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1. What's in the Bag
2. Word Banks
3.Color coded collaboration
I picked these strategies as I felt they were something that can be done at the 4k level.  In our bridges math, we start each month with something that is part of the theme in a box/bag.  We give clues to what it is.  Word banks would be used mostly as exposure to language but also help the teacher to remember to incorporate vocabulary. Color coded is turn taking, and who doesn't love learning that in 4k!  It is also like during a turn and talk.

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1. Linguistic Frames
2. Graphic Organizers
3. Gallery Walks

I picked these three strategies because they are tried and true strategies I have used in my classroom since starting Project AMOR. I did enjoy hearing about some new strategies that my PLC member shared as well!

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Three Strategies to enhance Whole Class Conversations and Accountable Participation Strategies:
1. Have a class cup of names- draw names for random selection.
2.Listen as students discuss and preselect individuals to share.  This is great for ELs because they can rehearse prior to sharing out large group.
3. Use a seating chart to tally who speaks.

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*Three impact strategies from EL excellence.
5.1 Connect to Students' Background Knowledge and Experiences.
Connecting your teaching to students' prior knowledge and experiences is powerful on every level. It makes your teaching relevant to your students, it values students' backgrounds and helps students build on what they know to learn new information.
Usually I help to work with this strategy with our newcomers, because it help them to get familiar with that knowledge and experiences that they already know to be able to connect that information with the new.
5.4 Direct Instruction Vocabulary Routine.
This is the most efficient and clear way to teach new academic vocabulary for students. By preparing the word using scaffolding to teach students the word by repeating it then, explain it with a easy definition and last, provide examples of how to use it.  It makes the routine slightly more efficient, an asset when you are teaching more than one word at a time.
6.2 Word Banks.
It's a list of two or more words a teacher posts for students to use as they engage in peer conversations or writing. This bank includes words that the students understand but rarely use that will help them use precise vocabulary relevant to the task. And also, it talks about 3 steps to use scaffolding: Bridging (light support), Expanding (Moderate Support) and Emerging (Substantial support).

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3.1 Whole class conversation - Ball Toss

Teacher gives a question or prompt and then students raise their hand to answer.  Teacher tosses the ball, the student answers, then the student tosses to the next person who has their hand raised.  The ball goes back to the teacher for a new question.

I’ve used this strategy and find students love the physical aspect of tossing the ball along with the student to student interaction.  It’s a great way to get physical movement and encourage all students to participate.

3.4  up and moving structures

This segment describes Clock Partners, 4 by 4 (a jigsaw), and Inside Outside Circle.  We have used all three activities in class, and all three are designed to get students up and moving.  The other valuable piece in these activities is that they ensure students are giving opportunities to practice language with a variety of students and apply their knowledge of content.

Of the 3, I like Outside Inside Circle the best because I think it is the quickest to transition to, and the teacher can ensure random partners by directed multiple “steps”  or moves.  There’s also flexibility in digging deep into one question or changing the question on each rotation.

3.8 Linguistic Frames

I picked this one, even though we’ve covered EVERY class in this program because I do believe it’s an important tool for all students.  There are 3 tips that may be helpful; prioritize meaningful communication, focus on one skill at a time, and build student capacity to prompt deeper discussions.   These are important things to keep in mind when developing linguistics frames.

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Tessa Kowalczyk. Three high impact strategies that stood out to me are: III Support (p.112) Connect to Student’s Background and Knowledge and Experiences, III Support (p. 120) Direct Instruction Vocabulary Routine, and II Engage (p. 48) Peer Conversations.  Connecting your teaching with the student’s background and experience is powerful because it makes teaching relevant to students, values the students’ background, and helps students to build on what they know. One way to do this is to start introducing a new concept (like justify a claim with evidence) through a common or familiar experience. Another way is to introduce a concept or knowledge with a students’ primary knowledge(p.113); allow them to watch a video or read in their L1 before writing or reading about the topic in English. Direct Instruction Vocabulary Routine is important because explicitly and routinely teaching vocabulary consistently with an instruction organizer (Fig. 5.3) for multiple Tier 11 words can help across curriculum and help students with comprehension that can’t be figured out with context clues. Direct Vocabulary Instruction that includes note taking scaffolding, teaching the word repeatedly (teacher says, all students say, then 3 different students say the new word), and explaining the part of speech and definition in student friendly terms. Give students examples and have students interact with the new word through Think-Pair-Share (and others), using the word orally and/or in writing within a sentence using a provided response form. Lastly, Peer Conversations will help for EL students and all students to actively engage, gives students opportunities to talk and deepen thinking, as well as creating lower risk opportunities for ELS, introverts, and struggling students. It also allows the teacher to listen, observe, and formatively assess, in order to be strategic in further teaching. Students can Think-Pair-Share, Think-Pair-Write-Share, and/or Think-Write-Pair-Share, among many other strategies. 

