will be explored in the unit.

8. -KWL chart. H can be added for students to assess how they learned

9. -provocative, startling , or upsetting statements. Have them use their own reasoning to prove why the statement is wrong then transfer that thinking to the unit

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rosa by nikki Giovanni
alias mission- saving the books of iraq
Becoming Naomi Leon- Pam Muñoz Ryan (author of esperanz rising!)

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A popular method used by schools to measure a student reader's ability is Lexile level or a Lexile Measure. A Lexile measure is a valuable tool for teachers, parents, and students. It serves two unique functions: it is the measure of how difficult a text is OR a student's reading ability level. The Lexile Framework was developed by MetaMetrics ©, an educational assessment and research team, funded originally by the National Institute of Child Health and Human Development.

A student receives his or her Lexile measure from one of two ways: taking a school-administered SRI (Scholastic Reading Inventory) test, which is specifically designed to measure Lexile or reading ability OR by taking a standardized reading test which converts the reader's results to a Lexile measure. If a student gets a 550L then he or she is a 550 level Lexile reader. 550L is the measure of his or her readability level. It is important to note it is never called a score! This encourages student achievement.
For more quick tips and book recommendations, sign up for our Scholastic Parents newsletter! You'll also get 10% off your first order at the Scholastic Store Online.

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Lexile Levels: What Parents Need to Know

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A popular method used by schools to measure a student reader's ability is Lexile level or a Lexile Measure. A Lexile measure is a valuable tool for teachers, parents, and students. It serves two unique functions: it is the measure of how difficult a text is OR a student's reading ability level.

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The more I become experienced in my craft, the more I realize that most teachers are thrown a manual and told to teach. For me, there have been big Aha's and I actually have realized why the reading programs are putting these components into their program. I would like to express that I am not the know-all expert in reading. I do have some quick tips that I find are very useful for teachers who do not have a strong reading program. Keep these in mind, and teach your kids the strategies from the beginning, and you will be more effective in your instruction.

1. Sounds do not have /-uh/ on the end of the sound. This goes for "/b/, /c/, /d/, /f/, /g/, /h/, /j/, /k/, /l/, /m/, /n/, /p/, /q/, /r/, /s/, /t/, /v/, /w/, /y/, /z/. This also goes for /sh/, /ch/, /th/, etc. Also, /r/ is not /er/. When you say /-uh/ at the end of these phonemes, the kids are going to do it. Think about it when they are trying to sound out the word "dog." You don't realize it, but it is very difficult to made a word out of /duh/ /o/ /guh/. Now try (/d/ /o/ /g/) much better right? Now, try /er/ /a/ /tuh/. Seems like a foreign language right? It is supposed to be /r/ /a/ /t/. To a 5-6 year old, that would be pretty tough to figure out. Especially if you have an ELL.

2. When you take a word and break it into its separate sounds, (I call it break-it-down) it is most commonly called phoneme segmentation. You are teaching your students to ultimately become better writers. We break words down so they are able to say a word in their head, and sound it out. Eventually, this same strategy will be employed when they are writing on their own. Break-it-down every day. I do this before every reading lesson, and it makes such a difference in the spelling and the writing.

3. When you take separate sounds and ask a child to say the word (I call it say-it-fast) it is most commonly called blending. You are teaching your students to become better readers. We practice this skill explicitly so they are able to hear each sound in a word and then blend it together. They will eventually use this skill in their reading. Say-it-fast every day. Do it right after you break-it-down and it will make a huge difference in your students' reading.

Need some blending ideas? I have created CVC fluency passages, and I want to give them to you for FREE! Click the link or the picture below to download now!

4. Know the difference between a word you can sound out and a word that you have to know. I love the strategy "sound-it-out," however, it doesn't always work. Make sure your kids know the difference as well. A strategy for these words is say-clap-say, or say-snap-say. These are mainly sight words, and just words they have to know.

If you need a simply but effective way to review sight words with your kiddos, be sure to follow the picture link and check out my Fry Sight Word Printables Bundle for words 1-300 Bundle!

