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Basketfootbowl (PE lesson with ML Supports)

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SEI overview for Pemberton Schools

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Guidance for Intervention, Evaluation,and Delivery of Sp Ed Services to MLs (2)

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How to use Google translate on Chromebooks (1)

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ELL Newcomer Classroom Preparation Checklist

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Accommodations one page flyer

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Accommodations for MLs One-Page Flyer -The All-Access Classroom

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by Valentina Gonzalez Do you feel like there is just so much curriculum to teach that you don’t have time to ask students to stop and talk? Let’s think about that. Why don’t we allow students to di…

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Excellent site for newcomers (paid subscription)

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Great teachers need great content. Teach your best class every day with exceptional English lessons, flashcards, and resources from Ellii.

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Learning for Justice provides free resources to educators-teachers, administrators, counselors and other practitioners-who work with children from kindergarten through high school.

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The IEP team should consist of appropriate members who should be able to make thoughtful decisions about the content of an ELL's IEP. Although bilingual and ESL teachers are not required members of the IEP Team, in order to effectively consider the needs of a student with limited English proficiency, the district should consider including them as members of the team and/or solicit input into the student's IEP.

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This post is my second of two about how the shifts of the English Language Arts CCSS are playing out in classrooms with ELLs. My first post was about teaching informational text to ELLs, and this post will focus on close reading for ELLs. The concept of close reading has not been without debate, and so I will first provide an overview of what close reading is and could mean for ELLs, including some definitions of close reading. Then I'll present the role of background knowledge, which is a major consideration with teaching ELLs close reading, and share some recommended resources.

Definitions of Close Reading

There are several prominent voices that have emerged when it comes to defining the concept of close reading as it pertains to the Common Core. One is Tim Shanahan, Professor of Urban Education at the University of Illinois at Chicago and expert on ELL literacy. He describes close reading on his website as "an old, widely known and specific concept that indicates where meaning resides (in the text) and what readers must to do gain access to this meaning (read the text closely, weighing the author's words and ideas, and relying heavily on the evidence in the text)." Shanahan stresses that close reading is not a teaching technique per se, but rather a way to place emphasis on readers figuring out a high quality text and grapple with it.

He states that close reading plays out in the classroom by shifting instruction off of strategies and skills and onto the texts themselves and ideas presented in texts. Instead of having students focus on their own personal connection to a text (e.g., How did the story remind you of a similar time from your childhood?), instruction instead focuses students' attention on reading, interpreting, and evaluating text. So, close reading becomes an intensive analysis of a text in order to comprehend what it says, how it says it, and what it means. By engaging in close reading throughout their education, Shanahan says students are poised to develop a rich body of knowledge about the world, and their reading practices will become ingrained "habits of mind."

The Partnership for Assessment of Readiness for College and Careers (PARCC) offers their own definition of close reading:
Close, analytic reading stresses engaging with a text of sufficient complexity directly and examining meaning thoroughly and methodically, encouraging students to read and reread deliberately. Directing student attention on the text itself empowers students to understand the central ideas and key supporting details. It also enables students to reflect on the meanings of individual words and sentences; the order in which sentences unfold; and the development of ideas over the course of the text, which ultimately leads students to arrive at an understanding of the text as a whole. (PARCC, 2011, p. 7)
A third view comes from a recent brief authored by the Aspen Institute titled " A Primer on 'Close Reading' of Text" (whose authors are featured in this webinar hosted by the Alliance for Excellent Education) which points out that the ten anchor standards for reading in the English Language Arts CCSS are bookended by a focus on the close reading of complex text:

Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text

Read and comprehend complex literary and informational texts independently and proficiently

While Shanahan disputes some claims made by the Aspen institute in his blog (e.g., all texts read must be brief), both Shanahan and the Aspen Institute agree that students need to read complex texts multiple times to unlock their multilayered meaning. Shanahan suggests a particular close reading sequence in which:

(1) The first reading allows the reader to determine what a text says,

(2) The second reading allows the reader to determine how a text works, and

(3) The third reading allows the reader to evaluate the quality and value of the text (and to connect the text to other texts).

