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In my class, students are given 2 opportunities at each test/assessment. This allows students to review the answers they got wrong and develop a new strategy

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Mathematics is a language of its own so we use models as templates for how problems are solved when introducing new topics. It is really impressive when students are able to combine different models or use a model out of context of the immediate lesson.

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I use think pair share with all my classes near the beginning of a unit to make sure all my students are using the vocabulary associated with the new material. This is usually a low-stress activity.

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I use 10 finger sentences as a short activity to help get students more comfortable talking. I show a picture prompt on the screen. Students put ten fingers up and have to think of a word for each finger that describes the prompt. Complete beginners just need to think of ten different related words, more proficient students have to provide a complete sentence. I try to use interesting or funny pictures to make it more engaging.

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always ask why/how do you know, tell me more, wait time, summarize for a friend, same standards and a language objective added, let ss respond in native language or "use the words they know"...

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ask and answer questions, pictionary, I have/Who has, roll and read/write, gallery walk, I wonder..., turn and talk...

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ask and answer questions, pictionary, I have/Who has, roll and read/write, gallery walk, I wonder..., turn and talk...

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I have been utilizing wait time for years - it provides students with time to process their thoughts. I encourage them to expand on their thinking, by asking them to explain more and I like to clarify with them to better understand their sharings.

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Virtual or regular classroom setting, I love to use videos to help provide a better understanding to the topic of discussion. Use of white boards to show their thinking is also something that I utilize often.

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Virtual learning for whole group - children were to unmute and share. Small groups - all were unmuted to hear all responses. We played "Gimme Gimme" - tied to certain math topics. For example, gimme gimme something that is a sphere shape.

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I love to use parody videos to teach Social Studies concepts.  They are great to introduce the topic- vocabulary and pictures- and as we go- they are great to see how everything fits together.

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I love to use parody videos to teach Social Studies concepts.  They are great to introduce the topic- vocabulary and pictures- and as we go- they are great to see how everything fits together.

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I have also used google slide shows this year with many images embedded in the slides.

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I like to use real life images, especially videos, when we are discussing or reading about a new topic. This helps to really get them engaged, and to better understand what the text is about. The most important thing I learned from working with EL learners, is to never assume they know what you're talking about.

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I would ask the student to find something that either started with a certain letter, letter sound, or color that they could find in the room that they were working in at home. After a few rounds, I would then tell them that it was their turn to choose. Of course, I would be playing right along with them:) This really helped to get the shy kids to participate and to feel less afraid of interacting with others, all while focusing on their targeted academic goal.

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One of the strategies I use is the allowance the "revisions."  With timely and specific feedback, my students allowed to make changes to all of their assignments except for the summative assessments for a full mark..

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Formative Assessment & Enhanced Instruction

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Formative Assessment & Enhanced Instruction

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To check for comprehensibility, I use formative assessments daily (Daily Quiz/Exit Pass).  To enhance comprehensibility, the strategies I use are hands-on activities (i.e. using beads to show mitosis/meiosis), use pictures to show biological process, and show video clips/animations.

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As we are slowly

opening up for face-to-face instruction, we are on mostly virtual instruction mode.  In virtual

instruction, one type of interaction is between teacher and the students which occurs in whole class setting, in breakout rooms, or during office hours.  In whole group setting, some of the strategies used are Google Meet Chat responses, Dry Erase Board activities, Online formative assessment like Socrative.com, and exit pass (unmute & talk) activities.  Students interact with each as well in breakout rooms where students complete a task as a group or create a product to be submitted at the end of the session.

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Model Bloom's Taxonomy. Ask open questions.

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I use PowerPoints and ProWise software, with lots of images, both photographs and icons from The Noun Project. Outstanding resource.

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Noun Project: Free Icons & Stock Photos for Everything

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Noun Project has the most diverse collection of free icons and stock photos. Download SVG and PNG. Over 5 million art-quality icons and free photos.

