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Grace Vallangca, Pedro Dangallo, Ricardo Dangallo, Ricardo Dangallo, Karina Bazan

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Grace Vallangca, Pedro Dangallo, Ricardo Dangallo, Ricardo Dangallo, Karina Bazan

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1. sentence starters, graphic organizers, LOTS OF VISUALS, desmos (graphing calculator), interactive sites that allow them to explore
2. Offer support and differentiated instruction, provide multiple representations of concepts. Give them opportunities to communicate with classmates.
3.  By increasing participation by the student.
4.

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In your groups please answer the following questions? Please make sure to write your group members' names and conference period.

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In your groups please answer the following questions? Please make sure to write your group members' names and conference period.

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1.) Reflect on your Beg EL student list, what suggested behaviors can support their writing? (sentence stems, word banks, graphic organizers)
2.) How can we meet students’ learning needs?
3.) How can these supports help/affect student growth?
4.) Share ideas with colleagues and fill out the Padlet with your group number to present.

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1.AT HOME PROJECTS: visuals
Flpgrip
2. Record lesson Eng/Span.
3.

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Bianca Gonzalez, Danica Simons, & Ruben Lopez

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Bianca Gonzalez, Danica Simons, & Ruben Lopez

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Introduce Vocabulary, show visuals/ videos that incorporate and integrate it in the lesson. Using sentence stems will help guide the Beg ELs to build their academic writing. Teacher should be modeling the I do, we do, you do.

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Jesus Moreno, Thomas Ogletree, Cinthia Garcia, Erick Hurtado, Elizabeth Magallan

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Jesus Moreno, Thomas Ogletree, Cinthia Garcia, Erick Hurtado, Elizabeth Magallan

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Visuals
Sentence Stems
Examples/Modeling

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Carlos Salinas, Fernando Oviedo, Josue Pruneda, Jo Escalante, Andres Gutierrez, Evelyn Treviño 

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Carlos Salinas, Fernando Oviedo, Josue Pruneda, Jo Escalante, Andres Gutierrez, Evelyn Treviño 

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Assignment Example

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Use visuals thru PowerPoints in order to connect vocabulary with the content to our students. Word stems, engaging the students constantly with cold calling, vocabulary and to show expectations as how to write the reflections in class. 

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Use visuals thru PowerPoints in order to connect vocabulary with the content to our students. Word stems, engaging the students constantly with cold calling, vocabulary and to show expectations as how to write the reflections in class. 

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Newsela has a key word feature that describes the word that describes word definitions

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Allows you to translate PowerPoint Slides

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Our students use a variety of platforms to see, hear, and write.

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Tying word searches, to develop vocabulary and using youtube videos, questions of the day and sentence stems. Reading articles that not only pertain to content but of relevant issues like global warming, pollution, and renewable sources of energy that pertain to their every day life

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Always have a positive effect on student outcomes because it shows the student different ways of arriving to the same conclusion. When a student is visual learner and you show the student textbook work it might be hard for the student to comprehend, hence there is where visuals come into play and where a student can benefit the most from

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I usually use videos that help my students see how these terms are used in real time. Kind of submerge them into the terms, so-to-speak.
I also like to ask them to do a crossword search where they have to look for the definitions or terms they are working with. After that they fill out an essay/sentences to use these new terms in there.

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These supports assist in providing connections to the assignments, subject concepts, and the English language so that they are able to broaden their vocabulary and understanding.

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Group 1: JoYvonne, Jonathan, Jackqueline, Eliza, Sharon

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Group 1: JoYvonne, Jonathan, Jackqueline, Eliza, Sharon

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Our beginner EL students definitely benefit from comparing and contrasting terms, repetition, seeing vocabulary words posted, using online customized resources like Newsela, and modeling actions

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Jimenez, Juan; Carrion, Roxanne; Galloso, Lillian; Galvan, Victoria; Ozuna, Alma

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Jimenez, Juan; Carrion, Roxanne; Galloso, Lillian; Galvan, Victoria; Ozuna, Alma

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Some of the strategies Mr. Jimenez continually uses includes but is not limited to SIOP strategies.

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Tracking growth, making sure students are advancing at their appropriate levels

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By tracking growth, students will have a visual reference for their progress in their class

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 Timelines
 Concept Maps
 Comparison Charts
 Discussion Webs

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Word banks, sentence starters, highlighted text, maps

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Aaron Cuevas, Esperanza Guiterrez, Homero Villarreal, Nicholas Villescas, James Maupin

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Aaron Cuevas, Esperanza Guiterrez, Homero Villarreal, Nicholas Villescas, James Maupin

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1. Word Walls/Anchor Charts
2. Student-made Powerpoints
3. Summarization of key terms through written work.
4. Quick-writes/ Low Stakes Writing
5. Exit tickets
Cornell Notes
6. Two-column notes
7. Research Item (food) and then Cook it, and explain the process (science) behind.