One Consideration in ELLs' Close Reading of Texts: The Role of Background Knowledge

Although there are multiple challenges for ELLs at all levels of English proficiency in effectively partaking in the close reading of complex texts (e.g., academic language needed, unlocking the meaning of complex texts), I will focus here on the role of background knowledge. There has been some debate about whether to pre-teach elements of a text before students read it using a close reading framework. For ELLs, however, the role of background knowledge cannot be ignored. As part of doing a close reading of text, teachers of ELLs need to find out how much background their students have about a text's given topic and build background where necessary.

One of the many hats we wear as educators of ELLs is to set up our students so they can achieve academic success. While more attention is now being paid to the question of ELL rigor and finding the right balance between scaffolding and independent learning, the CCSS now call for us to be more cognizant of how we approach building ELLs' background knowledge as part of close reading. So, while building ELLs' background knowledge definitely has its place in the Common Core, it is only one piece of the close reading puzzle. After we build ELLs' background knowledge as necessary, we must then focus the majority of our instruction on having students working with the text itself so that they can unlock its meaning.
An Example
To better illustrate how ELLs' background knowledge comes into play during close reading, let's take a look at a sample text. An Appendix to the CCSS provides text exemplars with sample texts of different genres suggested - but not prescribed - for each grade level. For example, Erinn Banting's England the Land (2004) is listed as a suggested informational text for close reading in grades 4-5. Take a look at two paragraphs of this text, and think about what kinds of background knowledge students would need to fully access this text:
As they gained control of sections of land, they protected their property with walls made from wooden stakes and spiny plants. Dead hedgerows, as these fences were called, were eventually replaced by fences made from live bushes and trees. Recently, people building large farms and homes in the countryside have destroyed many live hedgerows. Other people are working to save the hedgerows, which are home to a variety of wildlife, including birds, butterflies, hedgehogs, and hares. Low fences, some of which are thousands of years old, divide much of England's countryside. These fences, called hedgerows, were fist built by the Anglo-Saxons, a group of warriors from Germany and Scandinavia who arrived in England around 410 A.D.
For more information on planting hedgerows, see this related blog post.

My Think Aloud in Building ELLs' Background to Access This Text

The history of the Anglo-Saxons

What was happening during the time period described in the text (410 A.D.)

Low fences or hedgerows

The importance of protecting one's property in the time period described and today

How large farms and homes in the English countryside look today

The wildlife described in the text

If I were using Banting's text to teach fourth grade ELLs at varying levels of English proficiency, I would want to first find out their knowledge of:

As a teacher preparing to do a close read of this text with my ELLs, I would not spend the majority of my instruction on building my ELLs' background knowledge, like I might have done before the CCSS. However, I would recognize that my ELLs would likely have very little background knowledge on the many topics contained in this text, let alone be familiar with all the terms and language structures used in the text.

I would therefore want to carve out some - but not a majority of - my instructional time to provide my ELLs images, videos, and resources in both English and their first languages that would help position them to be better prepared to work with this text. I would also prioritize which topics from the list above would warrant my time and attention during instruction. Some students might only need the image I included here of a hedgerow (which also helped my comprehension of the text.) In essence, I would want to help provide them a comparable frame of reference that their native English speaking peers might already have developed in terms of background knowledge.

I can also use this brief text as an example to note how background knowledge might differ from a personal connection to a text. For example, a student may have some knowledge about what the English countryside looks like from a documentary he or she has seen about England. On the other hand, a student's personal connection to this text might be in the form of an event in the student's life that took place in the countryside. Where background knowledge will most likely support the student's understanding of the text, the student's personal connection might not accomplish the same goal. For ideas on ways to determine what kinds of background knowledge students have or need, take a look at these strategies from Colorín Colorado.

