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I used a variation of Hanging Hashtags (ELLevation Strategy) with my students to build skills in both vocabulary and analysis, while also developing confidence in speaking. Lots of images can be found from the New York Times, What's Going On in This Picture?

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As a newcomer teacher, I met with every student during the registration period to explain to them which courses they must take (and why) and which ones they have choice in. This was a good opportunity to review their ELPAC scores in all domains and set a SMART goal to end the year.

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We watch a short film (usually a non-speaking one, like the Pixar Shorts) and come up with an English Word bank made of nouns, verbs, and adjectives.

Then I break them into groups and they have to form sentences (subject, verb, object) that helps summarize what they saw in the film. They tend to like this but I have also had to make sure each person is responsible for ONE sentence, otherwise they try to make one kid in the group does it.

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You divide printer paper into four sections: the first section is for the meaning, the second section is for using the word in a sentence, the third section is for connecting through a picture, and the last box is for making connections.

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I use the Get Reading stories, and I print them copies of the stories when we read.  As we read and talk about each page, the students have to summarize the page.  They are allowed to use their primary language if they want.   They say it helps them when it comes to doing the work (questions, etc) for the story.

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I use the Get Reading stories, and I print them copies of the stories when we read.  As we read and talk about each page, the students have to summarize the page.  They are allowed to use their primary language if they want.   They say it helps them when it comes to doing the work (questions, etc) for the story.

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At the secondary level we get so bogged down on content and language that we forget that there are certain foundational teaching components at the elementary level that work at the secondary level as well, like SIGHT WORDS. Learning, echo reading, and practicing with sight words helps set the stage for fluency.

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Though our newcomers are not quite as close to redesignation as our LTELs, it's stil just as important for them to do the work of knowing where they are in their journey. We use this sheet to set goals and discuss (and celebrate!) growth.

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I have my higher group do a quiet activity like IXL, and I go over a reading or lesson with the lower group. Then when we come together as a class, the lower kids raise their hands and feel confident to participate. Sometimes we do the exact same lesson, and the lower group is engaged because they already know that they have the correct answer or pronunciation. It levels the field and gives kids a boost!

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I do designated reading time in my class using CVC books from Saddleback Publishing (thank you ALSV Links to Learning Grant!) as well as Hi-Lo readers. This is the worksheet I created to help my students engage with the text in a way that they're able to (visually) and to frontload the vocabulary they will encounter.

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I start our class each day by posting a photo on the monitor for students. Students are asked to describe the picture, use as many details as possible, and answer WH questions. The photos will often follow a theme of vocabulary that is relevant (seasons, holidays being discussed). This has been a great activity that enables students of all abilities to follow a routine and get to work. They type what they can into their slides in Canvas. After given some time, we discuss and share as a class, and then I combine their input into model sentences which they then type and add below their own work. Students tend to enjoy this and it has helped to build confidence, vocabulary, community, writing and speaking skills.

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Picture Reveal gives students a piece of the picture and they can share what the notice and what they wonder. Give sentence starters appropriate to the level you are teaching. As you continue to share the next piece of the picture more students contribute to the conversation. I included this as part of an ELPAC prep class so the slides end with questions from a section of the writing section.

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NY Times: What's Going on in this Picture

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NY Times: What's Going on in this Picture

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Like Marni, I also use this activity starting on Monday, and this is the work they do in order to understand the image as we discuss it whole-class. The evidence finding and final word work helps them when they write their comment on the site. Then we revisit on Thursday with a different worksheet.

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What’s Going On In This Picture 11_27_23

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For our newest newcomers who lack the vocabulary, I created this worksheet that allows for a visual depiction of plot summary. For my Emerging kiddos, they then write sentences in the boxes underneath.