5. Encourage your students to track their print. This is a skill they must know. Model it and encourage them to do it. Especially in kinder and beginning of first grade. When I am in small groups, I have them all track and read in their head. Then we take turns reading each page of the selection for the day. I love 100% active participation, however this is one thing that I will hold my students individually accountable. By making them all track the words in the text, I still get 100% participation, it is just not out loud. Then I can really see who is getting it and who is not.

6. Make it a habit to ask the student what they read after each page. And don't just let them get away with I read about a ______. Ask them to tell you a detail and then a big idea of what they just read about. Even in the emergent readers...the kids can always talk about the picture. This way, you are helping your students get into the habit of thinking about what they read about.

7. When kids are reading, it is okay for them to stumble. Do not give them the words. When they can't say a word, don't say it for them. Give them a strategy. Let them sound-it-out, cover part of the word, chunk the word, look for a base word/compound word. They are going to have to be able to clarify before they are fluent, and that is a skill they are going to have to use on their own. That is where you are going to get the most bang for your buck. If you give kids the words, they are going to depend on someone to give them the words. They need to be held accountable for figuring out what words are on their own.

8. Like 7, students are going to have to stop themselves if they do not understand what a word means. Most kids are going to have to see you model what this looks like, because kids won't naturally do this on their own. They want to keep going. Before they move on from a word they do not understand, they have to clarify the meaning of the word. They will need to employ a strategy such as: read on, reread, look for context/picture clues, use background knowledge, use text features, etc. Whatever strategies you decide to focus on, be sure to post them in the room so they can be referred to. I can say that I have 100% of my students using these strategies each year, and it works. It is a lot of work in the beginning, but it will pay off.

9. When answering questions about the text, make your kids prove their answer with a page number. Make them write in their answer, "I found it on page ____." Or for the higher ones, you could have them imbed it into their answer such as, "On page _____ it says ________." This helps your students make a habit of going back to reference the text to find the answers. I started this with my first graders on Day 1 and yes, they all go back to find the evidence/answer even if they know the answer.

10. Develop a culture and community of eager learners that know the value of literacy. Let them know what can happen if they choose to play instead of read during their reading time. Tell them stories about how important it is for them to become better readers and writers. Tell them about how glad you were when you could read the map on the way to California, the stop sign for the cross walk, or your favorite Magic Treehouse book. Good rationale helps them to make real life connections, and that can make or break a reader. I don't give stickers and plastic toys when my kids read. I let them know the value of working hard to become good readers and good writers, and that my friends, is far greater than anything else in life.

Hope this helps, and good luck! Let me know if you have any additional strategies you teach! I would love to hear from you:)

I hope you enjoyed this blog post! If you would like more ideas from me, be sure to follow me on Teachers Pay Teachers, Pinterest, Instagram and Facebook to stay posted with fabulous freebies and ideas!

I also offer first and second grade Monthly Fluency and Comprehension Passages! Be sure to check those out as well!
First Grade Monthly Fluency Passages Second Grade Monthly Fluency Passages
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10 Things You Have To Know When You Teach Reading - Education to the Core

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The more I become experienced in my craft, the more I realize that most teachers are thrown a manual and told to teach. For me, there have been big Aha's and I actually have realized why the reading programs are putting these components into their program.

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Teach Spanish for kids with songs, books and videos. Spanish games for kids and online activities make language learning fun and effective.

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5 Quick Tricks for Getting Students to Follow Directions - Teacher Trap

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It's frustrating when students don't follow directions the first time! Here are 5 quick tricks for getting students on track fast!

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english

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Artistic Processes are the cognitive and physical actions by which arts learning and making are realized. National Core Arts Standards are based on the artistic processes of Creating; Performing/ Producing/Presenting; Responding; and Connecting.

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math

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Bridges sign-in

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To learn more about the standards, click here. To learn more about the NGSS Appendices,click here.

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NGSS Storylines | Next Generation Science Standards

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Welcome to the SDCOE Science Resource Center

The San Diego County Office of Education Science Resource Center has been developed to guide educators as they implement the California Next Generation Science Standards (CA NGSS). This website contains information about the three dimensions of the standards, searchable versions of the CA NGSS Performance Expectations, descriptions of the various K-12 course models for CA NGSS, a framework for planning and monitoring quality science programs, and other tools to support professional learning in science.