Final Thoughts on Close Reading

Using close reading of texts with ELLs presents more challenges beyond balancing building background knowledge with working with the actual text. Such challenges for educators of ELLs include choosing appropriate grade level texts, supplying supplementary texts at different reading levels, scaffolding instruction, and creating text depending questions that ELLs can access - topics I intend to write about in future posts. Successful close reading with ELLs requires a more defined skill set and targeted training for all educators of ELLs.

Additional Resources

The American Federation of Teachers' free resource Sharemylesson.com has several teacher-created lessons that incorporate the close reading of texts.

Tim Shanahan has a presentation on planning for close reading here.

The Teaching Channel has a video about using Thinking Notes to encourage close reading and also houses many other videos such as these of real classrooms doing close readings of text and targeted pre-reading activities.

Literacy Professors Douglas Fisher and Nancy Frey also have housed multiple resources on close reading on their website.

Nancy Boyle has a blog entry about close reading that provides some suggestions for classroom instruction.

Four myths about the ELA CCSS touches on aspects of the ELA CCSS (including close reading) that have been debated.

Here are some resources on close reading for all students to help you build your arsenal of materials:

As always, please post your comments or share some authentic examples of your experiences with close reading with your ELLs.

Image Source: http://restoringmayberry.blogspot.com/2011/04/laying-hedgerows.html

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Background Knowledge: A Key to Close Reading with ELLs

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Part II of the series on informational text will first provide an overview of what close reading is and could mean for ELLs, including some definitions of close reading. Then I'll present the role of background knowledge, which is a major consideration with teaching ELLs close reading, and share some recommended resources.

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Read Cover Remember Retell Practice Slides

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Read Cover Remember Retell Practice Slides

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Teacher Toolkit: Total Physical Response

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Teaching Out of the Box: Algebra for ESL Students

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Developing Social English through Morning Meeting

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Developing Social English through Morning Meeting

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Talking Points Parent communication tool 

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Talking Points Parent communication tool 

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TalkingPoints - Improving student outcomes through meaningful school-family partnerships.

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TalkingPoints - Improving student outcomes through meaningful school-family partnerships.

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NJ DOE Fabric Model used with SEI training

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NJ DOE Fabric Model used with SEI training

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Comprehensible Input Demo for Language Rich Classrooms Training

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ESL Modifications and Accommodations Template

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ESL Modifications and Accommodations Template

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Language Support Plan (Blank copy) 2022-2023

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Putting it all togetherThe WIDA English Language Development Standards Framework, 2020 Edition serves as a resource for planning and implementing language curriculum, instruction and assessment for multilingual learners.Educators can use the 2020 Edition to

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SIOP Model for Teaching English Learners - Lesson Delivery

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Title III and ELLs

The Title III works with districts to ensure that English Language Learners (ELLs) and immigrant students are provided equitable educational opportunities to succeed academically in compliance with the Every Student Succeeds Act(ESSA). This is achieved by providing high quality language instruction programs that enable students to meet both state academic standards and develop English language proficiency. The language instruction educational programs are intended to supplement the requirements of N.J.A.C. 6A:15 Bilingual Education which mandates Bilingual and English as a Second Language (ESL). The supports such programs through technical assistance, professional development, monitoring, guidance, and website resources.

ESSA contains a variety of program, fiscal, and accountability requirements for districts. The documents and resources below provide guidance related to this federal legislation.
Civil Rights Policy
In 2015, the U.S. Departments of Justice and Education released a Dear Colleagues Letter outlining civil rights obligations for ELLs. See below for additional information related to this topic.

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The Title III works with districts to ensure that English Language Learners (ELLs) and immigrant students are provided equitable educational opportunities to succeed academically in compliance with the Every Student Succeeds Act(ESSA). This is achieved by providing high quality language instruction programs that enable students to meet both state academic standards and develop English language proficiency.