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Turn & Talk in classroom, online version: put your response in chat box of MS Teams, then teacher reads out different responses.

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Turn & Talk in classroom, online version: put your response in chat box of MS Teams, then teacher reads out different responses.

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I like to have students to explain their answers. I ask students to explain their thinking. The reason for this is to help other students to learn from their classmates and help if they are stuck. I like to have peer teaching taking place in my classroom. Students and I can learn a lot from each other.

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I like to include many visuals in my classroom such as:
-google slides
-videos
Khan Academy
Brain Pop
Mysteries in Science
-manipulatives
Flash Cards
Counters
-graphic organizers
Hamburger Writing Paragraph
T-Chart
KWL Chart
-games
Education.com
Code.org
Legends in Learning

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We have whole classroom, table, and pair discussions throughout all subjections. Students support each other by talking and giving each other feedback. We play games like I have who has, card games, and hands on activities.

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Wait time, Blooms Taxonomy, and using what they know.

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Wait time, Blooms Taxonomy, and using what they know.

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I make sure to give students time to process their thoughts before they respond. I ask them questions higher on the pyramid - asking them use words and gestures that they know to answer questions. For example for "what is the difference between hills and mountains" they can say something complex or they can just say "mountains are like this [make a point with hands] and hills like this [rounded shape with hands]". Then I repeat and affirm with new/review vocabulary (i.e. "mountains are tall and pointy and hills are smaller and rounded") and ask them to use the new vocabulary. It affirms what they know and adds too while also staying on grade-level content.

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We have been shifting toward more project based learning-especially in social studies and science. I also use project based math activities for different concepts.

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In class I use a bunch of different visuals- posters, videos, pictures, graphs and more. I also provide manipulative and demonstrations.

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We often do a turn and talk for in person discussions or we "popcorn" our thoughts out. We also play games to help get our ideas flowing. Games also help us to get more comfortable with sharing too.

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I use chunk and chew a lot.  We read or watch, then stop talk, write, or draw; then we continue on.  Often I use captions with words so students can see the words while watching videos, etc.  With longer higher level reading, I try to provide tanslations in their home langauge so that they can get the gist before we read it in English.  I then chunk the readings in English and provide pictures with the chunks as well as annotaions using sentence frames. 

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I use chunk and chew a lot.  We read or watch, then stop talk, write, or draw; then we continue on.  Often I use captions with words so students can see the words while watching videos, etc.  With longer higher level reading, I try to provide tanslations in their home langauge so that they can get the gist before we read it in English.  I then chunk the readings in English and provide pictures with the chunks as well as annotaions using sentence frames. 

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I srart with annotating my learning goals and use many visuals, sentence frames, realia, videos, graphic organizers, and gestures. 

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I srart with annotating my learning goals and use many visuals, sentence frames, realia, videos, graphic organizers, and gestures. 

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We play pictionary a lot with new vocabulary words.  As students come into the room, I have then pick three words out of the bag. they study there words and think about how they will draw them when called on.  I use my random name picker and when the student's name comes up, he/she goes to the whiteboard and draws a picture while the other students gues what the word is.  They love this game!

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We play pictionary a lot with new vocabulary words.  As students come into the room, I have then pick three words out of the bag. they study there words and think about how they will draw them when called on.  I use my random name picker and when the student's name comes up, he/she goes to the whiteboard and draws a picture while the other students gues what the word is.  They love this game!

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I use games whenever possible to boost interaction. I have, who has? (we do it for sight words, but can be modified to lots of different content) Guess Who (asking/answering questions), kahoot for online, pictionary (good for using describing words), roll and read/write

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I have incorporated Project Based learning. I also use the different levels of asking questions that correlate to Blooms Tax.

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I have incorporated Project Based learning. I also use the different levels of asking questions that correlate to Blooms Tax.

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I utilize a program called snap and read.  It will take the articles to the individual students' reading level.  It also provides visuals for words that are not understood.

