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Let them confident about talking or sharing their ideas, making sure that others respect them and have positive feedback only.

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Let them confident about talking or sharing their ideas, making sure that others respect them and have positive feedback only.

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Share:I like to walk around and ask the students how they solved the problem and get them talking

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Share:I like to walk around and ask the students how they solved the problem and get them talking

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I usually start getting to know student by using his/her native language ,and finding things we might have in common .This helps the student to get more comfortable in a classroom

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I usually start getting to know student by using his/her native language ,and finding things we might have in common .This helps the student to get more comfortable in a classroom

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I like to use "notice and wonder" what do you notice and what do you wonder". 

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I like to use "notice and wonder" what do you notice and what do you wonder". 

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When students are working independently or in partners I make sure to stay active in the classroom and ask them questions, ask them to elaborate more, ask them what they're thinking

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When students are working independently or in partners I make sure to stay active in the classroom and ask them questions, ask them to elaborate more, ask them what they're thinking

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For example if a student is struggling with writing something  or saying something I will help with giving them sentence starters.

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For example if a student is struggling with writing something  or saying something I will help with giving them sentence starters.

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i like to invite them to join me in buliding with blocks or to help me color asomething and then being conversations and build on it...

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i like to invite them to join me in buliding with blocks or to help me color asomething and then being conversations and build on it...

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We use : Think + Pair + Share.

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work in pairs or small groups about the subject, 

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work in pairs or small groups about the subject, 

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I usually talk to the student and introduce myself to him or her and share my interest and my hobbies to encourage him to talk

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I usually talk to the student and introduce myself to him or her and share my interest and my hobbies to encourage him to talk

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Ask questions, clarification

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To get students to even begin, I'd use a sentence starter. If they are still struggling then I'd give an example.

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I asked students how they solved the problems

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I asked students how they solved the problems

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I use lots of visuals in my pre-k classroom

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I use lots of visuals in my pre-k classroom

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We have a lot of posters and signs around the room for visuals.

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We have a lot of posters and signs around the room for visuals.

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Draw visual representations of new concepts and put them up around the room

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Check their answers to problems with peers and discuss the discrepancies.

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I allow students the choice to write or draw an example.

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I have posters around my room and use gestures and animations when teaching.

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I always love to use think pair share or turn and talk. I also like to use small groups.

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My students can draw or write or act out their answer.

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I like to use graphic organizers with pictures/graphics to help students become more familiar and comfortable with new vocabulary terms.

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I encourage students to practice using new vocabulary terms with each other in small groups. I'll use think/pair/share to have students predict what they think words mean and how to pronounce difficult words.

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I try to give students a variety of different ways to express their critical thinking to show mastery of the new vocabulary and content objectives. In addition to written responses, I give students matching and crossword activities to stimulate their higher-level thinking abilities.

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I use a lot of visuals, gestures, multimedia, and hands-on projects/manipulatives to build their understanding in robotics and engineering.

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Interaction and critical thinking interwoven

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Interaction and critical thinking interwoven

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Students discuss parts and functions of the robots they are creating together and what materials they will use and why. They have to talk to each other to create plans for their various design projects and give other students feedback on their designs. The students discuss their opinions of technology and its impacts choosing those that are the most relevant to their lives. Students analyze technology for its working systems utilizing the vocabulary and then apply this knowledge to create their own while labeling and identifying purpose.

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I teach Kindergarten & use posters, visuals, models, images, etc.

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My students are often talking to one another - think pair share, elbow partners, small groups, centers, etc.

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My students are able to show their critical thinking through acting out, in their writing, speaking, etc. They have time for free choice writing to let their ideas flow.

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Visual representations, anchor charts, graphic organizers, color coding, also color coding language objectives, modeling,  context and visual cues, providing background knowledge, gestures, video clips

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Visual representations, anchor charts, graphic organizers, color coding, also color coding language objectives, modeling,  context and visual cues, providing background knowledge, gestures, video clips

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I like to use a lot of Kagan Strategies for ELL students, inner-outer circles, numbered heads together, round robin, round table, line ups, pair checks, think pair share, turn and talk.....but many times I will give them sentence frames to use with these strategies.