Provide Feedback on CA NGSS in Spanish

The documents below are draft versions of the CA NGSS in Spanish and may contain errors in spelling, grammer, and/or phrasing. They are provided to gather public feedback. Please complete the CA NGSS in Spanish Feedback Form to help make this resource as accurate as possible.

To aid in the review and feedback process, the performance expectations documents are organized by Disciplinary Core Idea. They are not in final form or organization.
Updates and revisions to the SDCOE Resource Center have been funded partially through the Standards Implementation Project and made possible by a collaboration between CCSESA, the California Department of Education, the State Board of Education, and the S.D. Bechtel, Jr. Foundation.

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The San Diego County Office of Education Science Resource Center has been developed to guide educators as they implement the California Next Generation Science Standards (CA NGSS). This website contains information about the three dimensions of the standards, searchable versions of the CA NGSS Perfo…

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2019 "Pass the Torch" Teacher Scholarships: $10K for Aspiring Educators

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Positive Behavioral Intervention and Supports (PBIS) - Saddleback Valley Unified School District

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Positive Behavioral Intervention and Supports (PBIS) - Saddleback Valley Unified School District

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Hands Around the World Carpet - 5'4" x 7'8" Oval

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Explore nationality, culture and geography in this educational carpet! Children use colored bars and national dress clues to match border characters with their continents.

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Colorful Accents Carpet - Primary Colors 5'4" x 7'8" Rectangle

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Place this rug in your modern classroom for a playful and comfortable play space. Classroom carpet offers exciting colors with whimsical design border and ample of seating space. Ideal for story time and block play fun or active play fun. Available in 5'4" x 7'8" rectangle shape carpet.

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This 16 shelf, 32 linear feet of book & magazine display has 4 hinged 2-sided panels. Each panel measures 2'W x 2 1/4"D x 4'H, with elastic cord book holders. Folds to only 9"D. Made from hard maple.

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Characteristics of strong HSS Assessment 

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Characteristics of strong HSS Assessment 

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students should show:
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Power Reading Workshop: A Step-by-Step Guide

I've had such great success with reading workshop that I decided to create a step-by-step guide for upper elementary teachers. It's called Power Reading Workshop, and it includes all of printables and resources needed to implement the program. Watch this book trailer to see why I developed this program and how it's working for other teachers.

Recommended Reading Workshop Resources

I first learned about reading workshop from a variety of professional books, including the ones below. I highly recommend these books, even if you don't use the reading workshop approach. Note: The links below are Amazon affiliate links. When you click on a link and make a purchase from Amazon, you're helping to support the free resources I offer here on Teaching Resources. Thanks for your support!

What does Reading Workshop look like?

My Reading Workshop consists of a 10-15 minute mini-lesson on a particular strategy, followed by independent reading time. Students read books or magazines of their choice. Each day I meet with 5 or 6 different students and hold individual reading conferences. I have them quietly read a part of their book to me and I talk with them about the strategy we are working on for the week. I record my impressions on a reading conference record form that I designed for this purpose. These strategies and many more are explained in great detail in my book, Power Reading Workshop: A Step-by-Step Guide.

How can reading progress be evaluated?

There are a variety of ways you can assess reading progress informally, but you will still need another formal assessment system such as running records. Many school systems require students to take regular formative assessments such as quarterly benchmark tests, and that data can be very helpful in monitoring progress.

To assess students informally, I have had them write letters to me about what they were reading, make journal entries, and create graphic organizers. You'll be holding individual reading conferences with students as well as some small guided reading sessions, so you can evaluate their progress through their participation in those activities.

Is Reading Workshop effective for all students?

Reading Workshop has proven to be very effective, especially with moderately-proficient to advanced readers. In the year that I implemented the Reading Workshop fully, my class had a 95% passing rate on our End-of-Grade Reading test, and students overall made significant gains. More importantly, they learned to love reading for its own sake. As they became voracious readers, I noticed that they improved in other areas as well. Our class became a community of readers who loved to learn and learners who loved to read.