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I utilize a program called snap and read.  It will take the articles to the individual students' reading level.  It also provides visuals for words that are not understood.

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I utilize cooperative learning strategies: student choice, café (round table rotation), and a tool box post it center for what questions do I still have?

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Provide think time first.
Play music as students move about the room (I've done this with students as young as kindergarteners).  When the music stops, students use provided sentence stems/frames to share their thoughts/ideas on whatever they are to be discussing as outlined by the teacher.

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With my kids who are Developing or Expanding, we read old books. Books like Charlotte's Web and Ramona Quimby have plots that are easy enough to follow but use language that goes beyond the conversations that they are having in the lunchroom. These books also help expose them to standard cultural references that they might miss otherwise.

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Trying to avoid watering down content while still making the language accessible. Really hard with newcomers.

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I need to remind myself to stay multi-modal while online. In the spirit of trying to save time, I find myself re-using the same modes (Brainpop Jr, Lexia, etc.) but I need to remember to branch out.

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... with basic things like shapes or colors.

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I created a Go Fish game of color shades (Chartreuse, Cotton Candy Pink, Magenta, Violet, etc) to get them sharing and thinking beyond the basics.

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One way to make content comprehensible is to make visuals interactive by providing labels and annotations and then provide sentences stems to get kids interacting with the academic vocabulary within the context of a sentence.

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I ask 'why' they think the way they do about something. It doesn't matter what the topic is, I ask questions. Many times it is about their culture, maybe a food or holiday. They are only too eager to share. 

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I ask 'why' they think the way they do about something. It doesn't matter what the topic is, I ask questions. Many times it is about their culture, maybe a food or holiday. They are only too eager to share. 

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I ask ELs to define a word that they have trouble decoding or they may hesitate over reading it. That way I can help them gain vocab that they can use with others. 

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I ask ELs to define a word that they have trouble decoding or they may hesitate over reading it. That way I can help them gain vocab that they can use with others. 

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I try to relate learning to their life by doing a question of the day. For example, I will ask where they think they will be in 5 years. We then build on that. One of my students said they want to be a teacher. Then we talked about what they will have to do now to get to that goal. We then made a dream board. Open ended questions work best.

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I like to do a listen and draw activity where the student listens to a story and draws what they perceive the story to be about. I have found this works for all language levels.

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I show my students what my expectation is in order for them to fulfill the task at hand. We also model proper behavior as a class to take away any stigma that may come from language barriers.

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This one has already been mentioned, but it is my go-to interaction strategy.  I like it because it has think time built right in.  Then students can talk out their response before sharing with the whole group.

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I try to provide choice in assignments so that students can show their thinking in different ways.  They can choose to write, record a Flipgrid video, or make a poster or comic strip to show their thinking.  It is important for students to be able to show/tell their thinking in they way they can do it best.

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I use visuals ALL THE TIME.  Sometimes I provide visuals, and sometimes they have to make them.  It is important for students to have an image to anchor concepts or words to.  It is also important to have images to support and build background knowledge.

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I do a lot of group work.  We talk and work in partners and small groups.  We work a lot on how to communicate, help each other, and ask questions
of your teammates.

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it is true that unfortunately sometimes we are not able to pull the students' thinking into some expressed form.  This must be done by any means necessary whether it's an informal discussion, a drawing, a video they create, or a creative writing journal.
I really like the Stay and Stray activity to get the students to process information and relay it informally.

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using visuals in any way possible is key.  I always try to find a video clip from a movie that relates to the ideas we are learning about in class.
I've seen some teachers use resource binders very effectively. This will be a strategy that I'll try to be more engaged with. I always require a notebook at least, but having a binder with different sections based on skills could really be valuable in modeling good organization for them.

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I really resonated with the idea of the importance of using the language as a means of developing skills.  I try to have my students speak with a partner or in small groups about concepts we're learning in class.  

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I really resonated with the idea of the importance of using the language as a means of developing skills.  I try to have my students speak with a partner or in small groups about concepts we're learning in class.  