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I like to use a lot of Kagan Strategies for ELL students, inner-outer circles, numbered heads together, round robin, round table, line ups, pair checks, think pair share, turn and talk.....but many times I will give them sentence frames to use with these strategies.

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Act out or draw answers. Make pamphlets or posters, use tech and record themselves on an app on the IPAD , make a commercial, matching and hands on activities to show what they know.

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Act out or draw answers. Make pamphlets or posters, use tech and record themselves on an app on the IPAD , make a commercial, matching and hands on activities to show what they know.

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For a math lesson, have a song that is repetitive so the main concept/skill of the lesson is being presented in different media. 

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For a math lesson, have a song that is repetitive so the main concept/skill of the lesson is being presented in different media. 

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Act out stories to help comprehension

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Provide visuals for stories and all content.

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For Zoom lessons, after students have responded to a question in the chat, I have students respond to one another's answers. I provide the students with possible sentence stems for how to connect to a classmate's original response.

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For most of our writing assignments, we provide students with language and organizational supports (sentence stems, word banks, graphic organizers) to scaffold the language use while students are working on grade-level, and often challenging, tasks.

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In virtual learning, one way I've adapted visuals is by doing a lot of screensharing, which helps provide visual clues not only about the content we're looking at but also the technology tools.

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I insert many images and videos into my Nearpod/slides presentations

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in slideshows I include age and content appropriate videos and books.

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after a student shares their work, other students are given the chance to respond to the artist, after I model a response

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currently, for zoom class, I have students respond to a prompt at the beginning of class, that will start with a sentence stem.

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Think, Pair, Share with sentence structures

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Gestures and hand movements for new words

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Differentiated products to show how they understood the lesson

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Teaching with gestures, hand movements, and real objects to explain things.

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Have students turn and talk to multiple students in the room.

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Give students choices of how they want to show there thinking: draw a picture, sort, label etc.

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Utilizing - Which one doesn't belong as an opener - works on interaction, comprehensibility by utilizing visuals and critical thinking b/c there is no one right answer, but multiple answers and focusing on the why of something doesn't belong

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Utilizing - Which one doesn't belong as an opener - works on interaction, comprehensibility by utilizing visuals and critical thinking b/c there is no one right answer, but multiple answers and focusing on the why of something doesn't belong

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The most important thing are images and visuals. I think that step-by-step directions with visuals helps the most.

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The main thing is think-pair-share and anything where students can work in groups and help each other.

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Student choice boards have been a go-to for us. We are big on differentiation in our, mainly because of our large ELL population and lack of engagement during virtual learning. They have been successful so far (the choice boards).

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As a special education teacher for preschoolers, I have my students imitate gestures and act out stories as much as possible. It reinforces vocabulary, but also gives them opportunities to move! My favorite example of this is the gingerbread man. I have a gingerbread man apron and the students take turns running around the room, pretending to run from the old man, old woman, and animals.

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Most of my students range between 0-36 months developmentally. They are not yet able to discuss their ideas with each other, but we do work constantly on learning to interact with peers. Students learn to pass materials to each other and take turns during play and games.

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Alternative ways to demonstrate knowledge

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Alternative ways to demonstrate knowledge

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My students are all significantly developmentally delayed, however, we give them many ways to show what they know. We follow the regular curriculum, at a slower pace, but they are learning the same concepts as their neurotypical peers.

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I use lots of visuals around my classroom and concrete objects

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I often have students partner read, turn and talk, and work in small groups during lessons

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I give students options on how they can give me their answer. For example they can make a video, write sentences, record themselves explaining it

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Think-Pair-Share, giving students sentence frames to help them share, having them summarize what their partner shared after hearing it

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Think-Pair-Share, giving students sentence frames to help them share, having them summarize what their partner shared after hearing it

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I like my kids to have conversations. We use a WS for books we read. The last thing they do is write a character dialogue, then present it dressed as their character. It is some of the best fun while learning and practicing the language.