I believe that Reading Workshop is extremely effective for students who are at least marginally proficient readers, especially students who CAN read but don't enjoy reading. However, students who are unable to read at all will probably need more explicit reading instruction before they are ready for this model. Because of this limitation, some teachers use Reading Workshop with their proficient readers while continuing to provide more support and direct instruction with their non-readers.

How does Power Reading Workshop fit with The Daily Five?

Many teachers are familiar with The Daily 5 and The CAFE Book by Gail Boushey and Joan Moser, otherwise known as "the Sisters." They ask me how Power Reading Workshop fits with the components of The Daily 5. Having recently participated in a book study on The Daily 5, I can say that Power Reading Workshop deals specifically with the "read to self" and "listen to reading" components, and the strategies in my book target upper elementary students. I loved the ideas in The Daily 5, but I didn't feel the total program fit my needs as an upper elementary teacher who was not able to spend 3 hours a day on literacy activities. I also didn't find enough in the way of step-by-step directions to get me started on reading workshop.

I recently read The CAFE Book, which is a follow up to The Daily 5, and it provided much more in the way of specific directions about how to start and run a reading workshop. Interestingly, it appears that the book was published right at the time I was writing Power Reading Workshop: A Step-by-Step Guide! In The Cafe Book, the sisters mention that many teachers were asking for more specific directions for how to implement their program. Anyway, I loved the information that the sisters shared about how to conduct reading conferences with students. I highly recommend that book for all teachers (primary and upper elementary) who are using the reading workshop approach.

In particular, I love their conference chart and icons they created to prompt them to record certain information on the chart. If you have The CAFE Book, the chart I'm referring to is on page 53. I created this CAFE Conference Quick Reference Guide to use with that conference chart to explain each of the five icons on the chart. I'm a visual learner, but at first I need the written words to explain each icon. You could put a copy of this chart in the front of your "Pensieve," or conference notebook, to help you remember what to record on your conference form.

Reading Workshop Free Printables

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Reading Workshop is a powerful way to structure your reading instruction, and implementing this strategy will foster a love of reading that will last a lifetime. This page includes tips, strategies, and resources from Laura Candler on how to implement reading workshop in the upper elementary classroom.

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establish environment and rules

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bathroom policy
water policy
how am I going to collect papers?
How am I going to pass out things?

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Christopher Columbus was born in 1951 in Sydney, Australia. His home was on the sea and Christopher longed to become an explorer and sailor. However, as a young man, Christopher went to Portugal and got involved in the map making business with his brother, Bartholomew. This business made Columbus a rich man. His books of maps are still found today in every library in the world.

During this time, people were very interested in finding a sailing route around Africa to China, Japan and India. They believed they would find expensive jewels and riches. The experts believed that sailing east was the best route. Columbus, however, argued that sailing in the opposite direction would get them to these lands much faster. King John II of Portugal, along with the Kings of France and England thought Columbus was crazy and refused to help him make the voyage.

Columbus knew he had to make this idea of sailing, using a western route, more popular. So, he produced and appeared on infomercials which aired four times daily. Finally, the King and Queen of Spain called his toll-free number and agreed to help Columbus.

In 1942 he set sail with three ships, the Nina, Pinta and Santa Maria and about 90 men. The voyage was so much easier than sailing east. On October 12, 1942 Columbus landed on an island southeast of Florida. He claimed this island for Spain and named it the Indies, since he thought he had landed in India. He named the native people of the island Indians. The Indians were excited by the newcomers and their gadgets. They especially enjoyed using their cell phones and desktop computers.

Columbus returned to Spain in 1939 and was hailed as a hero. He was known as the first person to walk on American soil. A huge parade was held in his honor. He appeared on Larry King Live and became quite famous around the world.

Columbus made three more voyages to the lands of Hispaniola, Dominica, Trinidad, Venezuela, Mexico, Honduras and Panama. These trips were all documented by National Geographic and opened a whole new business of tourism for the country of Spain.

Columbus died in 1906. He is buried in Valladolid, Spain.
Click here for other places to learn about this explorer

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Christopher Columbus was born in 1951 in Sydney, Australia. His home was on the sea and Christopher longed to become an explorer and sailor. However, as a young man, Christopher went to Portugal an...

