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STUDENTS RE LEARNING ENGLISH AS THEIR SECOND (OR THIRD) LANGUAGE

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LABEL ITEMS IN THE CLASSROOM

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STUDENTS ARE ELL: PAIR WORDS AND PICTURES/IMAGES  

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STUDENTS ARE ELL: PAIR WORDS AND PICTURES/IMAGES  

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STUDENTS ARE ELL:  USING LATIN  &GREEK ROOTS, PREFIXES AND SUFFIXES, ETC.

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STUDENTS ARE ELL:  USING LATIN  &GREEK ROOTS, PREFIXES AND SUFFIXES, ETC.

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K STUDENTS ARRIVE WITH LITTLE IN THE AREA OF FOUNDATIONAL SKILLS

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K STUDENTS ARRIVE WITH LITTLE IN THE AREA OF FOUNDATIONAL SKILLS

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(BOTH K TEACHERS NOTE THIS)

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K STUDENTS WEAK IN FOUNDATIONAL SKILLS: OFFER PARENTING CLASSES ON DEVELOPING THEIR YOUNGSTERS FOUNDATIONAL SKILLS

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K STUDENTS WEAK IN FOUNDATIONAL SKILLS: OFFER PARENTING CLASSES ON DEVELOPING THEIR YOUNGSTERS FOUNDATIONAL SKILLS

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K TEACHER WILL RESEARCH THE "HUNKS AND CHUNKS" CHANTS ON YOUTUBE

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K TEACHER WILL RESEARCH THE "HUNKS AND CHUNKS" CHANTS ON YOUTUBE

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SMALL GROUPS, DAILY 5, USING READING LEVELS TO GROUP SCHOLARS, MONTHLY AR CHECK-INS, 220 DOLCH WORD CLUB RECOGNITION

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SMALL GROUPS, DAILY 5, USING READING LEVELS TO GROUP SCHOLARS, MONTHLY AR CHECK-INS, 220 DOLCH WORD CLUB RECOGNITION

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73% DID WELL ON MAP READING IN ONE FIRST GR CLASS

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73% DID WELL ON MAP READING IN ONE FIRST GR CLASS

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MAP RESULTS ANALYSIS SHOWS WEAK AREAS: FOUNDATIONAL SKILLS AND WRITING

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MAP RESULTS ANALYSIS SHOWS WEAK AREAS: FOUNDATIONAL SKILLS AND WRITING

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TO BOOST WRITING SKILLS: USE MENTOR SENTENCE IN A 5-DAY PER WEEK SEQUENCE OF ACTIVITIES (SEE JULIE, IF INTERESTED IN DETAILS)

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TO BOOST WRITING SKILLS: USE MENTOR SENTENCE IN A 5-DAY PER WEEK SEQUENCE OF ACTIVITIES (SEE JULIE, IF INTERESTED IN DETAILS)

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TEACHER TRYING TO SEND SMALL BOOKS HOME, ASKING FOR PARENTS TO "SIGN OFF,'" BUT NOT GOOD RESPONSE THUS FAR...

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TEACHER TRYING TO SEND SMALL BOOKS HOME, ASKING FOR PARENTS TO "SIGN OFF,'" BUT NOT GOOD RESPONSE THUS FAR...

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TO GET PARENTS TO "SIGN OFF" ON BOOKS SENT HOME TO BE READ & RETURNED, GIVING A TANGIBLE REWARD SEEMS TO HELP

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TO GET PARENTS TO "SIGN OFF" ON BOOKS SENT HOME TO BE READ & RETURNED, GIVING A TANGIBLE REWARD SEEMS TO HELP

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ONE FOURTH GRADE CLASS FEELS THAT SCHOLASTIC NEWS HELPS THEIR ABILITY TO UNDERSTAND INFO TEXT

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ONE FOURTH GRADE CLASS FEELS THAT SCHOLASTIC NEWS HELPS THEIR ABILITY TO UNDERSTAND INFO TEXT

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ONE FOURTH GR CLASS NOTES STRUGGLES WITH LITERATURE AND RELATED QUESTIONS

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ONE FOURTH GR CLASS NOTES STRUGGLES WITH LITERATURE AND RELATED QUESTIONS

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CONCERN IN K AFTER ANALYZING MAP MATH RESULTS WAS MATH ....

