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As an educator of Deaf students, who are also English Language Learners, I am wondering about Total Physical Response. Is there a way to apply this technique for my students beyond ASL?

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It's helping ground my thinking about this student

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It's helping ground my thinking about this student

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I have already done a lot of thinking about ways to meet this student's needs, but again, putting them in one place was helpful.

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Using the space in the classroom to boost language learning. 

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Using the space in the classroom to boost language learning. 

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I've always thought a lot about how to use the space in my classroom, but this article gave me additional food for thought/ideas about changes I could make

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The breath-counting using the fingers of the hand!

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The breath-counting using the fingers of the hand!

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I was reminded of several things during this module. The Starbucks video was a great analogy of how language learners experience our classrooms. I was able to think about this acquisition of language from the perspective of the student, the instructor, and a fellow student. I was also thrilled to learn more about word walls. I have use them in my classroom for years but a few simple changes can make them much more meaningful for all students. Using tier 1,2, and 3 words as well as visuals, objectives pull all aspects of language together for learners. Translations can also help. Finally in this module, I learned a lot from the different articles. I was most intrigued by the Artificial Intelligence article and it clarified a lot for me as we have not had any PD in this area yet.

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We are early in implementing the collaboration plan, but we are off to a good start. We have identified a common time that all 3 of us can meet to co-plan a weekly lesson. The first lesson that we co-taught went extremely well and we are looking forward to doing it again! The next action step is to find professional development for all of us to attend together. We are meeting on Wednesday to look at what we all found and decide on a course/workshop we would like to take together in the Fall of 2024.

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What are some strategies to be sure everyone in the group is participating to the best of their ability rather than sitting back and letting someone else take over? I want students to take more ownership of their learning.

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More Than Scaffolds & Quit Telling Students to Be Quiet

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More Than Scaffolds & Quit Telling Students to Be Quiet

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These articles were both good reminders of what I want my classroom to be like. I want students to feel comfortable speaking up and speaking out. I want them to be engaged with each other, not just listen to me. They need to build their own understanding of vocabulary as well as how to participate in class. It takes time and effort to create that atmosphere. We have to provide lots of models and time to practice

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I was reminded of the value to be found in taking your time at the start of the year. You need to establish and practice the norms for communication and be sure students understand what resources are available to them (anchor charts, word walls, etc.)  We often want to plunge right in to the curriculum (or feel pressure from admin to do so) but   building community is well worth the time.

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I was reminded of the value to be found in taking your time at the start of the year. You need to establish and practice the norms for communication and be sure students understand what resources are available to them (anchor charts, word walls, etc.)  We often want to plunge right in to the curriculum (or feel pressure from admin to do so) but   building community is well worth the time.

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I would like to see more tools about literacy based instruction that would engage student learning without feeling blocked by trauma or stress.

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I have tried some of the ideas from the articles I have read. Sometiems I forget and they remind me, some of them show a new approach how to use the activities with a new perspective. I defintely love the ideas about using the word walls. I have stopped using word walls because I feel that they are too stimulating for studnets to look at, so I will figure out how to apply this the new school year.

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I enjoyed two articles about word walls and about social contracts. My students are visual learners, so we cannot just display words on the wall. we need to set up connections among words and visuals.

Relationship building activites are important for me but I struggle how to balance this and to teach content. The ideas in the article will be benefital for me.

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I like the information about that we consider asset based mindset, not deficit. I also enjoyed the article about word walls, that we need to design the charts and word walls that would apply to studnent learning. We need to have resources available for studnets to develop the student friendly space.

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1. Thinking about my space while reading “classroom real estate matters: a language-rich environment” was really helpful. As a SLP, I have a wide range of students and ages I work with both in individual settings and small groups. I was able to think about my space (especially how I can conference with kids as I circle the room, what visuals I show, etc) while reading this article and have already thought about changing some of my visuals and furniture.

4. Im curious about various cultures educational practices to know what type of educational system my students are coming from (e.g., play based/hands on learning common or more traditional lecture). Knowing this will help me gauge what skills my students need to learn and their comfort levels.