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Every day, prior to our Number Talk, we review sentence starters to help focus on conversation...example "I like that you..., Can you explain why you....., I see what you are saying, but maybe you can try....  All of my students benefit from this!

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Every day, prior to our Number Talk, we review sentence starters to help focus on conversation...example "I like that you..., Can you explain why you....., I see what you are saying, but maybe you can try....  All of my students benefit from this!

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I love using a handprint as a graphic organizer for writing. (thumb and pinky are opening or closing and inside fingers are the 3 supporting sentences).  This is a GO that students can't lose!

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I love using a handprint as a graphic organizer for writing. (thumb and pinky are opening or closing and inside fingers are the 3 supporting sentences).  This is a GO that students can't lose!

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I use total physical response to increase both comprehensibility and egagement

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I use total physical response to increase both comprehensibility and egagement

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All of my ESOL instruction is directly linked to grade level instruction

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All of my ESOL instruction is directly linked to grade level instruction

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I include a lot of realia in my art lessons. If we are learning about forms or 3D shapes, instead of just showing a picture, I provide a 3D model. I also use a lot of gestures in my teaching, and maintain student interest with voice inflections and tone. 

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I include a lot of realia in my art lessons. If we are learning about forms or 3D shapes, instead of just showing a picture, I provide a 3D model. I also use a lot of gestures in my teaching, and maintain student interest with voice inflections and tone. 

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During a whole group lesson, I have students turn and talk to an elbow buddy. For any written assessments or warm-up activities, I let the students work in groups to come up with their responses together. In the classroom I pair bilingual students with  ESOL level 1 students

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During a whole group lesson, I have students turn and talk to an elbow buddy. For any written assessments or warm-up activities, I let the students work in groups to come up with their responses together. In the classroom I pair bilingual students with  ESOL level 1 students

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I plan my lessons based on the grade level standards. I may alter the amount or length of student responses to keep it manageable for ESOL level 1 students. 

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I plan my lessons based on the grade level standards. I may alter the amount or length of student responses to keep it manageable for ESOL level 1 students. 

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I loved letting kids draw Mind Maps, especially during Virtual Learning. It kept them engaged when they were on the other side of the computer screen. They could then take a picture of their mind map and insert it in a shared Google Slides with other students - ta-da, Critical Thinking and Interaction combined.

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I use a lot of visuals, colors, art, music, authentic videos and TPRs 

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I use a lot of visuals, colors, art, music, authentic videos and TPRs 

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Students work in groups and pairs to come about with the answers

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Students work in groups and pairs to come about with the answers

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I use a variety of differentiated products in order to express their understanding of the lesson (videos, drawing, writing, speaking exercises) and share with other what they learn.  Each one's perspective is valuable when understanding the concept.

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I use a variety of differentiated products in order to express their understanding of the lesson (videos, drawing, writing, speaking exercises) and share with other what they learn.  Each one's perspective is valuable when understanding the concept.

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I give students various ways to show their knowledge. This may look like a picture with labels, a video of them saying their response or talking about a picture they drew, or providing them with a sentence frame and a word bank to help them form their response.

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When pairing the groups with a level 1 we normally put one person who speaks that language in the group. That way the student can show what they know , ask questions and have practice giving the answer.

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When pairing the groups with a level 1 we normally put one person who speaks that language in the group. That way the student can show what they know , ask questions and have practice giving the answer.

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Here are some sites we use when introducing new vocab.

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Here are some sites we use when introducing new vocab.

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https://steinhardt.nyu.edu/metrocenter/language-rbern/education/bilingual-glossaries-and-cognates
https://www.doe.virginia.gov/instruction/mathematics/resources/vocab_cards/index.shtml
https://www.graniteschools.org/mathvocabulary/vocabulary-cards/

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I have a lots of key terms and visuals around the room. I also use bilingual resources and as many images as possible. Concepts in the music classroom are also frequently modeled for students.