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Now when we want to start transiitioning to a higher rigor for those beginners, I believe the following works...fairly well..

Prompting, Questioning and Elaborating
Prompt higher order thinking skills by questioning and asking students to
elaborate on new learning. Extend new learning by using these:
 Graphic organizers
 Illustrations of new learning
 A gallery walk to respond to question or topic

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Encouraging More Elaborate Responses
It is important to encourage students to elaborate on their verbal responses and
challenge them to go beyond “yes” and “no” answers:
“Tell me more about that.”
“What do you mean by. . .?”
“What else. . .?”
“How do you know?”
“Why is that important?”
“What does that remind you of?”
The teacher can also model and clarify by restating the student’s answer:
 “In other words. . . Is that accurate?”
 It is also important to allow wait time for students to formulate answers. If
necessary, the teacher can also call on another student to extend his or
her classmate’s response:
 “That’s correct. Can someone else tell me more about. . . ?”

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Reflection of the process of creating artwork and what was hard about the assignment. If they have to redo the project, what would they do differently?

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Provide a Beginning Level a Sample and list so they can list thier own.

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Provide a Beginning Level a Sample and list so they can list thier own.

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a ozuna

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We can meet students needs by knowing their respective levels and use teacher behaviors to improve student goal. I also provide specific notes to each students writing.

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Mr. Oaks, Ms Hernandez, Ms. Deleon, and Mr. Torres

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Mr. Oaks, Ms Hernandez, Ms. Deleon, and Mr. Torres

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Beginner EL strategies

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Lori Rodriguez, Nerea L. Blanco, Adriana Martinez, and Gregory Wyrobek

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Lori Rodriguez, Nerea L. Blanco, Adriana Martinez, and Gregory Wyrobek

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Alyssa Garza, Amber Rosas, Hernan Cortez, and Ruben Salinas

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Alyssa Garza, Amber Rosas, Hernan Cortez, and Ruben Salinas

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1. Sentence stems and fill out together, word wall, graphic organizer for vocabulary words, and word banks.
2. Make sure lesson is differentiated, modeling, visual representations, and refer to their backgrounds.
3. Gain academic language and be able to better communicate outside of school.

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Iris Garza, Albert Garcia, Alma Castillo, Caroline Cuellar, Lisa Cantu

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Iris Garza, Albert Garcia, Alma Castillo, Caroline Cuellar, Lisa Cantu

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1. Sentence Stems
2.  Individualizing for specific needs
3. Improves self esteem; encourages responses

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When it becomes evident that an EL student needs additional assistance, I will reach out to them one of one to help resolve their issues.

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Marisa Gonzalez, Benito Salinas, Guadalupe De La Cerda, Oscar Cantu, Natalie Ruiz 

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Marisa Gonzalez, Benito Salinas, Guadalupe De La Cerda, Oscar Cantu, Natalie Ruiz 

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We are currently using:
1. Graphic Organizers
2. Stem Sentences
3. Short Essays
4. Blackboard
5. Power point
6. Google Docs
7. Google Pages
8. PDF's

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ORGANIZER TO SUMMARIZE AFTER READING

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My Class is a Spanish Literature class but I ask my students to translate to English

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Mine write weekly art reflection over what they have learned.

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Frayer model

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All of my students submit an electronic Art Portfolio so I can see their growth weekly in are areas.
C. Hernandez Art Teacher

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1.  I used a word wall so students used academic language
2.

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I use color coding to break down writing prompts and essay structure.

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I have found that sentence stems really help to build not only EL students but all students' confidence and help them overcome "writer's block" and to anxiety about participating in discussions.

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Kelly Medina                  Newsela has a read aloud feature and students can read the text in Spanish, and they can change the reading level as well.         

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Kelly Medina                  Newsela has a read aloud feature and students can read the text in Spanish, and they can change the reading level as well.         

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Newsela is an Instructional Content Platform that supercharges reading engagement and learning in every subject.

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I always try to select a topic that students would relate and include more personal experiences they can share in their writings. Therefore, students include examples and details to feel encourage to write more about it.

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I use quite a lot of visuals and concrete objects if possible to help beginning students acquire the language. It is important to activate background knowledge to help them make a quicker transition. It's important they speak about the topic BEFORE they write.