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Tessa Kowalczyk. Three high impact strategies that stood out to me are: III Support (p.112) Connect to Student’s Background and Knowledge and Experiences, III Support (p. 120) Direct Instruction Vocabulary Routine, and II Engage (p. 48) Peer Conversations.  Connecting your teaching with the student’s background and experience is powerful because it makes teaching relevant to students, values the students’ background, and helps students to build on what they know. One way to do this is to start introducing a new concept (like justify a claim with evidence) through a common or familiar experience. Another way is to introduce a concept or knowledge with a students’ primary knowledge(p.113); allow them to watch a video or read in their L1 before writing or reading about the topic in English. Direct Instruction Vocabulary Routine is important because explicitly and routinely teaching vocabulary consistently with an instruction organizer (Fig. 5.3) for multiple Tier 11 words can help across curriculum and help students with comprehension that can’t be figured out with context clues. Direct Vocabulary Instruction that includes note taking scaffolding, teaching the word repeatedly (teacher says, all students say, then 3 different students say the new word), and explaining the part of speech and definition in student friendly terms. Give students examples and have students interact with the new word through Think-Pair-Share (and others), using the word orally and/or in writing within a sentence using a provided response form. Lastly, Peer Conversations will help for EL students and all students to actively engage, gives students opportunities to talk and deepen thinking, as well as creating lower risk opportunities for ELS, introverts, and struggling students. It also allows the teacher to listen, observe, and formatively assess, in order to be strategic in further teaching. Students can Think-Pair-Share, Think-Pair-Write-Share, and/or Think-Write-Pair-Share, among many other strategies. 

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Jaclyn Blake- 3 High Impact Strategies from EL Excellence

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Jaclyn Blake- 3 High Impact Strategies from EL Excellence

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1. 3.10- Total Physical Response Strategies
TPR strategies impact student achievement in several ways. First, TPR engages students physically in their learning, which increases engagement. Second, TPR point to strategies allow students with limited or no language output to participate. Third, TPR check ins help the teacher to check for understanding so the teacher can differentiate directions or instruction in a timely manner.
2. 5.6- Model Through Teacher Action
Students gain a full understanding of what they need to do through teacher modeling. Students are then supported as they put the learning into action through gradual release and flipped gradual release.
3. 9.2- Ask Questions Before Reading
This strategy gets students thinking about and anticipating what they may learn from the reading. The strategy incorporates working with peers, which can support learning. Students also learn the format of asking a question. A personalization chart is included with this strategy to help pinpoint student needs with the strategy that I also find helpful.

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I covered the "Engagement" section. I loved the idea that engagement happens in the heart and head. Internal engagement is the most important type.  Here are my key take-aways:                      We must structure active participation.  Active participation without internal engagement is just compliance. To do this, we can structure collaborative conversations through whole class conversation structures, partner conversation structures, and linguistic frames for conversations. We can also actively engage emerging ELs and structure active participation. We can use total physical response, reading and annotation strategies, and collaboration writing strategies. You will find these ideas on pages 76-80.  Some of these ideas include making sure to have peer conversations every day. It is important to allow students time to discuss together before sharing or calling for response. Students must use language. Peer conversations increase the percentage of those who actively engage, lower the risk for engagement, and support collaboration, to name a few. Work for a back-and-forth exchange. After they share, ask students to rank the responses and defend their reasoning.  Ideas to extend conversations include make meaning from complexity- teach word relationships, use context clues; argue or debate- make claims about text, justify with text evidence; co-create-syntax surgery; co-evaluate- rubric.