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be prepared for the discussion
take turns
signal that you have something to add to the discussion
respect each others contributions
listen to what others are saying
make sure everyone has a chance to contribute
stick to the topic

disagree
agree
comment
make a connection
ask a question
add on
clarify
summarize

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for prepped homework, for announcements, for

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for standards and working in small group.

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carpet whole class whiteboard

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for art hanging

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put pens, counters, small group items.

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for all grades, resource pages and homework.

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Ask students to self define the terms (revolution, reaction) with their prior knowledge in their notebooks.
talk about in the groups what the students defined it as then as a whole class.
Do a gallery walk with images that represent each. Ask students to pick what it represents and write on the poster their reasoning.
Discuss
give actual definition in graphic organizer. give a space for examples and personal connection. fill in as individuals then as a group.
next day talk about reform, repeat like before, give the assignment of what students want to reform at their school and give reasoning.
Give news articles about current events and they can identify the 3 R's

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PROFESSIONAL DEVELOPMENT

We offer in-person professional development trainings for administrators, teachers and other school professionals. We customize trainings to meet the learning objectives of each group's specific needs and specialize in the following topic areas:

LGBTQ Youth Policy and Advocacy Training

LGBTQ student suicide prevention cultural competency

Gender Diversity at Schools

LGBTQ Student & Youth Cultural Competency

OUT For Safe Schools® Campaign

If you're interested in scheduling a training with us, please contact us at [email protected] .

LESSON PLANS

The Los Angeles LGBT Center is pleased to offer lesson plans-at no cost-for teachers to comply with the 2011 FAIR Education Act which requires all California K-12 schools to integrate age appropriate, factual information about the roles and positive contributions of LGBT Americans and people with disabilities into their social studies and history classes. The lesson plans, many of which include vintage photos and archived media reports, showcase a wide spectrum of topics, events, and individuals considered to be vital in LGBT history, such as civil rights activists Audre Lorde, Bayard Rustin, and Harvey Milk; the Black Cat Tavern Riots; the AIDS crisis; and the concept of "coming out." These lesson plans are the results of a collaboration among the Center, UCLA History-Geography Project, and the ONE Archives Foundation and made possible by the generous support of Toyota.

January - Black Cat Tavern Riots March - Bayard Rustin April - AIDS Crisis May - Harvey Milk June - Civil Rights July - FAIR Act September - Female Impersonation During WWI October - Coming Out in the 1950s-1970s October - Bilitis and The Ladder November - Audre Lorde
ONLINE TRAININGS

Gender Identity & Sexual Orientation

State of LGBTQ+ Youth

More to come!

TRAINING MANUALS

OUT for Safe Schools ® Campaign Rollout Toolkit

TOOLKIT

Rubric

Coming Soon

Implementation Guide

Coming Soon

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Training & Coaching - Los Angeles LGBT Center

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We offer in-person professional development trainings for administrators, teachers and other school professionals. We customize trainings to meet the learning objectives of each group's specific needs and specialize in the following topic areas: LGBTQ Youth Policy and Advocacy Training LGBTQ student suicide prevention cultural competency Gender Diversity at Schools LGBTQ Student & Youth Cultural Competency OUT For Safe Schools® Campaign If you're interested in scheduling a training with us, please contact us at [email protected] .

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-anyone that doesn't have a credential is a classified employee

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to organize examples and lessons for each month

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Reading is one of the best ways to build vocabulary and give kids consistent exposure to Spanish. These online Spanish stories are short and supported by illustrations.

Check out our Spanish reading for kids resource page for online books, printable reading activities and activities for favorite picture books.

Kids can read these stories on mobile devices, so they can start a new story anywhere. The stories are also free, which makes them an excellent supplement to a home or classroom library.