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Below are professional development opportunities provided by the Bureau of Bilingual/ESL Education. The Bureau's professional development calendar can be found at the following link, Bilingual/ESL Professional Development Calendar, and all NJDOE events can be found at NJDOE Calendar of Events.

Professional Development Opportunities

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Below are professional development opportunities provided by the Bureau of Bilingual/ESL Education. The Bureau's professional development calendar can be found at the following link, Bilingual/ESL Professional Development Calendar, and all NJDOE events can be found at NJDOE Calendar of Events. Professional Development Opportunities

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Resource from NJDOE: Danielson ELL Crosswalk

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A tool to help you meet students where they are in their language development

The Can Do Descriptors highlight what language learners can do at various stages of language development as they engage in the following contexts:

Bilingual and English-immersion early care and education programs

Bilingual, Spanish-immersion and English-immersion K-12 language programs

Bilingual, Spanish-immersion and English-immersion K-12 content-area classrooms

Similar to the WIDA English Language Development Standards Statements, the Can Do Descriptors describe what learners can do with language across different content areas. Although the Can Do Descriptors relate to the ELD Standards Statements, they don't replace them but are used to supplement the standards statements during instruction.

Educators and early childhood practitioners can use the Can Do Descriptors to

Better understand what students at different levels of language proficiency can do with language

Expand their understanding of what the process of language development can look like

Collaborate around scaffolding that students need to engage in content-area learning and develop language at the same time

Differentiate instruction and classroom assessment for language

Interpret ACCESS for ELLs test scores

The Can Do Descriptors have not yet been updated to reflect the 2020 Edition; however, they remain available as a valuable tool for communicating with stakeholders about what students can do at each language proficiency level. WIDA is monitoring educator use to help inform the timing for updating the materials.

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A tool to help you meet students where they are in their language developmentThe Can Do Descriptors highlight what language learners can do at various stages of language development as they engage in the following contexts:

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General

For school districts to denote participation in the State Seal of Biliteracy program, they should indicate the district biliteracy seal coordinator in the County/District/School (CDS) information system, located on the New Jersey Department of Education's (NJDOE) webpage.

Local school districts are responsible for ensuring that students have met all of the assessment requirements for being awarded a seal. The assessment requirements can be found below in the  Acceptable Evidence of Proficiency section.  However, it is NJDOE that makes the final determination and awards certificates after completing a verification process.

No. The Seal of Biliteracy indicates recognition of a minimum proficiency level attained by a student in at least one language in addition to English.  The Seal of Biliteracy is not awarded based on seat time or course completion requirements, and it is not tied to credits.  Attainment of the seal does not provide credits toward graduation and does not act in any way as full or partial fulfillment for a student's being granted a diploma.  Information about graduation requirements can be found in

Yes. In New Jersey, ASL and classical languages are considered world languages.

No. There is no fee charged to order the seal certificates.

Students who are eligible for a Seal of Biliteracy will receive a certificate with the Seal noting their name and language(s) of attainment from the New Jersey Department of Education (NJDOE).  In addition, school districts may wish to include the insignia "New Jersey State Seal of Biliteracy" and the language(s) for which the Seal was earned on student transcripts through their student data management systems (e.g. Genesis). Including a notation on student transcripts for a Seal of Biliteracy is at the discretion of the local district.

The seal is the image on the certificate. The insignia is the term "New Jersey State Seal of Biliteracy" that is placed on the student's transcript. Districts may place the insignia on student transcripts once the local district is able to certify student eligibility for a seal through assessment scores.  The assessment requirements can be found below in the  Acceptable Evidence of Proficiency section.