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I covered the "Engagement" section. I loved the idea that engagement happens in the heart and head. Internal engagement is the most important type.  Here are my key take-aways:                      We must structure active participation.  Active participation without internal engagement is just compliance. To do this, we can structure collaborative conversations through whole class conversation structures, partner conversation structures, and linguistic frames for conversations. We can also actively engage emerging ELs and structure active participation. We can use total physical response, reading and annotation strategies, and collaboration writing strategies. You will find these ideas on pages 76-80.  Some of these ideas include making sure to have peer conversations every day. It is important to allow students time to discuss together before sharing or calling for response. Students must use language. Peer conversations increase the percentage of those who actively engage, lower the risk for engagement, and support collaboration, to name a few. Work for a back-and-forth exchange. After they share, ask students to rank the responses and defend their reasoning.  Ideas to extend conversations include make meaning from complexity- teach word relationships, use context clues; argue or debate- make claims about text, justify with text evidence; co-create-syntax surgery; co-evaluate- rubric.

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Whole class conversation structures include: build ideas ball toss; partner conversation structures include: think-pair-share, think-pair-share-write, and barrier game; small-group conversation starters include:numbered heads, talking chips, and pass the stick. Up and moving conversation structures include: clock partners, collaborative brainstorm, inside-outside circle, and traveling 4x4.  Fishbowl structures is used for modeling and reflecting on peer discussions as a whole class. This is used to model expectations, reflect on conversations, enhanced with active observations, and used for teachable moments.

Listening to conversations as formative data: use a rubric to quantify data (see p. 63).
Tools to differentiate conversation: set goals, engage, model, and structure through strategies (p. 65).  Use elbow partners, seat students strategically (fluid or set), structure turn taking, provide linguistic scaffolds,.
Linguistic frames for conversations: used for prompts and to extend conversations, prioritize meaningful communication, focus on one skill at a time, and build capacity to deepen discussions.
Strategies to actively engage emerging ELs: model and demonstrate to make teaching comprehensible, give directions orally and in writing, rephrase, avoid idiomatic language, chunk speech, use visuals, pre-teach vocabulary. check for understanding.
To support active participation, use total physical response, choose between two options, respond with a simple frame and word bank,.
To engage emerging ELs in peer discussions, group ELs strategically, use L1, decrease risks, and be flexible with grouping.
Total Physical Response: use "point to", act out meanings, use thumb vote, and a finger rubric vote.
Read and annotate strategies include: read alouds, annotation strategies, and chunking text.
Collaborate to write strategies: use color-coded writing, gallery walks, writing on-line together, peer editing. Be strategic by choosing digital or paper based for achieving goals.

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Vang- Three Impact Strategies from EL Excellence Book

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Vang- Three Impact Strategies from EL Excellence Book

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1. Claim & Justify Answer w/Text Evidence (Infer)- annotate and make claims about characters by using a organizer to jot down claim, retrieve evidence and prep for discussion. Then, students write a short paragraph including claim, evidence and explanation. Lastly, share/discuss aloud with other students. Great tool for extending conversations and supporting ideas. (Graphic Org. on pg. 290)

2. Connect to Student Experiences (Character infer.)- students are placed in think-pair-share partners and share a character trait about themselves, providing evidence of that trait from their lives.  Sentence frame support: "People think I'm _______ when they see me _______." Build upon this by having students then write a paragraph on how they demonstrate this trait. Use descriptive words to show how this trait describes them. Then, use the  paragraphs as class text to have students make inferences and justify w/ text evidence.

3. Root Word Tree (Affixes)- use root words to figure out meaning of words, pre-teach common roots by engaging students in creating a root word tree. Use it to teach prefixes and model examples. Easily switch to new words, so students can continue to grow their vocabulary.

