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While leading a guided reading group with two ELL's, I kept in mind the transferability between the languages and tried to keep that in the forefront while teaching my lesson.

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I used the sentence stems, phrases, and gestures in math that I learned in our ELD PD!

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I used the sentence stems, phrases, and gestures in math that I learned in our ELD PD!

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I showed my Spanish speakers this week  the colored chart that I completed last week.  Fernando and Carlos were so impressed that I took time to learn about their language.

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I showed my Spanish speakers this week  the colored chart that I completed last week.  Fernando and Carlos were so impressed that I took time to learn about their language.

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I impressed my Spanish speakers this week

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I impressed my Spanish speakers this week

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I spoke to one of our ELD coaches about the Spanish-English Transfer and shared the sheet we highlighed with her.

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What thing I can do is honor my student's native language by providing them literature in Spanish for them to read at home. I want to encourage them to build literacy in both languages.

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One small thing I have done with my students during my science lessons is: Encourage and facilitate collaborative conversations during the lab experiments. Students build on their classmates ideas as they discuss the discoveries they've made during their investigation.

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This week I found content readers from 2 grade levels below so my students could read more about our weekly theme. The theme was how do people figure things out, so I found books about how to build things. We practiced finding facts by rereading parts of the story. They also were able to partner read their books.

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I led a PD yesterday at my site around meeting the needs of our EL's. Shared talk moves gestures, posters and language, practiced with teachers and briefly reviews language objectives in Designed ELD lessons.

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I have been used talk moves posters- Christina's version (see below) during a grand conversation around the book Tiger Rising. The students loved to do the hand motions and more importantly, there was much more connected talk happening.

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I started a new biliteracy group on Monday mornings to preview our weekly phonics skill, using positive, neutral or negative transfer as the starting point for the instructional routine.

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One small thing I have done in my class is work on math conversation stems.  There are stems for agreeing, disagreeing, adding on, etc.  We working on how to go beyond a sentence and have an actual math conversation. I have shared this with several teachers at my school.

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I was so inspired after last week's teacher meeting, the next morning, I shared the Spanish-English Biliteracy Transfer article and English alphabet sound card with our EL Coach.  We had such a deep, meaningful conversation about how the information could help all teachers, especially the new dual immersion teachers at our district.  The EL Coach asked if she could share the information with her dual immersion teachers and of course, I was happy to do so.  Yay!  Knowledge is power!

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One small thing, that will be a big thing, is encouraging conversation (academic and other) between my beginning Els and the students, but especially teachers. Working with the EL teacher/coordinator to set expectations while also respecting cultural traditions.

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One small thing I did was create a space for students to use academic conversations in groups to explain their thinking and give each other feedback. This helps  El's learn from EO's

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One small thing I did was create a space for students to use academic conversations in groups to explain their thinking and give each other feedback. This helps  El's learn from EO's

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One small thing I can do in service of diverse learners is to share the best practices I learn from CRLP with my TAs and grad students and to incorporate some of these best practices into my own teaching.

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One small thing I did to help service my english learners in my classroom is that I provided them with sentence frames for their planning portion of their writing

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One small thing I did to help service my EL's is that I have been focusing on getting my struggling readers that are two levels below. I am using
the Wonders materials at their level for small group instruction. Ex-decodables and matching content readers to themes from other grades. They are also using the online practice at their level.

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The one small thing that I did was meet with my grade level partner to make leveled ELD groups. One group is Emerging students & Expanding and Bridging students. We will start our 30 minute ELD block ( twice a week) , next week and will use Wonders ( L.A curriculum) books to model sentence deconstruction.

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One small thing that I did in my new teacher trainings was to remind teachers that ELD students are entitled to 45 minutes of ELD instruction every day. Also, we read an article called "Student Work" that talks about the way teachers look at student work and how it affects our perception of student success or lack of. The teachers who looked at student work as "the student got it or didn't get it" tend to put blame on kids such as home life, poor attendance rather than teachers who saw student work as an approving approach. We talked in great length about how we could support our student were they are, rather than looking to outside factors to explain failures.

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I recently went to my district EL Teacher leader training where I learned of some new talk moves posters and supports. I downloaded, copied and garnered time at next faculty meeting to share and begin using as adults and with students to up the language in our school.

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The "one small thing" I did since our last meeting was to post the ELD circles in my classroom and think about it and what it represents in my classroom.

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One very small thing I did was share the dashboard with my grade level team so we could look at the performance of our English Language Learners.  

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One very small thing I did was share the dashboard with my grade level team so we could look at the performance of our English Language Learners.  

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One small thing that I can do in service of English Learners is incorporate strategies to that best support them when presenting to classroom teachers on any topic. (Example: have students answer in complete sentences, provide sentence frames and/or sentence stems to students, provide anchor charts of conversational moves, etc.)

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One small thing that I can do in service of all my students is print the academic conversation prompts on cute paper and reinforce their use over and over again.

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Luann
One small thing I can do in service of diverse learners is to start conversations with my staff around how are we serving the ELs at our school. Since the majority of our second language learners are fairly high functioning, our teachers don't necessarily know what to do when they get someone with limited English or if they struggle.

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One small thing I can do in service of diverse learners is to ask the new teachers I work with to look for evidence of student learning rather than just assuming.  

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One small thing I can do in service of diverse learners is to ask the new teachers I work with to look for evidence of student learning rather than just assuming.  