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Lizzie Lizcano              I Always start with vocabulary and if necessary we even will draw images or complete vocabulary cards that include pneumonic devices to help them with recall.   Using the DIFLS strategy helps so much so that they have a go to strategy when running into road blocks with reading.  

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Lizzie Lizcano              I Always start with vocabulary and if necessary we even will draw images or complete vocabulary cards that include pneumonic devices to help them with recall.   Using the DIFLS strategy helps so much so that they have a go to strategy when running into road blocks with reading.  

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MY ON books has audio books and pictures, and different lexile levels.
Nyrma Perez

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Trail of Breadcrumbs

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Trail of Breadcrumbs has great resources for all content areas. Sentence stems for Science, Math, Social Studies,

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What is a Kernel Essay? - Trail of Breadcrumbs

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Kernel essays and text structures go hand in hand and are the perfect launching point for getting authentic writing out of your students. Kernel essays are a simple, fun, and fast way of seeing if we have a story worth telling. The text structure helps us stay organized and tell if your kernel essay…

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NewsEla
WizerMe

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- In class, we provide daily journals that lower their affective filter so that they feel more comfortable in class.
- We also record each lesson and upload it on my website so that students can revisit the lesson and watch it at their own pace, pausing if needed.

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Sentence stems
& Visual examples

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Visual examples and real world examples from videos provided.

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Picture with questions introducing to widen the opportunities for students to write about.
Question: identify the lab safety rules that are being broken and explain how and what needs to be corrected.

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Journal entries with not only text, but drawings/art/doodles.

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I looooove using word walls for my EL students. I will use Summit K12 to find an exercise. Then as a tutoring group we list as many words as we can that are related to the topic of the exercise on Summit K12. Finally, we use sentence starters and AWUBIS words to write about the topic using the words we brainstormed. Cannot stress enough how important sentence starters are because they help the kids focus on building their academic, or CALP language, as opposed to trying to figure out the basic structure of a sentence.

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summit k12 | differentiated learning for all: log in to the site

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Summit K12 | Differentiated Learning For All: Log in to the site

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Liz Villegas
Model for the students

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Here is an example of the organizer that my students have access to in order to create their personal graphic organizer:

3.6.2 Troubleshooting Facts

Good troubleshooting is a process that combines knowledge, experience, and intuition. As you practice service and support in a work environment, you will add to your experience and develop intuition that will help you to quickly solve a variety of problems. This lesson covers the following topics:

Troubleshooting steps

Troubleshooting tips

Troubleshooting Steps

Regardless of your current troubleshooting abilities, you will benefit from following a systematic approach to problem solving. The following process has proven effective in a variety of situations:

STEP

DESCRIPTION

1. Identify the problem | When identifying the problem, resist the urge to start fixing things at this point. To identify the problem: Ask the user to describe the problem or symptoms, check for error messages, or recreate the problem. Establish what has changed. Most often, problems are caused by new hardware, software, or configuration changes. If necessary, ask users to discover what might have changed that could have caused the problem. Remember to inquire about environmental and infrastructure changes that could be relevant. Review system and application logs. Check knowledge base articles, network topology diagrams, the Internet, and any other documents that may provide helpful information.
2. Back up the system | Before making changes to the system, back up user and system data (or make sure a recent backup exists). While some changes can be made without affecting user data, you should back up data to protect against unintentional data loss caused by making changes.
3. Identify possible causes and identify a theory of probable cause | Check for simple, obvious, and common problems first. For example, check power cords, connectors, and common user errors.
4. Test your theory | Test your theory to verify the cause of the problem. If your theory is not correct, examine other possible causes (return to the previous step).At this point, if the problem is caused by simple things like an unplugged system, you can safely take actions to resolve the problem. If the cause is not a simple one, identify the necessary steps to correct the problem. If you cannot identify the cause of the problem, or if it is beyond your ability or responsibility to fix, escalate the problem. Escalation means turning the problem over to someone more capable of handling it. When escalating the problem, be sure to detail the actions you took and the information you have discovered up to this point.
5. Create an action plan | To create an action plan, address the most likely problem and account for side effects of the proposed plan. For example, Will the fix result in significant system downtime? Is the resolution best left for other times of the day? Is there a temporary solution that should be implemented immediately? When side effects have been weighed against the fix and all concerns have been addressed, fix the problem.
6. Test the solution | When you are testing your solution, do the following: Ensure that the problem is fully resolved and that implementation did not cause any new problems. If necessary, take additional actions to prevent the problem from happening again.
7. Ensure satisfaction | After the problem is fixed, ensure the customer's satisfaction and explain what you did to fix the problem. If possible, have the user perform the task to make sure that they understand and accept that the problem has been resolved.
8. Document the solution and process | Documenting the solution and process provides you with a record of what the problem was and what you did to solve the problem. In the future, you can check your documentation to see what has changed or to help you remember the solution to common problems. It will save you time and money when troubleshooting problems.

