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Incorporate Kinesthetic teaching cues to help build connections with language.

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Incorporate Kinesthetic teaching cues to help build connections with language.

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Doing my best to build background knowledge & vocabulary. Also, making connections beyond content.

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Differentiate instruction, provide more visuals in multiple languages

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Differentiate instruction, provide more visuals in multiple languages

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Being a former EL teacher, I have supported students in a lot of different ways. Since being an EL teacher the biggest one has been modifying historical documents for them to access these. 

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Being a former EL teacher, I have supported students in a lot of different ways. Since being an EL teacher the biggest one has been modifying historical documents for them to access these. 

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I have had ML (Spanish speaking) students in my advisories before and I used it as a time to help them with homework or anything that they needed in Spanish.

I have also had ML students in my Spanish classes and used that time to meet their ML minutes but I didn't directly work with them on anything ML related.

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using google translate

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Teaching musical instruments in class, I often demonstrate the pedagogy before asking students to repeat.

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Using translation tools

Ordering books for the library in multiple languages

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Yes, but not as much as some of my collogues. 

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Yes, but not as much as some of my collogues. 

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Provide sentence frames and opportunities for students.

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Provide sentence frames and opportunities for students.

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Try to make connections, in math I have students share other ways they have learned to show/do math operations. 

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Try to make connections, in math I have students share other ways they have learned to show/do math operations. 

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Something we do well: Directions provided verbally, visually and translated in the native language.

Something that can help: Teaching basic survival English. Possibly using a bilingual picture dictionary. Being allowed to use more visuals. Potential pass/fail grades instead of letter grades.

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Chunking together other students who may speak the same language & use the same native-speaking text

Using sentence frames

Allow students to do formal assessments verbally

Targets

Students will be able to answer short questions with 1-3 words using either their native language (Google Translate) or English

Students will be able to answer open-ended questions with a sentence frame

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1. Sentence stems/frames merge with EBRW

2. Use AI tools to create leveled/modified text for reading assignments

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Basic survival language- Creating welcome to Monroe guide, Grade level vocab books, Babel(online programming), Grading policies for ML students

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Intentional schedule, sentence frames created by PLCs(used both verbally and written), Grading policies-verbal assessment

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Teaching formal writing and using the frames, connect this to EBRW, differentiated EBRW ML rubric, Diffit

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If we had complete autonomy, what would make the ideal ML system?

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If we had complete autonomy, what would make the ideal ML system?

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Find master scheduling solutions that allow our ML students access to all of our elective class options including music and art, where ML students can express themselves in a variety of ways that supplement their practice of English speaking skills.

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We have kids coming in with not just language gaps, but instructional and behavioral gaps. Some of those gaps are very large. Having a tiered system for not just language needs but instructional and behavioral would better serve our students.

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We have kids coming in with not just language gaps, but instructional and behavioral gaps. Some of those gaps are very large. Having a tiered system for not just language needs but instructional and behavioral would better serve our students.

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Needs, emotional and academic, are differ at elementary, middle, and high school. Students are very aware in middle school when they don't look or are not doing the same activity as other students. Social appearance is so important at this age. That being said when students are placed in grade level core classes without proper support (in the class or at a different point in the day) they struggle to feel successful.

I'm not sure tracking the students, like high school, with fully ML classes is the answer however alternative scheduling, with classroom support/ academic period to assist with assignments and work could help. We especially need to make sure we are providing proper academic scaffolding and support for those newcomers who are not literate or educated in their native language as well as those who have experienced any kind of trauma. (Addressing trauma is a whole different item to look at.)

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ML staff is stretched thin, trying to support teachers in multiple subjects and grade levels throughout the day. It would be great if we had the staff to co-teach in Math and ELA at each grade level and provide academic support. Maybe, look at how special education structures their support and see what we can learn from that.

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Science and Social Studies both have difficult academic language and concepts for students who are learning English to comprehend. If possible, students could take science and social studies alternating semesters.

*In an ideal world we could have an ML teacher in each class so kids could flip flop and still be supported. (ie: Shari works with Gordon 3rd period and Julie works with Donna 3rd period and at semester the students just switch classes.)

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small group workshopping with "experts"

Ensuring all teachers are differentiating

At the start of the year, going over EL caseloads

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Allowing time during the day for students to get more individualized instruction on some of the basics of the language and survival skills (especially for newcomers).

In an ideal world, all teachers would have support from an ML teacher in their classrooms.

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One thing that would be ideal is that levels 1 & 2 would be in a direct class to help meet the needs of those students and then levels 3 & 4 would be in the general classes with support as needed. Newcomers should not go into classes that are maxed out without support. Those students and staff need more support. Making sure to provide the necessary support for newcomer students for SEL.

Students who have been in the program for years but not exiting should be evaluated to assess learning struggles beyond ML.