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We use round tables in our classrooms especially for us who are Deaf and use ASL. We need to see each other while communicating in ASL. We heavily use visuals in order to teach ASL. For unclear comments made by students, we show patience by showing visual options of who, what, where in order for the student to expand and clarify their messages.

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Using lots of visuals during Community Circle or Morning Meeting. Have the students begin to "own" Community Circle by sharing their work, feelings, and experiences. Greeting in different languages is a wonderful idea too! 

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Using lots of visuals during Community Circle or Morning Meeting. Have the students begin to "own" Community Circle by sharing their work, feelings, and experiences. Greeting in different languages is a wonderful idea too! 

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A question I still have is regarding how we will monitor linguistic change? The meanings of words change, some words drop out and new words are added to the language. How do we respond to these changes?

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Something that I was reminded of and want to remember is that Academic Language is specific to the content area. So, students have to learn multiple "dialects" of Academic language in order to navigate a high-school curriculum.

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I was happy to read how some AI tools may be useful in creating lessons for EL students. AI is still very new to me, but I am glad to see that these tools can help support teachers create scaffolds. Creating scaffolds is very-time consuming, and as I teacher who teaches many different levels of students at different language developing levels, I often feel overwhealmed by the amount of time it takes to create lessons that differentiate for the needs of all diverse learners.

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The starbucks video reminded me of how important it is to make mini-language lessons that directly teach the differences between Tier 1,2, and 3 words for content specific lessons. As a science teacher I often forget that ELL students are learning two languages simultaneously in my classroom and that technical specific language is hard for native speakers, and that much harder for non native speakers.

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The starbucks video reminded me of how important it is to make mini-language lessons that directly teach the differences between Tier 1,2, and 3 words for content specific lessons. As a science teacher I often forget that ELL students are learning two languages simultaneously in my classroom and that technical specific language is hard for native speakers, and that much harder for non native speakers.

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I was reminded of how important breathing can be for anxiety and/or unsettled moments in our student's day.

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I tried out the fieldwork and here's what happened

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I tried out the fieldwork and here's what happened

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I realize that I don't have a good deal of information on the family nor do I have good information on assessments directly related to the student's language areas.

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As a Special Education teacher, often working with younger students with sometimes multiple diagnoses, I found the article on labels interesting. It can be difficlt to ascertain what the barriers may be to learning specific concepts. I found myself doing a deeper dive into the supports around that. I think the increased use of visuals and breaking down concepts can only help, regardless of the lablel.

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I liked the reminder that as certain words are not always transferrable to different languages, sometimes certain expectations or values are also not immediately transferrable. As educators, we need to be aware of the sometimes unstated and how to provide scaffold and understanding.

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The article, "How to Facilitate Voice & Choice in the Student-Centered Class" really spoke to me because it reinforces the importance to provide opportunities for students to take ownership in their learning. Rather than dictating what activities students must complete, teachers can offer choices for their students, and they decide how they want to demonstrate their learning. Over time, this can empower students to become active learners in the classroom. I think students are so used to being told what to do that many just go through the motions of being in class, but by involving them and allowing them to make choices in their learning, they can move towards becoming more active participants in their class. Moving forward, I will certainly keep "voice and choice" in mind when creating lessons.

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I am still looking for different technological tools that can help in the elementary classroom. One of the articles talked about AI and truthfully, I find that intimidating. How is technology utilized in other classrooms?

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As an elementary teacher, my goal is to implement practice that enable all of my students to learn and develop the foundational skills required for reading, writing, speaking, and listening. This article explains what language dives are and how these "dives" can be utilized in a classroom routine to support students learning a second language. This is a structured routine that I am excited to use in my classroom. Based on the reading, this strategy will allow my students to work with language in different ways, especially constructing and deconstructing phrases and sentences, allowing them to move from learning words in isolation, to applying their learned knowledge into deeper understanding.

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As I reflected on my own practices, I realized that I did focus on the strategy of "Turn & Talk". While I was often frustrated that my students often struggled with responding to Turn and Talk prompts, i wasn't sure about how to make it better. The idea of using the strategy of "Paraphrasing Partners" is something that I want to try in my classroom to help improve students' ability to engage in discussions.