Remember that troubleshooting is a process of both deduction and induction. Experience will tell you when deviating from this process can save both time and effort.

Troubleshooting Tips

Keep in mind the following tips when troubleshooting systems:

Often the hardest part of troubleshooting is to reproduce the problem. You might need to ask the user questions to identify exactly how the problem occurred, or you might need to watch them perform the task again to reproduce the problem.

If a hardware device or a software program causes a specific error, check the manufacturer's website for additional help in troubleshooting the error.

To help diagnose issues, you can run special software tools supplied by the hardware manufacturer.

In addition to a basic toolkit, you can keep a few spare parts on hand that you know to be in working order. If you suspect that a component has failed, replace it with the known good spare. If that solves the problem, replace the faulty component.

Intermittent problems are particularly difficult to troubleshoot. Check for environmental conditions such as kinked cables or overheated components.

If you have problems identifying a hardware error, you can simplify the system by removing all but necessary components (processor, memory, and hard disk). Add devices one at a time and restart the system. If an error occurs, remove the newly added device and troubleshoot that device. Another strategy would be to remove a single device and restart the system, seeing if removing that device corrects the problem.

Some problems might be caused by software errors, not hardware failures. You might need to begin by updating the drivers or uninstalling software.

Before you make changes, always consider corporate policies and procedures and the changes' impact on other people and components.

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NoRedInk is a great tool to help our EL students understand or grasp Grammar to utilize in their writing and speech. The best part is the students get to choose their favorite movies, shows, sports players, and even their best friend. The fact that it helps personalize their sentence to their interest is definitely something that will capture their attention.

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Unlock Every Writer's Potential | NoRedInk

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NoRedInk offers authentic assessments, adaptive practice, personalized content, and actionable data to improve your students' writing and grammar skills!

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We use picture prompts for both visuals and to activate prior knowledge.

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I like to use visuals and personal experiences to help students understand. NewsELA and sentence stems also work well.

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1.Word wall, cultural, movement
2. asking questions
3.

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Incorporating visuals and sentence frames/stems so students are able to articulate their thoughts easier.

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Word wall
Brainstorming
Images

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Amanda Perea (Band), Cynthia Villegas (DC Math), Natalie Ruiz (SPED)

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Amanda Perea (Band), Cynthia Villegas (DC Math), Natalie Ruiz (SPED)

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1. Graphic Organizers
2. Word Banks (Tempo, Crescendo, Decrescendo)
3. Sentence Stems
4. PDF's
5. Calculator Suite - GeoGebra
6. One Note
7. Blackboard Collaborate for DC Classes

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Myriam Sanchez, Tsianna Dominguez, Juan Rodriguez and Jennifer Garcia

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Myriam Sanchez, Tsianna Dominguez, Juan Rodriguez and Jennifer Garcia

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1. Vocabulary
2. Dictionary (Longman)
3. Academic language vs Daily language
4. Repetition
5. Sentence starters
6. graphic organizers
7. familiar vocabulary/topics
8. visual
9. etymology

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Marco Guzman, Adolfo Anaya, a, Gabriela Gutierrez, Mike Doedyns, Ruben Salinas

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Marco Guzman, Adolfo Anaya, a, Gabriela Gutierrez, Mike Doedyns, Ruben Salinas

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1. Sentence Stems,
2. Differentiated Instruction
3. Using sentence stems allows for the student to get started on an assignment or activity - Differentiated Instruction allows us to narrow the course material so that each student may grow

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Band - studying word and their root words/origin

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Band - studying word and their root words/origin

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The definition of etymology is the source of a word, or the study of the source of specific words. An example of etymology is tracing a word back to its Latin roots.

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Peraza, Camarillo, Curtis: 1. (support writing) In algebra we use: sentence stems, graphic organizers, cognates (english/spanish similar words)

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Peraza, Camarillo, Curtis: 1. (support writing) In algebra we use: sentence stems, graphic organizers, cognates (english/spanish similar words)

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2. (meeting needs)  give students time to respond, build relationships.  Make sure students are comfortable.  Also we need to know our students abilities.
3. (helping growth) By knowing their levels / we know the opportunities for growth