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There were a lot of great strategies but here are 3 I found to be the most applicable to my classroom:

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There were a lot of great strategies but here are 3 I found to be the most applicable to my classroom:

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1. Word Bank- The teacher creates a word bank of academic words that students can use for writing about their reading or for discussion.  I love the push to use academic vocabulary  while providing the support of not having to come up with the words, or spell them!
2. Use affixes and roots to figure out words.  The book says that 90% of the English language has Latin/Greek roots.  This tool is efficient.  If a student can learn even a few roots/affixes, they can figure out tons of words!
3. Finally,  Build Student Language choices.  This was used for compare and contrast but could apply to other skills as well.  Two students discuss comparing and contrasting a common topic while the teacher writes what they are saying.  Then as a class, they look for ways to elevate the language academically.  I could see this as a beginning to writing used with the word bank (above) if needed.

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Carmen Rangel
4 steps to design just right linguistic scaffolds are: Engage, Observe, Personalize support and Reflect.

One strategy  that caught my attention is word bank tables with categories, it is like a word bank but includes at least 2 lists of words categorized into a table. Teacher introduces categories of adjectives to describe a rock (e.g. color, shape, texture) and uses a pair-share to engage students in starting the word bank with their own prior knowledge. Page 146.

Another strategy is the use of a Graphic organizer: Help us to organize ideas visually. We can use it to help students organize ideas for writing.

Examples of graphics organizers. Page 152

Semantic web to generate related ideas

A flow chart to sequence

Multiple flow charts to show cause and effect.

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1. Strategic Trio Partnering with an Emergent EL: Partner and EL within a trio of learners. The pair speaks first, then the emergent EL has a choice of adding a new idea or repeating an idea that the pair had already shared. If another person in the trio speaks the same native language as the emergent EL, first language support can be used. This is a great way to build comfort and risk-taking in emergent ELs and ensure they hear and practice language, even before they are ready to formulate their thoughts into English.
2. Teach Vocabulary with Cognates:  Identify at least one student to be a cognate helper. This student reads the cognate for a vocabulary word the class is reading out loud, modeling strong pronunciation in the other language, for example Spanish. The teacher, then the class, repeats the word in both languages. Students compare and contrast the words. I believe this strategy would be very helpful when there is a large population that speaks the same primary language other than English. It would also show all students that our class values multilingual learners as experts and languages as assets.
3. Collaborate to Contrast Exemplars: Provide students with two exemplars that differ in a specific way. Students work together to compare and contrast them, hopefully recognizing how one model is more effective because of a key difference that the teacher is trying to teach. I believe this model would be very effective because it allows students to use an inquiry approach to learning. This approach allows students to use multiple language domains to discover the learning, rather than sitting and getting direct instruction.

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Creating a close reading routine:

Routines aid in the fostering of the gradual increase of student independence

Teacher-directed to student directed

Allow students to focus on the learning

Instead of brainpower being spent on the task

Students already know how to do the learning so they will better be able to concentrate on the new text or type of thinking required

Increases the time spent on critical thinking, analysis, and academic language

Helps us raise rigor and release responsibility

Routine of close reading

Anticipate

Read to understand

Reread to analyze and infer

Collaborate with text evidence

2. Teaching language beyond a task

Help students advance their use of academic English

Most powerful when they connect to the language students need to thrive in core literacy

Teaching for personal experience in order to apply to core literacy

Teaching students key frames and conjugations in order for students to express their opinions while predicting

See page 191

3. Quick guide to adapt supports according to need

Strategy for teachers

Aid in the avoidance of “they can’t”

Instead we can say

“what are you seeing?”

“what have you already tried?”

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1. TPR: Since starting Project Amor this is something I have tried incorporating a lot more in my class. Students need movement and this is a great way to incorporate it while still learning!

2. Graphic organizers: I use this a lot in 2nd grade we use webs a lot to talk about different topics or characters and we use flow charts to map out events/steps. Graphic organizers help students organize their ideas visually.

3. Differentiating Conversations: This allows students to get the most out of them. They are able participate in higher level thinking and open ended questions. Providing differentiation during conversations allows students to have longer conversations not just share one idea and stop. During this teachers are modeling, providing sentence frames/word banks, strategically picking groups/seats and deciding how they want their turn and talks to look.