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I really like the way that the images, KWL chart, and vocab was embedded into the text to support learning

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The reading High Standards, High Expectation. I like when author stated ..."When we water down language, we water down expectations. Our students deserve access to rigorous, grade level text."

I believe that the new strategies with KWL charts, images, and vocab will allow ELL students access to challenging documents like the Constitution without watering it down.

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I have begun to modify some of my lessons and activities for my classes. I have seen great success for ELL and other students. These new practices have helped to create greater comprehension.

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Do I need to add components discussed in the module to each lesson or worksheet?

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Questions I still have include knowing which of the many UDL resources best support equity, language and literacy as an instuctional priority.

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Questions I still have include knowing which of the many UDL resources best support equity, language and literacy as an instuctional priority.

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Is there a language scope and sequence to follow for language development of ELs? I feel like I am always guessing about what my EL students should be learning next in terms of language and find myself constantly backtracking and reteaching because I didn't realize they didn't have a foundational skill, etc.

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This is the first time that I saw the Starbucks video and I loved the connection. I typically look up the menu on my phone and practice my order before going into a coffee shop that I am not super familiar to make sure I order correctly. By doing this, it sounds like I know what I am talking about but I find myself reading the room and using context clues to figure out out an answer if I happen to be asked a question about my order. It was a nice reminder of how sometimes the English Language Learners in our class can work really hard to sound like they are proficient and keeping up but don't truly understand. Keeping those visuals and other supports in place are so important!

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Perfect timing on re-learning this strategy! Recently I have obsevational data that highlights our 7th graders spend significant time in each of their classes taking notes in a traditional format. The results show that some learners, but definitely not all, are served by this practice. Stick and Spoons is an interactive learning structure that can be applied to the exact same lessons and yield more equitable experiences - both in terms of engagement and achievement.

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Tip 2: Set Up Communication Systems and Clarify Roles

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Tip 2: Set Up Communication Systems and Clarify Roles

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I often work with ESPs when they are unsure of their role and/or they crave communication from our colleagues and yet it not (yet) happening. This learning reminds me to my responsibility in proactively leading mutliple ways for this to happen. This way, if one system does not prove effective, we have thought through a variety of other options to put in place. In doing so, we are removing barriers that prevent effective shifts in practice.

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The building administration with whom I work are suggesting K-8 reconfiguration of grade level teams. Many of my colleagues have not changed grade levels for many, many years. reading about Stage 1/ Forming helped me draft proposals for summer work, and team CPTs and team leader meetings in the Fall.

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What specific questions do you have about effective collaboration that you still need answers for

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What specific questions do you have about effective collaboration that you still need answers for

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I am curious about effective reflection practices around thinking and processing with colleagues around shared student goals. I am envisioning a "if-then" tool that could help troubleshoot common barriers with collaboration, but I do not know of such a tool! I feel particularly curious about how to collaborators can offer honest feedback about accountability of shared work.

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We worked on the vocab for the lesson where students were tested on their understanding multiple times using exit tickets and do nows and then pulling for small groups depending upon how they did. Students were able to use the terms within their work for the class of investigations and labs, which was great to see.

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I have reviewed some academic vocab with students, reminding them of the correct meaning and how to use in a sentence. It seems like it has improved student engagement in the college class and in their assignments. I would like to begin Frayer model style exit tickets soon. I do have a time issue in this CCC sometimes as it is only 30 minutes.

-Tim Rounds

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In my geometry class, when I check in with students I have a target word of each lesson where I am pushing students to use and define the word. If students are not able to define the word I refer them to a reference sheet. Throughout the class students have become increasingly independent with the terminology with some students even retaining the knowledge or at least independently referring to their reference sheets in later classes.

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I made an effort this week to avoid getting into back-and-forth conversations and remain calm when students pushed back against expectations. I clearly stated my expectations and consequences and did not allow myself to get involved in arguments. I also looked for chances to learn about students' languages and cultures - this afternoon one student shared a few phrases in her language with me and I was able to use one in real life while waiting for bus rooms to be called.