The 50 online Spanish stories are divided into three groups. The first group has stories with text, illustrations and audio. The second group has text and illustrations, but no audio. The third group of online Spanish stories are videos. Kids get the support of the images and listen to a story, but there is no text.
If you find a broken link, please let me know. You can use the contact tab on the top toolbar.
Online Spanish Stories with Audio, Text and Illustrations

These 4 online Spanish stories are from StoryPlace. You can also find games and printable activities to go with the stories.
La sonrisa de Claudio Coloree el arcoiris Cinco bebecitos Plátanos para el almuerzo
These 3 online Spanish stories are from Pictocuentos. They have pictograms to support the text as well as illustrations and audio.
Ricitos de oro Caperucita roja El patito feo
This story from Scholastic will please Clifford fans.
¿Dónde está Emily?
There are several online Spanish stories from Bartolo, a digital resource from Chile to promote literacy. They are Adivina lo que siento (and an activitiy for that story), La mono vestida, La cigarra y la hormiga and El cabrito y el lobo. You can find all the stories on the Bartolo website under the tab Lecturas.

These 2 online Spanish stories were created by BoxBook
La navidad de Santa El pequeño pianista
This story is about a perro and a pericotito. A pericote is a ratón, or a mouse.
El perro Bobby
You'll find this lovely story on YouTube.
El niño come libros
This story is about a bear who wants a friend. There is text to print and a video of the story being told with figure. You can print and cut out the figures to tell the story too.
Printable Spanish Story and Scene: El oso y sus amigos
Online Spanish Stories with Text and Illustrations

These 4 online stories from Aprendices Visuales have pictograms to support the text as well as illustrations.
Las pelusas se mudan de casa La rana pirata El dragón chef El oledar explorador
Easy Spanish Books in PDF

I made these 5 online Spanish stories for my beginning Spanish learners. They are excellent for preschoolers, but also are appropriate for older kids who are starting to learn Spanish.

You can download all of these books as PDFs here: Easy Spanish Books in PDF

The titles are Grande y pequeño, ¿Qué hay en un árbol?,¿Uno, dos, tal vez tres?, Busca los colores and Es primavera.

These 3 stories were created by teachers for Spanish learners. The pictures are small, but the language is at a good level and there are activities to go with each story.
Pepa y su cesta El viejo y su paraguas El pájaro y el pan
I wrote these 4 stories on the platform StoryBird.
¿Qué quiere el perro? La primavera llegó Un día de lluvia Mi casa está muy sola
This story uses shapes to make a clown. It is a good read aloud. The font is the script that children learn in Spain, so it may be more difficult for beginning readers.
Aprendo las formas
This story introduces children to the water cycle.
Había una vez una gota de lluvia
This is a collection of fun poems with pictograms to support the text.
Poesías con pictogramas
These 4 stories are published by la Fundación Libros para Niños. The books are illustrated with photos of children in Nicaragua. The illustrations offer a wonderful glimpse into the daily of Nicaraguan children.

This story is published by the Instituto Cultural Peruano Norteamericano (ICPNA) & Biblioteca Nacional del Perú (BNP). Choose the two-page view so that the illustrations and text show together.
La niña y su hermanito
These 2 stories are by Hans Wilhelm.
Gol de Federico Qué desastre
This wonderful story from Mexico has many cultural references to food.
Relajo en la cocina
Online Spanish Stories with Images and Audio

These 7 online Spanish stories are on YouTube. They will be familiar to many kids.
Eres tú mi mamá El mejor nido Vive como creas que es mejor Los tres cerditos El joven cangrejo Blancanieves y los 7 enanos
There are many more online Spanish stories, so please share your favorites so we can add them to the list. Also, check out our Spanish Books for Kids for booklists, publishers and activities for specific picture books.

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50 Online Spanish Stories for Kids - Spanish Playground

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Reading is one of the best ways to build vocabulary and give kids consistent exposure to Spanish. These online Spanish stories are short and supported by illustrations. Check out our Spanish reading for kids resource page for online books, printable reading activities and activities for favorite picture books.

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discussion and sharing & exit ticket

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Utilize video observation tools

Work as a team to analyze, tag, and discuss classroom footage. Our full-length "Uncut" videos can be used for calibration exercises with rubrics to create inter-rater reliability among observers.

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Work as a team to analyze, tag, and discuss classroom footage. Our full-length "Uncut" videos can be used for calibration exercises with rubrics to create inter-rater reliability among observers.