Demonstrating Proficiency in English

Students can demonstrate English language proficiency by attaining the English language arts graduation requirements set by N.JA.C.6A:8-5.1(a)6-7.
How can English Language Learners (ELLs) demonstrate proficiency in English in order to receive the Seal of Biliteracy?
ELLs may demonstrate English language proficiency attaining the English language arts graduation requirements or by achieving a score of at least 4 on all sections (e.g. listening, speaking, reading, and writing) on Tier B or Tier C of the ACCESS for ELLs assessment during their junior year of high school.

Demonstrating Proficiency in Languages Other Than English

The required minimum proficiency or score for acceptable assessments can be found below in the  Acceptable Evidence of Proficiency section.  The list will be updated annually by the NJDOE.  Please note that AP language and culture exams and International Baccalaureate Language B Standard Level (SL) or Higher Level (HL) must be taken during the junior year as scores from assessments taken during the senior year do not arrive until after graduation.
Students who are seeking to use results from an Advanced Placement or International Baccalaureate Language B SL or HL exam taken during their final year of high school to qualify for a Seal of Biliteracy will receive the results two to three months after graduation.  Will these students be eligible to receive a seal after graduation?
No. Local districts must have all language assessment qualifying data completed by the NJDOE testing deadline of February 8 of a student's senior year.

No.  A Seal of Biliteracy denotes that a student has a specific level of language proficiency at the time of graduation. Therefore, only results from assessments that are administered from January 1 of a student's junior year through the NJDOE testing deadline of February 8 of a student's senior year are considered for the Seal of Biliteracy.

Assessments not already listed in the  Acceptable Evidence of Proficiency section must be submitted to the NJDOE for approval.  The assessment list will be updated annually or when new assessments are approved.
Do English Language Learners (ELLs) have to demonstrate proficiency in their native language and English?
Yes. ELLs may demonstrate English language proficiency attaining the English language arts graduation requirements or by achieving a score of at least 4 on all sections (e.g. listening, speaking, reading, and writing) on Tier B or Tier C of the ACCESS for ELLs assessment during their junior year of high school.  ELLs may also demonstrate proficiency in a language other than English through any of the assessments listed in the  Acceptable Evidence of Proficiency section.

Assessment

As participation in the Seal of Biliteracy program is a commitment on the part of both the district and the students, payment of the assessment costs is decided at the local level.  Districts should remember, however, that a Seal of Biliteracy assists students in demonstrating that they are ready for success in both their college endeavors and their future careers.
What are some recommendations for districts when testing?
It is recommended that Districts have students test with the name that appears in NJSMART and use the State ID number as the student ID number. This will allow NJDOE to more efficiently verify students for the Seal of Biliteracy.
When can students test for the Seal of Biliteracy?
The testing window for the Seal of Biliteracy is January 1 of a student's junior year through the NJDOE testing deadline of February 8 of a student's senior year.
Can students retake all or parts of an assessment?
Yes. All senior testing, including retakes, must be completed by the NJDOE testing deadline of February 8 of their senior year. Districts should reach out to assessment vendors to learn more about their retake policies.
What accommodations should be made for students with IEPs/504s?
Districts should review a student's IEP/504 plan to make accommodations and reach out to assessment vendors for assistance.

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Toolsuite for visualizing and exploring passages of text.

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There are a number of ways to support the language and literacy development of English language learners (ELLs) that also allow students to participate more fully in classroom activities and lessons. This section provides specific ideas and strategies, such as tips for planning lessons and the use of language objectives, as well as broader approaches such as using informal assessment and differentiation for varying language levels. You may already be doing some of these things without realizing it!

Each student comes to school not only with unique academic needs but also with unique background experiences, culture, language, personality, interests, and attitudes toward learning. Effective teachers recognize that all of these factors affect how students learn in the classroom, and they adjust, or differentiate, their instruction to meet students' needs.

Here are some strategies for differentiating instruction for your English language learners, as well as ideas for taking students' level of English language proficiency into account when planning instruction.

Need some help finding ways to help your English language learners? Read these inspirational stories about English language learners, teachers and paraprofessionals who have overcome obstacles standing to achieve success.