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The scholars responded well to the graphic organizer. We used the seven step process to introduce the multiple meaning vocabulary words then introduced the organizer. Students worked together to determine the meaning of multiple meaning words based on context. We ended with an assessment to determine student retainment and progress. The data has been pretty positive so far.

Ashley P. & Michalek D.

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The article Language and Culture: They Go Hand in Hand 

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The article Language and Culture: They Go Hand in Hand 

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This article helped remind me that when working with the early intervention families that I see that sometimes they may speak English well but I should not assume that they will be able to understand the medical terminology that I often have to use. I will think about using/offering interpreter services.

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Calm teachers beget calm students which helps create an ideal environment for learning. In order to ensure our teaching is in line with our own priorities, the article recommends completing a "values sort" and build a "values tree". Doing so can help make sure that your priorities in life match the actions you are taking in your classroom and school.

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This was not the first time I have seen this video, but it was a great, effective reminder of just exactly how scaffolding and providing access for previewing, visuals, etc. is a necessity. When a student cannot access the vocabulary, we must do everything we can to help.

-Ashley P.

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Shh...Stop Telling Your Students to be Quiet

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Shh...Stop Telling Your Students to be Quiet

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Teachers should not hold the ideal that a quiet classroom is a successful classroom. In order for scholars to develop their language skills, they must be involved in conversations and communicating with other scholars. Scholars also want to talk to each other, and capitalizing on that is extremely important, as they learn better from each other. Not only do they develop their language skills, but this allows scholars to build their social emotional skills as well. Students motivate other students, period. Teachers simply must provide the structure and model, model, model!

- -Ashley P.

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Teachers who manage stress by grounding themselves in their values and finding joy in their classrooms help reduce students' affective filter and increase participation.

Make the classroom a place where students feel at home.

-Will B.

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As teachers we sometimes think that students that are MLLs and/or IEPs have to have text brought down to a lower level/lower grade level and this article talks about how that's not the case. In order for students to access the grade level we need to provide pathways for them to access the grade level text. One thing to keep in mind is "higher impact with higher expectations," which students will end up rising to those higher expectations, especially with pathways to help them get there.

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The Starbucks video prompted me to remember that although students may be able to decode and read fluently with pacing and expression, it does not translate automatically to comprehension. Explicit checking and rechecking of understanding is critical.

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More tools to service mid year new comers .

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More tools to service mid year new comers .

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Create a time to talk and not focus so much on telling them stay quiet.

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How do I simultaneously differentiate for students of different ML levels at the same time? Much work that is rigorous for an L2 is inaccessible to an L1, and work that is rigorous for an L1 is too easy for an L2.

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I really like the article about oral language. It confirmed my belief about students need to talk in order to improve their language skills

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I really like the article about oral language. It confirmed my belief about students need to talk in order to improve their language skills

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I was reminded that a student-created Word Wall can be invaluable for engagement and memory. It is easy to overlook this or to drop it when we are pressed for time, but we do so at the peril of expanding students' vocabulary.

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Language domain chart is like a graphic organizer for teachers.

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We need to try to get general education teachers to be touching on the four domains in their content lessons. Word wall, and sentence stems that students can access.

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Previewing vocabulary much ahead of time -- this helps to decide which words are most valuable and also allows you to embed in convos prior - casual conversation incorporating some vocab helps with repetition and connections to the words. 

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Previewing vocabulary much ahead of time -- this helps to decide which words are most valuable and also allows you to embed in convos prior - casual conversation incorporating some vocab helps with repetition and connections to the words. 

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That's what my students go through every day when they are reading anything grade-level. What I need to always remember is that showing pictures will help them better understand.

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Great reminder that a healthy buzz of students working together to co-create their understanding of the material is not the same as out-of-control noise.

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It's important to value all of the cultures and languages of the students and allow them to share even if their language doesn't line up with the other languages presented that do have cognates, so they will feel acknowledged.

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It's important to value all of the cultures and languages of the students and allow them to share even if their language doesn't line up with the other languages presented that do have cognates, so they will feel acknowledged.

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I would love to get some guidance as to what elements of lessons to prioritize and what parts we can cut out. We have been told it is okay to "modify", but there is not much specific guidance as to what that means. For example, should I shorten the read alouds? Should I leave out an application activity? Should I do all the parts of a lesson, but extend it over more than one day, and then not do every single lesson in the unit?