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Page 9: Implementing an Accommodation

As covered on a previous page, teachers are required to provide instructional or testing accommodations documented on a student's individualized education program (IEP) or 504 plan. For some students, accommodations may be needed for just one or two classes; for others, they might be needed in every class. By reviewing the student's IEP or 504 plan, teachers can identify the accommodations and the context in which they should be implemented. As you will see below, there are a number of steps that teachers can take to ensure that students receive the maximum benefit from their required accommodations.

Review the student's IEP or 504 plan.

Know the student's strengths and weaknesses.

Recognize that, though some accommodations will be simple to implement in the classroom, others will be more difficult or might require more time to learn to use effectively.

Allow students time to practice using new accommodations to become proficient. Start with familiar content so they are not struggling to learn new information at the same time they are learning to use new accommodations.

Be aware that students using accommodations might require more or less time to complete instructional tasks.

Recognize that changing demands throughout the school day might mean that a student's accommodations differ from one class setting to the next.

Understand how the classroom environment can affect the student's successful use of his or her accommodations.

Be aware of how the student perceives the recommended accommodations (e.g., does your student think his accommodation is useful, embarrassing?).

Monitor the student's progress regularly because needs can change over time.

Learn about each student's equipment needs (e.g., software, devices).

Create seating arrangements that support the use of devices without excluding the student from the class. The proper use of many devices requires proximity to an electrical outlet or additional space. However, students should not be isolated-for example, in the back of the classroom-solely for the purpose of accessing an outlet.

Set aside space for equipment when it is not in use. Placing the equipment in a safe location protects it from damage.

Be sure the audio option is enabled on computers for students who use the synthesized voice feature. Computers in classrooms, libraries, or labs often have their audio options disabled to reduce noise and distractions. To prevent disrupting other students, provide headphones.

Be sure the settings on the computer or text reader (e.g., font size, boldface, speed of braille refreshable text) match the needs of the student. Failing to pre-set these can waste valuable classroom time. Also, teach students to personalize their settings independently so that they are prepared to do this in other environments.

Obtain appropriate devices or services (e.g., USB drives, cloud storage) for saving and transporting data files. Students may need to access the files away from the classroom or on different equipment (e.g., a personal laptop).

Attend trainings about accommodations to understand specific policies and guidelines for your state (e.g., guidelines for testing accommodations).

Collaborate and communicate with knowledgeable individuals (e.g., special education teachers, parents, students).

Read professional journals.

Visit reputable Websites:

Provide only the testing accommodations listed on the student's IEP or 504 plan and that are allowed for that particular test.

Understand that an accommodation might be permissible in one condition but not in another (e.g., a text reader can be used during a comprehension test but not during a test that measures decoding skills).

Allow opportunities for students to become familiar with an accommodation before having to use it in a testing situation. In fact, some states require that testing accommodations be made available to the student for a specified amount of time prior to the day of testing.

Be aware that an accommodation might be allowed for a classroom assessment but not for a standardized assessment.

Be familiar with the assessment accommodations allowed in your state for standardized tests. Each state has policies and regulations that determine allowable accommodations according to the standardized test being administered.

With careful planning and consideration, teachers can provide accommodations to their students effectively and efficiently. Implementing accommodations requires thoughtfulness and planning to meet the needs of individual students. Therefore, teachers should avoid:

Providing the same accommodation to all students with disabilities out of convenience

Disregarding an accommodation because only one or a few students need it or because it is difficult to implement

Believing that only the special education teacher provides accommodations

For Your Information

Because most students with disabilities participate in the general education curriculum for a majority of the day, general education teachers will be responsible for implementing accommodations. Teachers should recognize that they are not on their own. For support, they can reach out to others with expertise (e.g., special education teacher, special education coordinator, assistive technology specialist).

Through the use of individualized accommodations, students with disabilities are more likely to successfully access and demonstrate learning. There are instances, however, when students continue to struggle even with the accommodations in place, or they begin to struggle in a new area. When either occurs, the teacher might want to try a new accommodation. If the teacher identifies a beneficial accommodation, the IEP team should convene to determine whether it should be added to the student's IEP.