What's even better than a bright idea? A bright idea that works! Educators from across the country have discovered excellent ways to tackle some common classroom stumbling blocks. Below are their step-by-step suggestions on how to handle issues like the fourth-grade slump or the development of critical thinking skills.

Project-based learning (PBL) offers many benefits to English language learners (ELLs), including hands-on activities, peer interaction, rich language use, and a chance to explore personal interests.

ELLs may need some additional support or guidance in order to make the most of PBL, and the following resources share ideas on how to make it a successful experience for all students.

Learn how educators can support the success of their English language learners (ELLs). They will be useful for a wide range of audiences, including new and veteran teachers of ELLs, paraprofessionals, tutors, and administrators at the school and district level.
Photo by Allison Shelley for EDUimages

Designing instruction based on student strengths (what the student can do) provides an important foundation for success and offers opportunities to build upon those strengths in order to address areas where the student is struggling. Learn more about this approach from the following resources and videos.

Each student comes to school not only with unique academic needs but also with unique background experiences, culture, language, personality, interests, and attitudes toward learning. Effective teachers recognize that all of these factors affect how students learn in the classroom, and they adjust, or differentiate, their instruction to meet students' needs.

Here are some strategies for differentiating instruction for your English language learners, as well as ideas for taking students' level of English language proficiency into account when planning instruction.

Need some help finding ways to help your English language learners? Read these inspirational stories about English language learners, teachers and paraprofessionals who have overcome obstacles standing to achieve success.

What's even better than a bright idea? A bright idea that works! Educators from across the country have discovered excellent ways to tackle some common classroom stumbling blocks. Below are their step-by-step suggestions on how to handle issues like the fourth-grade slump or the development of critical thinking skills.

Project-based learning (PBL) offers many benefits to English language learners (ELLs), including hands-on activities, peer interaction, rich language use, and a chance to explore personal interests.

ELLs may need some additional support or guidance in order to make the most of PBL, and the following resources share ideas on how to make it a successful experience for all students.

Learn how educators can support the success of their English language learners (ELLs). They will be useful for a wide range of audiences, including new and veteran teachers of ELLs, paraprofessionals, tutors, and administrators at the school and district level.
Photo by Allison Shelley for EDUimages

Designing instruction based on student strengths (what the student can do) provides an important foundation for success and offers opportunities to build upon those strengths in order to address areas where the student is struggling. Learn more about this approach from the following resources and videos.

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There are a number of ways to support the language and literacy development of English language learners (ELLs) that also allow students to participate more fully in classroom activities and lessons. This section provides specific ideas and strategies, such as tips for planning lessons and the use of language objectives, as well as broader approaches such as using informal assessment and differentiation for varying language levels.

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Multiple Languages Available

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Reading, and a love for reading, begins at home. Our one-page Reading Tip Sheets are available in eleven languages and offer easy ways for parents to help kids become successful readers.

Although we've divided these tips by age, many of them can be used with children at various ages and stages - we encourage you to choose the ones that work best for your child.

These tips were created with the generous support of the American Federation of Teachers.
Update!
Our baby and toddler tips are now available in Tagalog, Korean, Vietnamese, Haitian Creole, and Hmong.

Tips for Parents of Babies

In English

In Spanish

Tips for Parents of Toddlers

In English

In Spanish

Tips for Parents of Preschoolers

In English

In Spanish

Tips for Parents of Kindergartners

In English

In Spanish

Tips for Parents of First Graders

In English

In Spanish

Tips for Parents of Second Graders

In English

In Spanish

Tips for Parents of Third Graders

In English

In Spanish

Parent tip sheets in other languages

Tip sheets for parents of babies, toddlers, and children in Preschool through Third grade are available in the following languages:

Tip sheets for parents of children in Preschool through Third grade are available in the following languages:

* To view this file, you'll need a copy of Acrobat Reader. Most computers already have it installed. If yours does not, you can download it now.

