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✅ Goal: By posting, we’ll see each other’s strengths and needs, which helps us collaborate and support each other as we work with English learners.

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✅ Goal: By posting, we’ll see each other’s strengths and needs, which helps us collaborate and support each other as we work with English learners.

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👉 Click the ➕ button to add a post.
👉 In your post, please include the following:

1. 🧑‍🏫 About You

Name

What you teach & where

2. 💡 Strengths in Supporting English Learners: Share at least one area where you feel strong.

Examples: Building vocabulary through visuals, supporting writing with sentence frames, creating group discussions for speaking practice, integrating technology like Quizlet or Padlet.

3. 🛠️ Areas Where You Need Support: Share one or two areas where you’d like to grow.

Examples: Helping students with academic writing, strategies for reclassified students, designing formative assessments, scaffolding for newcomer students.

4. 🎨 Extra Ideas (Optional)

Add a photo of yourself or your classroom!

Share a favorite quote, emoji, or fun fact about you.

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👩‍🏫 Name: Cynthia Hernandez
📍 What I Teach & Where: Instructional Specialist for OUHSD supporting ELD/English teachers across multiple sites.

💡 Strengths in Supporting English Learners:

Building background knowledge before reading 📚

Using sentence frames and guided writing ✍️

Creating structured opportunities for student talk (pair-share, small groups) 💬

🛠️ Areas Where I Need Support:

Developing more resources for academic writing in all content areas

✨ Fun Fact: I love traveling and recently visited Japan! 🌏✈️

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👨 Name: Lupe Zamora
📍 What I Teach & Where: Instructional Specialist for OUHSD supporting VAPA/AVID/ IELD teachers across multiple sites.

💡 Strengths in Supporting English Learners:

Use of visuals/word walls to develop vocabulary 📝🧱

Using sentence frames and guided writing ✍️

Collaborative structures for student discussion (pair-share, groups 4) 💬

🛠️ Areas Where I Need Support:

Developing more resources for academic writing in other content areas 🔬🧪

✨ Fun Fact: I love doing jigsaw puzzles. 🧩

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English 1/4/Sci-Fiction

I am pretty solid at vocab and reading strategies. I am weaker at giving students opportunities to speak.

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Matt Tackett

Pacifica High School

English 1 and 3

Strong with grammar and vocabulary, need to work more on classroom speaking.

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Viri Martinez (DSHS-ENGL)

I am feeling strong in supporting students with sentence starters and frames.

I still feel like I need assistance in designing formative assessments for my LTELs

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I teach IB SL (currently with seniors) and English 3 (CP).

I am pretty good at breaking things down and assisting my ELs, but I know I could be a lot better. I want to scaffold better so that my ELs can feel more agency with their engagement (rather than me constantly checking in with them).

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I teach IB SL (currently with seniors) and English 3 (CP).

I am pretty good at breaking things down and assisting my ELs, but I know I could be a lot better. I want to scaffold better so that my ELs can feel more agency with their engagement (rather than me constantly checking in with them).

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I am good at frontloading vocabulary and some writing frames. I am trying to use more effective speaking opportunities for all students.

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I teach IB English and Film Analysis at Rio Mesa.

I think I do a good job with struggling readers. I need work on getting students to practice speaking in groups and in front of the class.

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I teach English 3CP, English 3 ELd, AP Lang & Comp. I help EL students regardless what language with chunking, scripting, examples and sentence stems, vocabulary lists, standards lists and multiple opportunities to share allooud, read aloud etc. Basically all the same strategies I have been trained on since I got my credential...

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Strength: I am a language learner myself so struggling last year to speak with students of another language, I was able to sympathize with the struggle. (creative ways of making kids talk)

Support Needed: Supporting students without singling them out. For example when we are doing presentations but new comers do not feel comfortable presenting so I don't force them.

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I am a multi-tasking creative. On the flip side, I get overwhelmed with the "immovable object vs unstoppable force" of demands vs limitations of our situation

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I teach Honors MYP English 2 and ERWC 12, including a TT section.

Strengths: Creating group discussions for speaking practice.

Support needed: Scaffolding for newcomer students and strategies for reclassified students.

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I teach English 2 CP and ELD 103

I feel strong in teaching reading strategies and casting vision for rigor in the class and building education

I need support in understanding more of the technologies available to me, like Padlet and all of its uses:-)

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I teach Honors MYP English 2 and ERWC 12, including a TT section.

Strengths: Creating group discussions for speaking practice.

Support needed: Scaffolding for newcomer students and strategies for reclassified students.

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Mark Stevens, CIHS

I teach Eng. 3 ELD, Eng. 3, and Eng. 4

Strengths: I am good at creating group discussion, and teaching writing through the ERWC Mobules.