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I learned a technique from a kinesthetic class approach which is 'Mill and Match.' Students amble about the room with a hand up. When they hear a sound they pair up with someone with a hand slap and then share an idea based on our class discussion / ideas

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I create reference sheets and mini versions of anchor charts that are translated for students to keep in notebooks/binders.

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Gallery Walks or My favorite no

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Manipulatives, graphic organizers, visuals

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Cooperative Learning strategies such as Rally Coach

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A few Critical Thinking Strategies I have used are:

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A few Critical Thinking Strategies I have used are:

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-Encouraging students to explain 'why' they selected an answer
-Encouraging students to 'tell me more'
-No Opt Out from Teach Like a Champion
-Sentence Frames

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A few Comprehensibility Strategies I have used are:

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A few Comprehensibility Strategies I have used are:

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-manipulatives
-graphic organizers
-songs, videos, games
-graphs, anchor charts
-resource binders
-books related to the topic

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In my class we have used Quiz, Quiz, Trade, Turn and Talk, Listen and Restate (one partner talks and the other partner restates what their partner says), I Wonder (listing questions about a topic that they would like answered), and Vocabulary Games.   

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In my class we have used Quiz, Quiz, Trade, Turn and Talk, Listen and Restate (one partner talks and the other partner restates what their partner says), I Wonder (listing questions about a topic that they would like answered), and Vocabulary Games.   

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Assign the students something (a concept, a vocab word) and they have to plan how to teach it to the class in a 3-5 minute lesson -this can be expanded or condensed at will - done online (video presentation, written out "lesson plan) or in person

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Many of the history teachers do this - having students fill out a note sheet where while watching a video- the notes sheet is mostly done for them but they have to interact by answering simple comprehension questions as they go, filling in the blanks from the video, and possibly answering a reflection question (critical thinking) - this addresses all three - interaction, comprehension, and critical thinking and is even easier online, as students can take their time, pausing and rewatching at their own pace - because ELs can take a little longer on an assignment like this, I would shorten or simplify theirs to reinforce vocabulary and differentiate.

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I have a unit called "In The News" - we work our way towards creating a recorded News Broadcast of a real or made up news event.

At the beginning of the unit, I share a news-worthy image; I give them 3-5 minutes to brainstorm words (adjectives, nouns, verbs, etc.) that come to mind when they look at the image, in the context of this image being in the news. These words can be in their first language and/or English.

I then give 3-5 minutes for them to use word reference or another app to translate, if possible.

We then share our words with one another in a group discussion format. Who has similar words? Why did you choose a particular word? Is this a noun, adj, verb, adverb?

Based on the words, we then come up with a headline for our news story as a class.

They have to figure out how we can make the image newsworthy, and why their ideas or the words they've come up with make it newsworthy, and also how their headline is newsworthy.

They then do this whole process in smaller groups, and then as individuals.

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When creating lessons, I use many visuals to help connect what is being taught, but I also include audio (especially important for virtual/remote learning). Our students also all have access to Read&Write by TextHelp, so we show them how to use the dictionary, visual dictionary, translation, text to voice, etc. to help them to understand the lesson

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Community Building @ beginning of course - 2 Truths, 1 Lie

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Community Building @ beginning of course - 2 Truths, 1 Lie

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Activities to share and get to know one another - for example 2 Truths, 1 lie - informal language, but they can share something about themselves - creates opportunity to explain unknown terms (for example, I have gone skydiving - I usually use this, and then explain what it means - jumping out of an airplane with a parachute - can even draw the parachute) - the explanations are almost more important than the game, because students are excited to explain concepts, etc in an environment where there is nothing at stake, ie they are not being evaluated

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Using the thinking verb icons and keeping consistency in the classroom with all students will help with critical thinking.  Expectations for all students is a must for insuring students at the lower levels of proficiency improve. Letting the product vary by student not only relieves apprehension, but instills a love for learning.