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CONCERN IN K AFTER ANALYZING MAP MATH RESULTS WAS MATH ....

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K TEACHERS REGROUPED BOTH READING AND MATH GROUPS. REGROUPING SCHOLARS WHO WORK WITH A VOLUNTEER.

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K TEACHERS REGROUPED BOTH READING AND MATH GROUPS. REGROUPING SCHOLARS WHO WORK WITH A VOLUNTEER.

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USING SPELLING CITY, USING WONDERS COLD READS FROM NEXT GR. LEVEL UP, FROM ONE 2ND GR TEACHER

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USING SPELLING CITY, USING WONDERS COLD READS FROM NEXT GR. LEVEL UP, FROM ONE 2ND GR TEACHER

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STUDENTS ARE ELL:   ACTING OUT IDIOMS, PLAY PICTIONARY, USE A KAHOOT!, 

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STUDENTS ARE ELL:   ACTING OUT IDIOMS, PLAY PICTIONARY, USE A KAHOOT!, 

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STUDENTS ARE ELL:   EXPOSE SCHOLARS TO ABOVE THEIR LEVEL TEXT, NOT TO GRADE THEM, BUT TO EXPOSE THEM TO IT

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STUDENTS ARE ELL:   EXPOSE SCHOLARS TO ABOVE THEIR LEVEL TEXT, NOT TO GRADE THEM, BUT TO EXPOSE THEM TO IT

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STUDENTS ARE ELL:   INCORPORATE SPEAKING ACTIVITIES IN TO CLASS 

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STUDENTS ARE ELL:   INCORPORATE SPEAKING ACTIVITIES IN TO CLASS 

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SOME INTERMEDIATE LEVEL TEACHERS THINK THAT CHANTS DON'T DO SO WELL TO HELP A SCHOLAR SOLVE A MULTI-STEP MATH PROBLEM

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SOME INTERMEDIATE LEVEL TEACHERS THINK THAT CHANTS DON'T DO SO WELL TO HELP A SCHOLAR SOLVE A MULTI-STEP MATH PROBLEM

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USING CHANTS FOR INTERMEDIATE LEVEL MATH: DEMONSTRATE TO THEM HOW YOU CAN USE MORE THAN ONE CHANT TO SOLVE A MULTI-STEP PROBLEM, OR, MODEL THAT THE CHANT HELPS WITH PART OF THE PROBLEM BUT MAY NOT BE THE ONLY STRATEGY USED TO SOLVE THE MATH PROBLEM

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USING CHANTS FOR INTERMEDIATE LEVEL MATH: DEMONSTRATE TO THEM HOW YOU CAN USE MORE THAN ONE CHANT TO SOLVE A MULTI-STEP PROBLEM, OR, MODEL THAT THE CHANT HELPS WITH PART OF THE PROBLEM BUT MAY NOT BE THE ONLY STRATEGY USED TO SOLVE THE MATH PROBLEM

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STUDENTS ARE ELL:  USE LOTS OF TOTAL PHYSICAL RESPONSE (TPR) ACTIVITIES

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STUDENTS ARE ELL:  USE LOTS OF TOTAL PHYSICAL RESPONSE (TPR) ACTIVITIES

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READING RESOURCE TEACHER:  EXPANDING THE FRY WORD PHRASES IN ESGI SO THAT SHE CAN TEACH AND TEST HER SMALL GROUPS ON FRY FRASES

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READING RESOURCE TEACHER:  EXPANDING THE FRY WORD PHRASES IN ESGI SO THAT SHE CAN TEACH AND TEST HER SMALL GROUPS ON FRY FRASES

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Students are scoring higher on the STAR than the MAP

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Students are scoring higher on the STAR than the MAP

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send students to a different grade level for subject that they excel in

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send students to a different grade level for subject that they excel in

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helping the below level students while pushing the above levels to learn material beyond the grade-level standards

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helping the below level students while pushing the above levels to learn material beyond the grade-level standards

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Higher students not growing as much on MAP due to more time spent with bottom quartile students

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For higher achieving students, allow for more time on ALEKS as it will allow scholars to learn more skills independently

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For higher achieving students, allow for more time on ALEKS as it will allow scholars to learn more skills independently