I would like more training in creating and using activities specifically for my LTEL students.

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I provide visuals, opportunities for group work, and like reading with them. I need to help the kids speak more.

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My name is Salima Houdoud, I teach English 3 in addition to French 1 and 2 at RMHS.

I like supporting my students in improving their grammar skills through various activities and mini-lessons. I also spend a lot of time helping them learn and strengthen their vocabulary skills using digital flipbooks, vocabulary slides, etc.

I'd like to find more ways to encourage them to read aloud and speak during class discussions.

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English 1 & 2

Strengths: presentations, discussions, small groups, grammar, and vocabulary. Need to figure out how to handle large class sizes.

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I teach AVID 10, English 2 & 4 TECA, English 2 LTEL, and Programs for Young Children

My strength is providing students with culturally relevant content. However, I struggle with finding time to fully develop and implement all the ideas I have to support my diverse students.

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I work on depth in analysis and multiple reads of text with a lot of formative checks, so I feel that students can access text and vocab well in my environment. I also give extended writing time with draft checks in class, so one-on-one time with writing is frequent. I am open to all tools and strategies that improve my teaching and differentiation in this and any environment. Co-teaching with SPED has improved my technique in all sections, and I believe this will as well. :)

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I teach English 4 and English 1R. My strengths include vocabulary, reading strategies, and group work. I need to work on providing more speaking opportunities for students.

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1. My name is Jenny. I teach English 2, English 2H, and Yearbook at Del Sol.

2. I am skilled in providing visuals, sentence frames, expectations and sentence frames for group discussions, scaffolding for reading, integrating technology, and providing review for direct grammar instruction.

3. I need more support in scaffolding the curriculum and texts for EL students who have just exited 103.

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Teach Eng 2 and AVID 9

One strength is providing students with graphic organizers, sentences frames, and examples/models for students to reference and use.

One area of improvement would be make the classroom space more culturally diverse and relevant to students. Also, I would like to take the time to form strategic table groups to better support emerging EL students

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I am better at structured student talk and helping students to strengthen their academic speaking skills. I need help in writing and working on providing scaffolds and support for my English Learners when it comes to their writing. I would like ideas on how to remove scaffolds as the year progresses, so that they are able to approach a writing assignment without as much support as they needed at the beginning of the school year.

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Helping students with academic language, writing conventions and research, formative assessments, scaffolding, and critical thinking. Providing student-centered speaking and understandable, realistic, well-defined learning goals.

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I teach English 3 and ELD 103 at PHS.

I am strong in supporting students with sentence frames and shared writings.

I would like support in incorporating more whole group speaking.

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I have two team-taught 12CP classes and one ELD 12CP class. I feel comfortable running student structured talk routines and provide language patterns to help students use academic language.

Because this is my first year teaching seniors, developing guided writing tasks for real-world documents is paramount. I'm just not sure what writing tasks to provide that would be most beneficial for students about to leave high school.

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Veronica Renteria/RMHS (English 1, Chicano Lit., ELD 101

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Veronica Renteria/RMHS (English 1, Chicano Lit., ELD 101

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I am also the Ballet Folklorico advisor/instructor on campus.

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RMHS

English 1&2

My strengths are presenting concepts in down-to-earth ways to help students understand even if they lack prior knowledge or vocabulary. I start small then build on what we learn, so that we can focus more on academic writing.

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English 4/Film Analysis

Strengths: Visuals, audio, grammar, vocabulary, wait time, turn and talk, write and discuss.

Developing: Use of additional Structured Student Talk routines to ensure all students are speaking every day.

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RMHS

English 1&2

My strengths are presenting concepts in down-to-earth ways to help students understand even if they lack prior knowledge or vocabulary. I start small then build on what we learn, so that we can focus more on academic writing.

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English 2 CP/IELD

English 3 CP/IELD

English 4 CP/IELD

I am skilled at devising reading and writing strategies (digitally & physically) that make English less daunting for students.

I need to work on getting students to share more in groups.

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Derrick Timmons

Rio Mesa

Eng 1

Eng 3

ERWC

Eng IB SL

Supporting writing with frames

Creating group discussions

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I am Valarie Ulrich. I teach English 4 and Chicano lit at CIHS. I feel strong in getting my students to read independently and supporting writing needs . I need more strength in getting my students to talk in class.

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English 2 CP/IELD

English 3 CP/IELD

English 4 CP/IELD

I am skilled at devising reading and writing strategies (digitally & physically) that make English less daunting for students.

I need to work on getting students to share more in groups.

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English 2 CP/IELD

English 3 CP/IELD

English 4 CP/IELD

I am skilled at devising reading and writing strategies (digitally & physically) that make English less daunting for students.

I need to work on getting students to share more in groups.