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This reinforces vocabulary and concepts while enabling the practice of reading in an interactive, supportive way.

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Pictures and modeling are two key components.  Be very mindful of what vocabulary you want students to use and strategically model these concepts/vocabulary.  Word walls with upgrades to be used a language and concept development tool. Messy objectives is something I found beneficial as well.

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Which one doesn't belong? (open ended questioning)

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"My favorite no ;" Works well in person/virtually.

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In person: inside-outside circles
Virtual:Break out rooms

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A few of the critical thinking strategies I use with my ESOL students include:
* Use of Sentence Frames to support language while integrating content
* Use of signal words (with anchor charts, as necessary) and word banks
* Using the Teach Like a Champion Strategy of "Stretch it" (#13) to reward correct answers with harder questions or forcing elaboration with the question "why?"
Using the Teach Like a Champion Strategy of "No Opt Out" (#11) to scaffold questions/tasks until accuracy or completion is obtained.
* Use of alternative assessments to prove content knowledge in a variety of ways instead of traditional test/quiz.

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A few of the interaction strategies that I use with my ESOL students include the following:
* Small Group discussion and/or project work
* Cooperative learning strategies
* Use peer mentors and partners to assist with the content and L2 and, if able, scaffold with the L1
* Cooperative games and vocabulary activities to peer practice new words and concepts

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A few of the comprehension strategies that I use with my ESOL students include the following:
* Use of manipulatives
* Bringing in relevant realia related to the concept/story/topic
* Graphic Organizers, including Timelines, Graphs, Anchor Charts
* Use of visuals, videos, songs, photos, literature
* Games to practice the language and/or concept with small groups of peers
* Modeling language with a focus on repetition, synonyms, pronunciation, grammar, and related words.

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Cornell notes are really helpful for students, especially if they are encouraged to make their own notes and drawings to help them remember key point and then use the summary to show what they understand after taking the notes.

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Socratic Seminars---students are given open-ended questions before the seminar and prepare answers with text support. The seminar itself it controlled and students receive points for reading questions aloud, answering questions, and using appropriate text support.

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Four corners is one that I really like to incorporate both movement and critical thinking into class discussions. A controversial statement is presented and students go to the corner (agree, strongly agree, disagree, or strongly disagree) that shows how they feel about the statement. Then as a group in each corner they come up with reasons why they feel that way. Ultimately, each corner presents their findings to the class.

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Four corners is one that I really like to incorporate both movement and critical thinking into class discussions. A controversial statement is presented and students go to the corner (agree, strongly agree, disagree, or strongly disagree) that shows how they feel about the statement. Then as a group in each corner they come up with reasons why they feel that way. Ultimately, each corner presents their findings to the class.

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Devil's advocate...I take a topic that we are covering and make a statement to the contrary...Then I have the students divide up into two groups and have one group play against the other one...but... the caveat is, that when a person responds, they have to ask another thought provoking question that can be "Disproven" by work given in our class or back ground knowledge that can be verified by cultural reference or teacher look up. After this, the students go back to their seats and write a brief reflection and a stuck with you sticky and pass those in.

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Interactive notebooks with student work. They have guided notes on exact note catchers that I use, and then the student work goes right behind the notes/ class example so that I can see what they are understanding and what they are not.

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Quiz Quiz Trade
Kagan Strategy for Students that choose a card with a question on  the front and the answer on the back.  The students read the question and answer the question while the other student reads the back of the card so they can check the answer of the person asking the question.  The next student does the same thing, then they switch cards and go find another person to ask and tell the question and answer and it keeps going.

I have who has is good for this one as well.

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Gallery walks in the classroom to look at the ideas of other students.  Students are given criteria to look for while walking.  Afterwards students share their thinking and take aways.   

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Gallery walks in the classroom to look at the ideas of other students.  Students are given criteria to look for while walking.  Afterwards students share their thinking and take aways.   