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1. Build Ideas Ball Toss - I love this structure for whole-class discussion. Instead of having all students blurt out what they are thinking, it gives each student a time to shine. As the teacher you start with the ball and start with an open ended question. You want the students to engage in the  conversation and share their ideas. As the teacher, you toss a ball to a student, that student is the only one who can be talking. After they finish the other students raise their hands if they have something to add, ask a question, or disagree. That student then gives the ball to someone else until there is nothing else to add and a new topic starts (by the teacher). What a cool way to have students share about different concepts! I can't wait to use this in our Deep Study of Character unit!
2. TPR! We know that student strive off of movement! This is something that I want to be better at in my classroom. TPR can be acting out something, pointing to an object, touching objects, etc. I am going to find more ways to incorporate that into my units!
3. Color-coded Writing: I felt like this would be a unique way to do peer editing within our writing units! Each student would have a different color in a small group of 3-4 students. They would take turns editing each person's essay and that way as the teacher you can see who added what. Instead of the normal, "I will initial it because the person before me initialed it". This would also be cool when doing shared writing, see who is contributing and push those who are more reserved to contribute more.

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Bonnie Smith - The three high impact strategies I will highlight for supporting ELLs is  the, 5.4 Direct Instruction Vocabulary, Routine 5.6 Model Through Teacher Action and 6.4 Sentence Chart.

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Bonnie Smith - The three high impact strategies I will highlight for supporting ELLs is  the, 5.4 Direct Instruction Vocabulary, Routine 5.6 Model Through Teacher Action and 6.4 Sentence Chart.

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I can speak personally to the value of having direction instruction. Growing up with a learning disability I benefited from a routine and was aided by direct instruction given that I didn't always get the background information that is typically given to children by parents. This strategy does both. It recommends pre-teaching Tier II words in order to be successful in all content areas.
Secondly,  "Modeling Through Teacher Action" is  a core strategies to bridge communication not only in the classroom but beyond. In this strategy teachers model conversations, figuring out a word, note taking, etc. I will also recommend that teachers combine this strategy with drama by getting creative and using humor when necessary. It can lighten the mood of students and make the teacher seem more approachable and students less stressed.
Lastly, I recommended this strategy to double dipping for student learning. Here a teacher can not only provide a student with a visual scaffold by having a list of words to choose from but can also support their grammar skills by differentiating the difference between an adjective, noun, verb, etc.
All these strategies with aid ELLs in learning English .

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I chose a top strategy from each component that I felt will have a high impact on student improvement and achievement.
Engage:
1.Up and Moving Conversation Structures: Clock partners have both and instructional and functional impact when incorporated in teaching strategies. In this strategy the students are given a blank analog clock that the have to fill with "appointments". This not only gets the students moving and mixed up, but it is also requiring the students to read their clock and check with friends around their room as to what their availability is. I really like this in the sense that it builds functional time telling and supports social skill growth in the students.
Support:
2.Teach Language from Life Experience: In my environment, this is the most effective method of teaching past-tense and present tense sentences. Many of my students are at a lower level in their writing ability so we focus a lot on simple sentences and their meanings. My students are also very routine and thrive off of a visual schedule. I use this schedule to help them see what we "will" be doing and then show them what "has" already been done. This helps them relate to the the sentence structure as it is their daily happenings and it provide a real world use. After I provide two sentences I go to each students schedule and I ask them "What will you do 2nd hour?" Or "What did you do first hour?" We typically have sentence frames that assist the students to see the differences such as "I will..." or "I had/did..." This has helped my ELL learners with past/present word forms and has allowed them to use them appropriately in communication.
Apply:
3. Self-Monitor and Use Context Clues: The biggest focus we have had in my classroom is understanding the meaning of a written passage. Whether it is directions on a recipe, a city bus schedule, reading forms or documents, or reading written communication from a boss. It is important that students are not only able to read each word, but to derive meaning from the text. When they do not understand, it is important that the student is able to self-monitor and then self-advocate. This will help them become more independent and it will also strengthen their skills in gaining meaning out of text. In my setting I would provide student with a relateable text, such as a written note or email from a work supervisor. I would then have them read through it independently and then we would read it as a class. While I am reading it aloud I would ask students to highlight words they do not understand or where they are starting to lose the meaning of the text. Then we would discuss as a group what part of the message was the hardest to understand and how we can use context around it to help better understand the meaning.