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I would love to get some guidance as to what elements of lessons to prioritize and what parts we can cut out. We have been told it is okay to "modify", but there is not much specific guidance as to what that means. For example, should I shorten the read alouds? Should I leave out an application activity? Should I do all the parts of a lesson, but extend it over more than one day, and then not do every single lesson in the unit?

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The Domain Analysis tool is a useful method for lesson's preparations and peer observations reflections.    

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The Domain Analysis tool is a useful method for lesson's preparations and peer observations reflections.    

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I remember of the Starbucks video; how complicated language can be if someone do not understand and not familiar with phrases and words especially someone like students who  just came into a country that do not speak their language.

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I remember of the Starbucks video; how complicated language can be if someone do not understand and not familiar with phrases and words especially someone like students who  just came into a country that do not speak their language.

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Could there be more time during pd's to have co teachers plan with ML teachers viewing/planning more lessons through a language lens?

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Could there be more time during pd's to have co teachers plan with ML teachers viewing/planning more lessons through a language lens?

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Productive use of native language support

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Productive use of native language support

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Still figuring out how to provide that invaluable support while also trying to make enough room for productive struggle.

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How could I create an "active" classroom, not a "noisy" classroom?

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How could I create an "active" classroom, not a "noisy" classroom?

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How the use of softeners in English can make the difference on the listener between feeling respected or disrespected.

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The video reminded me of how much language support EL students need to understand instruction as well as their daily basics. 

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The video reminded me of how much language support EL students need to understand instruction as well as their daily basics. 

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The importance of having a picture attached to the word.

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LSRW tool is a great refresher to take a look at our lesson plans to ensure that Listening does not DOMINATE the lesson.

CKLA is heavily scripted and those scripts have to be made understandable to ELD 1-4 students.

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I have found a way to incorporate more writing into my day on Fridays.  I have been giving my students a prompt along with access to transition words and sentence frames, and picture dictionaries in order to write.  Students are to work independently and quietly while we listen to music.  It has built a lot of excitement and interest around writing because they get to "get comfy" and just spend time working by themselves.  It is helping to build stamina with their writing.

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I have found a way to incorporate more writing into my day on Fridays.  I have been giving my students a prompt along with access to transition words and sentence frames, and picture dictionaries in order to write.  Students are to work independently and quietly while we listen to music.  It has built a lot of excitement and interest around writing because they get to "get comfy" and just spend time working by themselves.  It is helping to build stamina with their writing.

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Reading about knowledge walls isn't directly related to my goal, however if there are strong scaffolds the students can use it will help them with their benchmark assessment.

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Reading about knowledge walls isn't directly related to my goal, however if there are strong scaffolds the students can use it will help them with their benchmark assessment.

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"Shh… Quit Telling Your Students to Be Quiet!"

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"Shh… Quit Telling Your Students to Be Quiet!"

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Students should definitely talk in the classroom and I make that a goal of my teaching practice. It is difficult to impose a language restriction on those discussions without making an environment where students feel like they are not allowed to talk.

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I found the connection to the text "stop saying being quiet in your classroom" because I have kept saying "Be quiet!" in my classroom all day long. I should think a way to use their energy for speaking in different ways. 

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I found the connection to the text "stop saying being quiet in your classroom" because I have kept saying "Be quiet!" in my classroom all day long. I should think a way to use their energy for speaking in different ways. 

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We got validation from the article on what we do daily from picture prompts to sentence starters, helping to activate and build prior knowledge.

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I want to find ways to encourage my colleagues that differentiating the curriculum is OKAY and expected. We've gotten the okay from our department but not everyone is putting it into practice.

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These were helpful in thinking about ways to keep the focus on cognates and helping students realize how much they already know.

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How can we help teachers feel comfortable that they have "permission" to modify? Most feel they need to follow the script which doesn't allow time for extra practice or vocabulary or talking.

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How can we help teachers feel comfortable that they have "permission" to modify? Most feel they need to follow the script which doesn't allow time for extra practice or vocabulary or talking.