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Students use graphic organizers to help generate ideas before writing and or sharing their thinking.  Students write constructed responses as a team.  

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Students use graphic organizers to help generate ideas before writing and or sharing their thinking.  Students write constructed responses as a team.  

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Students have sentence starters in their notebooks to help them.  Students are given think time before sharing and have an opportunity to share with a partner or team before sharing aloud with the class.  

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Students have sentence starters in their notebooks to help them.  Students are given think time before sharing and have an opportunity to share with a partner or team before sharing aloud with the class.  

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Before the lesson I distribute a  sheet with some key questions to which students provide honest answers. Then, I would collect the form and deliver the lesson. After the lesson, I pass back the sheet and ask students to add, correct, or ask questions about their first responses with another color.

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Assign a movement to a key concept/word as I present it or use it. Students repeat the movement, and it is common than whenever the idea or word appear in a conversation we will be automatically using the hand movement.

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The Conga Line: Divide the class in two lines facing each other. Pose a question. Provide a sentence starter and some think time. Then the row closest to the wall shares their response with their partner, followed by the partner. Once everyone had a turn, I ask one of the student at the end to dance through the middle of the two rows all the way to the end, and repeat.

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Depending on design and purpose, these help students organize information and create the connections needed to improve their understanding of the content.

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Individual students brainstorm regarding a topic or image. Everyone shares out their thought and the captured information is discussed an analyzed (in small and whole groups) to come to a consensus on the original topic.

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Chunking of text with a summary of each section in simple language to help students self-monitor as they are reading especially helpful with lower proficiency level students.

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Audio to read along with texts (Readworks).

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Explaining how to solve a math problem, using correct vocabulary is a great way to encourage critical thinking. I use sentence frames and/or vocabulary banks as scaffolds.

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Explaining how to solve a math problem, using correct vocabulary is a great way to encourage critical thinking. I use sentence frames and/or vocabulary banks as scaffolds.

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Use of Read & Write for Google is  a great way to help comprehensibility because it will read for the student when necessary and also has a feature in which highlighted words can be defined-- even with a picture. 

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Use of Read & Write for Google is  a great way to help comprehensibility because it will read for the student when necessary and also has a feature in which highlighted words can be defined-- even with a picture. 

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Quizlet:   Our ESOl group developed Quizlets to go along with ELA vocabulary. Although this is a good individual activity, it can be used with a whole group to introduce and practice vocabulary in many ways.

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Quizlet:   Our ESOl group developed Quizlets to go along with ELA vocabulary. Although this is a good individual activity, it can be used with a whole group to introduce and practice vocabulary in many ways.

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Once a "thinking star" or language function is directly taught and modeled enough, very young ELs can utilize critical thinking skills to do things such as "summarize today for a friend"....

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Once a "thinking star" or language function is directly taught and modeled enough, very young ELs can utilize critical thinking skills to do things such as "summarize today for a friend"....

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Language function words on a chart as "Thinking stars" with a visual clue for each.  Example a crystal ball for "predict".  Use the "thinking star" to directly teach not only the language function, but focus the purpose of every lesson:  "Today we are going to describe, who remembers what we do when we describe"? 

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Language function words on a chart as "Thinking stars" with a visual clue for each.  Example a crystal ball for "predict".  Use the "thinking star" to directly teach not only the language function, but focus the purpose of every lesson:  "Today we are going to describe, who remembers what we do when we describe"? 

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Small groups work at charts to answer a question of some type or summarize (like in Jigsaw). Each group moves like a museum walk, but one stays behind to teach the chart. This continues until all groups have visited each chart. The "sage" can stay the same or rotate.

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With Beginner ELs "reading" a textless story (like "The Arrival") I let students choose from many different emojis, with English and L1 translations, to describe the many, often complex emotions that a character experiences.

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With Beginner ELs "reading" a textless story (like "The Arrival") I let students choose from many different emojis, with English and L1 translations, to describe the many, often complex emotions that a character experiences.