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Apply Section
1. Collaborative conversation tasks for close reading. Anticipate, read and understand, reread to analyze and infer, and collaborate to write with text evidence. As an adult I find myself going through this process, so why not teach it. I do this with my peers while writing papers or when getting new students and digging through IEPs to figure out placement and programming. When reading a children's book at home with my own kids I do the first two steps for sure, just by looking at cover I anticipate.
2. Scaffolding language during a task. Conversation prompts and linguistic frames can help students extend their academic language. It is also rewarding to listen to our student's conversations as they use academic words that were provided in a word bank.
3. Use affixes and roots to figure out new words. Teaching these will give students access to the meaning of thousands of words not only when the student is in ELA but also why they are learning in other content areas. Root words was part of my SLO when I taught ELA and I am glad to see that I was on the right track with teaching language.

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Support
One of the big takeaways in the support section is that it's easy to overdo supports. Sometimes too many supports or the wrong supports are problematic for ELLs. The three questions you should always ask when providing supports for ELLs are:  1) What supports do they need? 2) How do I personalize supports? 3) How do I differentiate with ease?

One high impact strategy in this section is the sentence chart. I found these to be useful because it requires a student to use all of the vocabulary in order to create a complete sentence.

A second high impact strategy is the use of graphic organizers. it's important to make sure the organizer is based on the task the students are doing. It's also important to make sure that the organizer is filled out through their conversations, rather than telling them what to put in the organizer.

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Essentials:  This section highlights the need to continue to value our students with value multilingualism, high expectations, engage our students, observe what they are doing, use supports and reflect on how they are doing
Apply Strategies
1. Close reading steps: Anticipate, read to understand, reread to analyze and infer, collaborate with evidence.
2. Sentence chart page 200 - I have seen the success of this strategy!
3. Teach main idea with a list page 209.

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The most powerful strategy to keep students engaged is to have them collaborate with peers. A way to do this is to have designated partners and partner conversation in class. Having partner conversation enables students to build oral language, ensures active participation, and fosters risk taking. Partner talk seems to be the strongest strategy as far as engaging students. The next strategy that seemed to stick out to me is one we've done in our past courses and I've done as a teacher -- "Up and Moving Conversation." Up and moving conversations are like getting a 2 for 1 deal - kids get up (physical break) and conversation with their peers. Some activities we've done that implement up and moving would be like clock partners, inside/outside circle, fishbowl, and parallel lines. The last strategy I found to be especially important was linguistic frames for conversing and share out. Frames empower students to engage in conversation and can give students the power to make conversations deeper, instead of the teacher prompting the conversation. It's also important that frames should really only focus on one strategy at a time. For example, maybe in their conversation students are practicing clarifying or arguing - keep the frames limited to one task.

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Callie

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1. Engaging students through Structure Peer Conversations - Think-Pair- Share  - This allows ALL students to be engaged in thinking about a question posed by the teacher and sharing the question with a partner instead of just a few students answering a teacher's question.
2. Barrier Game - This strategy calls for putting a barrier between two students and giving them manipulatives. One student creates something with the manipulatives and then gives directions to the other student to create the same thing. This is a great strategy to allow students to understand the importance of communicating with details. It also allows for students to make mistakes in a non-intimidating and fun way. This can be connected to academics in many different ways.
3.

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1. Having tiered supports is super important to meet the different language needs of each student. So having tiered language frames, graphic organizers, word banks, etc are crucial to meeting students where they are at and moving them along. Also means as an educator, each year you need to re-evaluate the supports for a lesson rather than re-using the same ones year after year. We have to change our supports to meet the needs of the students "this" year.

2. Teaching Word Relationships: When we teach a new vocabulary word, we should not just teach it in isolation. We need to make connections for students by organizing words by meaning, word families, or by comparing and contrasting the words.

3. Modeling by Think Aloud: We do this so much during mini lessons and interactive read alouds! Modeling the steps we are using to help us accomplish a strategy allows students to understand the importance of critical thinking and what they need to do in order to accomplish their tasks.

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1. Modeling Along a Continuum | Change your modeling based off students English needs.
2. Model with Think Aloud | Students start to understand the steps you are taking as a learner to build your knowledge on a skill.
3. Sentence Chart | Breaks down sentences into parts of speech/sentence and students can use the chart during discussions.