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English 2 MYP/CP

Strengths: Facilitating discussion, gathering & connecting evidence.

Areas of support: Essay writing, scaffolding for ELL's.

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English 1 CP/2 CP

Writing skills for students who struggle with analysis rather than summary

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I teach English 2 and 4 at Pacifica High School.

Strengths: I often scaffold student work when necessary with sentence frames, vocab development, and providing lessons that focus on language foundations.

Areas of Support: I could use some assistance with using more technology in my classroom as I need to stay up to date on the latest teaching resources.

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Rio Mesa

Eng 1

Eng 3

ERWC

IB SL English

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I teach E4 and AP Lit at OHS. I utilize sentence frames, and close reading strategies in both classes.

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AP English Language and Composition

I use a great deal of graphic organizers and sentence frames as students are beginning to understand and learn how to write the various essays that they are required to write for the AP Exam. As students get more comfortable, they can move away from the sentence frames, but if they still want/need the support, they can continue to utilize these tools. I

I would love to learn additional tools to help my ELL students with their writing.

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1. I teach English IR and Reading Tech 9

2. A strength I have is building relationships and allowing for students to share and engage in ideas. I also support students through multiple means of representation by providing student choice, sentence frames, etc. I also integrate paper assignments and encourage reading time to allow my students access to vocabulary outside of our classroom and increase their reading levels.

3. An area where I would like to grow is teaching writing skills. While I give feedback and offer sentence frames, I would like students to be able to write more independently outside of my guidance.

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I am good at frontloading and using some writing frames. to develop organized writing.

I am trying to use more effective speaking opportunities for all students.

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I teach English 2CP/LAPS/H at OHS.

Strengths:

Front loading vocabulary (academic and otherwise)

Visual and contextual aids/information

Sentence frames

Speaking opportunities

Struggle:

Cultural Responsiveness - not being from the same cultural background can be challenging, but I try to talk about my culture and theirs to make stronger connections as often as possible.

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I teach English 3. I break writing assignments down, so they are accessible to all learners. I provide sentence starters and frames, as well as writing samples for all writing assignments. I provide feedback (both written and verbal), so students can fix errors and resubmit writing assignments for more credit. I use whiteboards and put students in collaborative groups, so they are encouraged to speak. I would like tips about how to get ELL students to speak more often in class--daily activties that easily integrate more speaking.

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Oxnard High School

Administration

I always felt that as a teacher, I appreciated professional development that helped me understand my students better, meet them where they are, and provide scaffolding and support to help them improve their skills and gain confidence in expressing themselves. I thoroughly enjoyed sketching out scenes for the students and asking questions that encouraged them to think about themselves as well as the reading. I could probably have used support in the areas of supporting reluctant readers/writers or those with low skills.

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Something fantastic!

I am feeling imposter syndrome ... :{

English 1 H / English 4 CP

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English 4

English2

I utilize life experience and thought inducing questions to create an environment of positive learning. I lead my students to understanding vocabulary and sentence structure in order to write for effect.

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Oxnard High School Eng 1 +3

I feel like I excel in getting kids to speak, INTERACT, and work in teams. I also feel like I get to know the kids and create a welcoming environment.

I could be better at lesson design and details in terms of planning out lessons.

QUOTE: "It isn't what happens as much as how we RESPOND to what happens."

FUN FACT: I once had a letter writing exercise with a prison inmate and it is all documented; I can share the PADLET with you if you would like to see it : )

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Strengths:

-Creating group discussions (pair share, elbow partner, etc)

-Visuals

-Sentence frames

Needs:

-academic reading

-how to better support newcomers

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I teach English 9 and 10, CP and co-taught, at Oxnard High School. Some of my strengths in lesson building include building vocabulary through graphic organizers, as well as supporting student writing skills with sentence frames, models, and examples. I also group students with classmates who will encourage them to practice their language skills and make it less intimidating to contribute to discussion. I make sure to plan lessons that not only include technology but also integrate opportunities to read, write, speak, and listen. We have reading warm ups, including a reading comprehension program, Read Theory. When it comes to writing assessments, I include scaffolds, graphic organizers, and differentiated writing prompts with opportunities for one-on-one meetings with students for feedback. I use co-grader to provide glows and grows, students have the chance to edit, revise, and resubmit their writing as a final draft. We visit the library to check out a reading book and students are encouraged to choose a reading book they will enjoy reading.

I want to learn about more speaking options that will encourage students to talk; I have some reluctant speakers.

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Vocabulary scaffolding, animated visual cues, Explicit Academic Language and Vocabulary Instruction, daily Sentence Frames, Gap Fill, Contextual Clues, with a focus on tier 2 vocabulary: synthesis, analyze, justify, evaluate...