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Students have opportunities to draw, perform and demonstrate various concepts and vocab in my band/orchestra classroom with the class and in small groups.

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Students show mastery in their small group work, their completed charts, and in their performances on and off instruments.

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I like to get my students to "take a stance" on important issues, both before we engage with the content (e.g., read and annotate a text) and after. I pair this strategy with think time and sentence starters.

Here is a link to this strategy: https://www.learningforjustice.org/classroom-resources/teaching-strategies/community-inquiry/value-lines

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Students take a stance on a topic related to the central text and listen while classmates explain their stances.

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Whenever possible I use manipulatives and physical items to bring a real life context to the vocabulary. For example, we are learning about an oak tree's life cycle. We went on a walk and found acorns. We then used hand models to represent the change from Acorn, roots, stem/ leaves, to an oak tree.

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This works well for any new student or newcomer to the school- I pull out blocks or Magnet Tiles and have students build a structure together. We talk about how to play nicely first, I also model wanted/ unwanted behaviors. Then the students have a chance to interact with each other in a relaxed non- academic setting. These interactions then transfer over to collaborative school work.

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I build in ASL into our daily routines. Students can use it to respond to their peers or ask me for something. This builds a common language and understanding in the classroom. I also allow my ELL to act out their response or draw. I recently started using my phone as a translator to communicate key ideas I would like my student to know.

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I like to act out academic vocabulary words where we amplify the academic vocabulary word by adding a definition and a movement.

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I like to act out academic vocabulary words where we amplify the academic vocabulary word by adding a definition and a movement.

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In Math, I use lots of visuals, manipulatives, think alouds, cooperative learning structures to allow processing time and encourage thinking aloud and explaining thinking as well as some of Jeff Z.'s academic language starters.

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In Math, I use lots of visuals, manipulatives, think alouds, cooperative learning structures to allow processing time and encourage thinking aloud and explaining thinking as well as some of Jeff Z.'s academic language starters.

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In math, I like to use a lot of kagan Cooperative learning structures and Jeff Z's conversation starters from his constructivist math language poster.

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In math, I like to use a lot of kagan Cooperative learning structures and Jeff Z's conversation starters from his constructivist math language poster.

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Critical thinking is promoted through  talk alouds and quick writes and students being partnered strategically, so there are both language models for all EL students and linguistic buddies for EL students at lower levels of English proficiency.

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Critical thinking is promoted through  talk alouds and quick writes and students being partnered strategically, so there are both language models for all EL students and linguistic buddies for EL students at lower levels of English proficiency.

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I absolutely love foldables. I let students use them during their assessments. 

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I absolutely love foldables. I let students use them during their assessments. 

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I use graphic organizers for planning writing, I use visuals during lessons, and manipulative during math and phonics. I present information myself and also through videos.

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I do a lot of turn and talks and provide sentence frames. I will have students restate what someone said in a different way.

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Students can draw or write to show their knowledge. Students can tell me their thinking instead of writing it down.

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I always try to bring back whatever we are learning about in the content classroom to their own lives.  I ask them to compare/contrast with their own country or native language.  I alway feel like this builds confidence and they know someone is interested in who they are as a complete person, not just an English learner. 

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I always try to bring back whatever we are learning about in the content classroom to their own lives.  I ask them to compare/contrast with their own country or native language.  I alway feel like this builds confidence and they know someone is interested in who they are as a complete person, not just an English learner. 

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I make a point to start a 1-1 conversation with new students- gives them a chance to have a conversation without the academic pressure. When students are working in groups, I circulate to groups to check in/ask follow up questions/extended knowledge etc.

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I try to incorporate student choice often for final products- so students are welcome to show their knowledge in a way that is most comfortable/accessible for them.