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1. Model Through Teacher Action
* this model will impact student achievement by the teacher modeling through demonstration, think-alouds, and acting out. All offer a visual for students to hold on to while they progress to work independently.
2. Linguistic Frames
*This model will impact student achievement by supporting deeper thinking and structure while conversing with peers. I feel students will be more confident in their conversations and share out sessions with the frames present. In return, teachers will be able to assess appropriately because the focus will not be so heavily weighed to the language piece for ELs.
3. Teach Language From Life Experience
*This model will impact student achievement by using what they know. This model can be used all throughout the day while stressing language pieces. Most importantly, make it relate-able to the student's life. By working in small groups or individually, offer language supports that are current. The author suggested to ask a question, then work the language piece into their response, "What will you do after school today?"

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1. Supports for ELs can come at any time - before a lesson to build background, during a lesson to scaffold language, and beyond a lesson to teach language beyond the task.

2. We need to strategically use supports so that we are not interfering with a student's natural way of learning. Ideally, we would engage students at the optimal level of challenge (or ZPD - Vygotsky).  Instead of helping students do a task, we need to support students to grow - there is a difference!

3. The following chart describes how the level of support and the level of challenge interact with each other and create different student responses. Ideally, we have high levels of support, and high levels of challenge, which produce students who are engaged in their learning!

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Collaboration, teamwork, and trust are necessary to support EL students and move them forward.

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There are multiple theories on the most effective methods and practices in teaching ELs.  Keep a critical eye on new views, as well as time honored practiced. 

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There are multiple theories on the most effective methods and practices in teaching ELs.  Keep a critical eye on new views, as well as time honored practiced. 

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T.Kowalczyk
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We have a lot of work to do to get on the same page.

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We have a lot of work to do to get on the same page.

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I agree with the idea of more co-teaching in general education classrooms. I feel schools need more ESL teachers in order to provide sufficient support.

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We have a legal obligation to support our EL students!

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I like how it talked about regular ed teachers needing ELL professional development.

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I like how it talked about regular ed teachers needing ELL professional development.

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The development of the CCSS and the NGSS has created more of a focus on academic language.

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We talked a lot about the importance collaboration and educating our staff.

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The importance of co-teaching is huge. The knowledge that an EL teacher can bring to a classroom could benefit not only EL students.

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I learned that the CCSS and NGSS need to be more closely connected with the ESL standards and objectives.  This was shown in one of the figures that showed CCSS and NGSS standards, state testing and the ESL standards.

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This article, #4, stated how ESL teachers are split between two or more schools and not given opportunities to co-teach with regular education teachers. Recommendations are being made.

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Communication/collaboration between ELL and content teachers is important in assessment.

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Inclusion. While this is a hot topic, 6 Principles are in place to direct conversation. In addition, there are several questions to keep in mind to direct inclusive instruction for your Els. My favorite question to address what What kind of preparation is needed between content teachers, all teachers, and administrators?

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Collaboration between administration, content teacher, and support staff so they all have the same protocol to follow to best support the needs of all students.

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Collaboration between EL and content/reg. ed. teachers is key! Co-teaching is encouraged, but we know it is difficult with schedules and time to meet.

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The statement about ELs being able to master CCSS and NGSS without have native like control of language was powerful to me.

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Buildings should set expectations for what inclusion looks like (what are the skills that need to be developed in order to function in a classroom)

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Your response to the article

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There are four theories for language that the article talked about. Functional theory is important because students need to be able to adapt their language to meet the type of context they are in.

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In order to reach our learners we must collaborate with ESL and general education teachers to provide the necessary supports. LEt's utilize those MIPs to ensure the students are receiving supports at their level!

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Classroom teachers and ESL teachers need to collaborate to provide in the best way possible for their students.

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To serve our student population, we need to utilize our ESL professionals and collaborate with them in how we can adapt our instruction to serve our student populations. This may take the form of co-teaching, consulting, or professional development.

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That the main idea from this article is that you need to collaborate with our resources (ESL teachers) to help us support our ELL students. Teamwork makes the dream work.

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Changes in the Expertise of ESL Professionals

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Changes in the Expertise of ESL Professionals

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Knowledge and Action in an Era of New Standards