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Reading, and a love for reading, begins at home. Our one-page Reading Tip Sheets are available in eleven languages and offer easy ways for parents to help kids become successful readers. Although we've divided these tips by age, many of them can be used with children at various ages and stages - we encourage you to choose the ones that work best for your child.

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Este portal bilingüe le ofrece información, recursos, y consejos prácticos a los padres de habla hispana para ayudarles a entender el sistema educativo y para ofrecerles información y recursos sobre sus opciones, posibilidades y derechos.

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organized by language function

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Frayer Model Graphic Organizers

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By grade level

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This page contains math vocabulary cards for Kindergarten through 8th Grade and Secondary 1 Mathematics. These cards can also be found in Spanish, Chinese, and French under the Dual Immersion menu. Portuguese, German, and Russian vocabulary cards are located at the following website: USOE Dual Immersion Vocabulary Cards

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This page contains math vocabulary cards for Kindergarten through 8th Grade and Secondary 1 Mathematics. These cards can also be found in Spanish, Chinese, and French under the Dual Immersion menu...

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Differences between Spanish and English 

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Differences between Spanish and English 

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This site has been updated and relocated under a new name to International School Tutors.

If you are unable to find what you are looking for on the new site, send an email to the webmaster via the Contact page.

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This site has been updated and relocated under a new name to International School Tutors. If you are unable to find what you are looking for on the new site, send an email to the webmaster via the Contact page.

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Fantastic Blog for content area teachers

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Welcome | ML Instruction | Empowering ELLs

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Sharing ELL strategies that work. Helping ELL teachers implement classroom-tested, research-backed ELL strategies that develop social and academic language

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Colorin Colorado

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Understanding how school discipline policies can contribute to the school-to-prison pipeline is essential for educators and families. Harsh punishments, automatic out-of-class time and police involvement for discipline can push young people out of classrooms and into the criminal legal system. But educators, parents and caregivers can help to change this harmful system by advocating for and implementing practices that prioritize mental health and well-being.

We offer this new resource page that highlights LFJ articles and content to open dialogue, shift practices and foster change to benefit all young people.

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Learning for Justice | Education Resources

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Learning for Justice provides free resources to educators-teachers, administrators, counselors and other practitioners-who work with children from kindergarten through high school. Educators use our materials to supplement the curriculum, to inform their practices, and to create civil and inclusive school communities where children are respected, valued and welcome participants.

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Tips for all classroom teachers

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We bolster equity and diversity theory and practice with our We create and disseminate free equity resources to educators and others hoping to grow their capacities to be a threat to inequity in their spheres of influence. Check out the

Equity workshops should facilitate new levels of consciousness and enable participants to become change agents on the ground, today. We specialize in using this philosophy to help individuals, organizations, and schools shift from a "celebrating diversity" orientation to one grounded in principles of equity. We call this approach cultivating Equity Literacy. Our newest initiative is the cutting-edge scholarship for equity practitioners,schools, school districts, colleges, and universities. Our publications run the gamut from peer-reviewed academic journal articles to practitioner-focused magazine articles.Multicultural Pavilion web site, our downloadable handouts, our educational equity case studies, and other free resources on the EdChange family of websites.Equity Literacy Institute, which houses our training efforts.

Visit Our Sister Sites:

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EdChange - Advocating Equity in Schools and Society

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We bolster equity and diversity theory and practice with our We create and disseminate free equity resources to educators and others hoping to grow their capacities to be a threat to inequity in their spheres of influence. Check out the Equity workshops should facilitate new levels of consciousness and enable participants to become change agents on the ground, today.

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Characteristics of a multicultural classroom.

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Characteristics of a multicultural classroom.

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4,000 Most common English Words

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English Vocabulary : List of most Common English Words

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Promote comprehensible input using cognates

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broken down by language function