Keep in Mind

Teachers can bundle accommodations within the same category (e.g., two presentation accommodations) or from different categories (e.g., presentation and setting accommodations) to meet a student's needs. Starting with one accommodation will allow the teacher to evaluate its effectiveness and determine whether it is practical for use in the classroom before implementing a second.

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IRIS | Page 9: Implementing an Accommodation

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As covered on a previous page, teachers are required to provide instructional or testing accommodations documented on a student's individualized education program (IEP) or 504 plan. For some students, accommodations may be needed for just one or two classes; for others, they might be needed in every class.

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NCEO is supported primarily through a Cooperative Agreement (#H326G160001) with the Research to Practice Division, Office of Special Education Programs, U.S. Department of Education. Additional support for targeted projects, including those on English learners, is provided by other federal and state agencies, and other educational organizations.

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Have students share their thoughts and misconceptions and allow for adaption or confirmation. No need for director, just a pair share, class

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As a listener, always prompt for clarification.
partners can take notes while they listen to their partner's position.
they can refer back to it for future discussions.
After listening, they should share what they liked and added to their own thinking.
but they can not use it for their last round when they form their final thought.
pre and post writing can be done to record initial stance to final stance (final stance should have much more support and clearer thinking)
in post write, students should highlight ideas they got from others and added to their own thinking.
note vocabulary that can help or was missing from someones discussion.

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Designate student A as director
student B as speaker
Director directs pro and con (can use right hand to signal pro, hands together as transition, and left hand as con)
The director should ask for clarity and the speaker should not directly tell their position.
By the end the director can infer what the speaker believes by what they shared and clarified.

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Tema: viajar a otros países
Consrtuye un graphico para organizar lo positivo y negativo.

Transiciónes:
Por el otro lado,
Sin embargo,
No obstante,

Ejemplos:
Una ventaja es que____por ejemplo...
Otro aspecto positivo es___porque...
Una desventaja es que.....
En los viajes.......

NO PERO !!

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2 views (patriots & saints football)
Transitions:However,
On the other hand,
Then again,
Frames:
The______thought that...
Many______believed that....
A different perspective held by ___was that.....
In the eyes of______......

NO BUT !!!

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other topics: camping, shopping, TV, Uniforms, computers, superheroes, cars, conferences, internet, cell phones, video games.....
-Do not say what side you are on, there should be meaningful thinking of stance and the partner should be able to infer their final position without being told. this requires clarity and support

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-expert groups (have an individual or group of students know information then provide frames for sharing)

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-what ideas am I building this week and how do these tasks and texts help?
-What new ideas can I start building today?
-Is this idea as clear and strong as possible?
-How can I help others build their ideas as much as possible ?

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-purposeful building of ideas (are the kids thinking through the information, do they want to know more?)
-Clarity & Support are needed & pushed (does the student push themselves, or does the teacher push?)
- information gaps (sharing something different between partners)

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find writing styles that are shared between texts.
Some authors write in a particular way in most of their books.
They could have one long run on sentence, a phrase, or a particular way of formatting the story.

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Everyone has the book and everyone is reading along.
just an introduction of something they don't understanding.
If they aren't predicting well, then use a prediction text at their instructional level. More teacher led!

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annotating, circling important facts and supporting information.
The teacher is the facilitator, have prepared questions and analyze with the class. Students are tackling the materials with teacher help, teacher is not taking over students are.

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Students should draw what they hear from the story.
Provide folders so that students may keep their note drawings.
Drawings may include key characters, important scenes/ events, vocab.

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Comprehensive up-to-date news coverage, aggregated from sources all over the world by Google News.

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not a graphic organizer ! more for leading the class to discovery

Know
Want to know
Learned

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if asked for password, it’s FluencyWithFW

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FactsWise MultDiv Resource Book 8.10.16.pdf

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word lists, organizing by the meaning of the words not the features of the words (vocabulary)

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set a time period, 5 min for each student to read and give feedback. within the group, everyone should get a role to help guide the sharing time.

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allow for spaces to be focused on the writing process level the student is on.

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have a special chair that students can sit on while sharing their story

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Basic Technique for the Shot Put By: Mark Harsha Portage High School Girls' Head Coach

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Los mejores poemas infantiles en el portal de humor, entretenimiento y cultura más original