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I want to try to remember to scrap some of the content (especially vocabulary) if it's not going to be very valuable to my students and put the time, focus, and energy in other places.

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How can we effectively get MLL supports, like posters and visuals, into the Gen Ed classrooms and get teachers using them?

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Watching the video about the SLL language reminded me of how my MLL students can feel overwhelmed by language and be hesitant to try, worrying that they will make mistakes.

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Watching the video about the SLL language reminded me of how my MLL students can feel overwhelmed by language and be hesitant to try, worrying that they will make mistakes.

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Using the domain analysis tool to ensure all four domains are being used in lessons. 

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Using the domain analysis tool to ensure all four domains are being used in lessons. 

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Love having the 4 domains on display so you can facilitate lessons around them -- understanding how much time may go into 1 field vs. another. 

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Love having the 4 domains on display so you can facilitate lessons around them -- understanding how much time may go into 1 field vs. another. 

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How to work with teachers to scaffold when you have to read from the script?

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Define and Practice Frames as you would Vocabulary

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Define and Practice Frames as you would Vocabulary

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The idea of "frames" and "framing" needs to be re-examined as a teaching technique. To both students who are L1 and students who do not use the Latin Script, a frame may as well be an extra large word with spaces. They do not understand the core meaning of what is being said unless they practice that frame and the words that make up as they would any other vocabulary.

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I was reminded to create more opportunities for student talk. The tool is helpful to make sure you are doing that as much as possible and modifying content in order to create opportunities to talk. 

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I was reminded to create more opportunities for student talk. The tool is helpful to make sure you are doing that as much as possible and modifying content in order to create opportunities to talk. 

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The word wall discussions in our breakouts and the examples in Confianza reminded me that everyday English words as well as tier 1, 2,3 vocabulary words need to be specifically addressed even if they are not listed in CKLA vocabulary

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It helped to see all the different word walls as ideas!

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I want to use and share the Domain Analysis tool with the teachers that I co teach with. I think this will be beneficial when planning lessons.

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I want to use and share the Domain Analysis tool with the teachers that I co teach with. I think this will be beneficial when planning lessons.

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How can we make sure that we are giving our students access to all four domains when our hands are tied with what program we use? We're told to use tools like the one that was discussed in our PD but at the same time had this program that is objectively HORRIBLE for ELLs shoved down our throats.

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I really liked the articles related to oracy. Since the curriculum we use doesn't explicitly incorporate all 4 domains it was helpful to think of strategies to promote student discourse and oracy.

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I really liked the word wall that featured not just technical language related to the content, but also Tier 1 and Tier 2 words that would be useful to build up to that language.

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Creating time for peer conversation and facilitating the productive struggle of expressing our thoughts in English. 

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Creating time for peer conversation and facilitating the productive struggle of expressing our thoughts in English. 

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I want to make sure to remember the different levels of vocabulary. I'm really good with levels 1 (because my students ask the basic questions) and level 3 (the curriculum gives it), but making sure I hit the words with double meaning or academic vocabulary or such

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I was reminded of the Domain Analysis Tool, which is a great reminder to reflect and make sure you are incorporating all aspects of Language Development into lessons. It is also a great way to assess students during a lesson.

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I was reminded of the Domain Analysis Tool, which is a great reminder to reflect and make sure you are incorporating all aspects of Language Development into lessons. It is also a great way to assess students during a lesson.

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As a teacher for (at times) very noisy students, I wonder how much of their conversations are productive and how I can best harness their energy into projects and educational conversations. It is really hard to come up with projects that fit into the 20-30 minutes I have with them for ESL instruction.

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How can we get the whole school and district on the same page?

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Structured Literacy, Vocabulary, AND TALK

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Structured Literacy, Vocabulary, AND TALK

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I'm trying to balance or create a lens to see three slightly different priorities as compliments to each other rather than starting a competition. I am replanning my literacy intervention lessons into a structured literacy template and implementing more progress monitoring to align with science of reading. I want students to learn lots of vocabulary, but have been concentrating on the decoding and morphology of vocabulary. I want to give students more opportunities for talking as they work out the different ways to use words and the related meanings of words.