Newcomer Series: Quality Instruction by Flavia Romero

2024-09-24 14:37:46 UTC

It is a spectrum and there is not one solution to the entire classroom.

2024-09-24 14:38:00 UTC

It can look like it’s coming slowly, but then all of a sudden show a burst of improvement.

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To not make assumptions about their journey to my classroom.

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Newcomers arrive with different levels of language acquisition.

Using the 4 language domains is important.

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All four of the domains work together to help language acquisition. Newcomers come from different background and it’s important to learn who they are to help them acquire the target language.

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Newcomers come from different backgrounds and language is developed at home. Try to show some similarities in language to help them to understand.

Newcomers are students from all over the world with different backgrounds who have been in the country less than 3 years.

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I think that language acquisition takes a varying amount of time for newcomers.

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Everyone has a different background and level of understanding.

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What we know about newcomers is that we don’t always know the circumstances behind why they are new to us. We should keep this in mind and not be quick to make assumptions.

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Rising numbers in enrollment.

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Every student has a unique background. It’s important to really get to know our students to be able to help them to the best of our abilities.

They need to move on quickly from using translators.

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Newcomers: students who are new to America AND the English Language. Have little or no knowledge/experience with English. Beginner-level ELLs.

Language Acquisition: the method in which students acquire a new language. Speaking, Listening, Reading, Writing.

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Students make many routes to get here and there is not one single solution for each student

2024-09-24 14:39:05 UTC

Our students have a high variety of backgrounds; therefore we need to make sure we understand how they came to our classroom, so that we can offer the best appropriate tools and support.

2024-09-24 14:39:12 UTC

Language acquisition is a long process. Students may appear to have high level of understanding through casual language and struggle with academic language.

Students from all over the world.

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I would like to learn how to better serve (home language) pre-literate students.

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Newcomers have a range of needs

The Proccess

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We know that the language acquisition process is hard and can these frustrating. Understanding thede frustrations that students have and working through them with patience and care is the only way to really help move them forward.

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How to create an environment for the students where they feel wanted in the entire school.

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We know that newcomers may find it difficult to learn the second language if they don’t have the proper resources to help them succeed.

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Effective strategies to help my students take the leap and not feel intimidated or discouraged.

Not as much as I wish I did to better facilitate the students as well as my lessons. Honestly, very little.

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How to serve the students.

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I just want more strategies for reaching my newcomers and EB students.

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How to best help our Newcomers within the context of an on-level English classroom without holding back the students around them.

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How can I maximize my time and their learning

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Newcomers come to us in many different pathways. It is important to not make assumptions about their language.

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I want to learn teaching techniques for my newcomers to learn science.

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Effective and efficient strategies that can be implemented to help newcomers in the classroom.

What is the best way to support the “shy” students in class who already have some acquisition and REALLY need to practice spoke word, but struggle to participate.

2024-09-24 14:40:00 UTC

We want to learn about their background so we can meet them where they are and provide the support needed.

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I know to not make assumptions about the newcomer students.

Safe Environment

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Speaking has been consistently the lowest testing catagory for my students. How best to encourage this skill consistently while still having them feel comfortable trying.

2024-09-24 14:40:23 UTC

How to better support newcomers with various levels of language acquisitions while being mindful of the time restriction and non-newcomers in class.

How to better present my lessons in an effective way that doesn’t waste their time but encourages their learning.

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We want to learn strategies and resources that can assist the newcomers in learning and comprehending the new language.

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Strategies that are a “universal” tool to better help more students

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They are usually leaving everything they know. There are listening and visual and speaking that all comes together

How do I help the student learn content while learning the language

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What's the best way to encourage newcomers to take charge of their learning?

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Tools

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What tools specifically do I need to have under my wing in order to differentiate for my newcomers? Specifically, what strategies can I use that empower my students?

I want to learn strategies to assist and teach newcomer students in my classroom.

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I want to learn ways to better serve them. I want them to feel comfortable and actively participate in class discussions/activities

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What is the best process for teaching newcomers language acquisition? And how can we explain that to them in simple terms?

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That everyone learns at different rates

Presentations:

fromero67 — 2025-02-06 14:54:30 UTC

Newcomer PD Series Presentations Round 1 - Round 3

Newcomer PD Series Presentation with participant slides Round 3

Diffit

fromero67 — 2025-02-06 14:57:46 UTC

fromero67 — 2025-02-06 15:00:56 UTC

Diffit for teachers because it's very interactive! Teachers can upload their own pdf version of lesson plans and DIFFIT will create interactive activities based on your own lessons!

Resources are hyperlinked:

fromero67 — 2025-02-06 19:30:08 UTC

Examples of Lesson Frames with language support:

ELPS Interactive Language Objectives

ELPS Instructional Tools: Sentence Frames and Probing Questions

7. Secondary ESL Resource Google Folder (hyperlinked)

2025-02-06 20:02:24 UTC

I will continue using sentence stems in my classroom , after seeing the different methods teachers use.

Implementing sentence stems. As well as a guided for discussion for students.

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A brain dump activity with students using visuals as a way to demonstrate their understanding or as a C4U.

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Use a brain dump and add pictures

Using images to aid in brain dumps for the students.

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I will be more intentional with guided discussions in my classroom so students can have purposeful discussions related to content & using english language

2025-02-06 20:04:26 UTC

I plan to borrow the idea of making the synonym posters for my room for key academic vocab. Maybe using the different versions of author's purpose verbs, for example, so that students have options for what to say in their open ended responses and better understanding of the questions.

Sentence Stems

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Sentence stems with eclipses

Sentence stem modification…

Cski — 2025-02-06 20:04:50 UTC

I am going to change my anchor charts to reflect the strategy of adding ………….. instead of ____________ when I expect students to answer in more than a couple of words.

2025-02-06 20:04:50 UTC

I learned something from all of the Presentations. The Stations were great.

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Brain dump. Develop an expectation and procedure for this activity to have the students start using this to help with tier 3 vocab.

Testing brain dump

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Brain dumps for testing days! Images, key terms, phrases that we remember

Magic School AI

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Routine and structure help students learn and understand concepts for the long term

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Live Translation Slides

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I have heard about this, but have yet to try it out myself. For the most part, most students speak Spanish so I can translate myself. But I cannot assume I will always have Spanish speaking students.

Word Walls and Gradual Release

2025-02-06 20:05:59 UTC

I will pursue more intentional word wall terms with Spanish terms/definitions.

I will also be intentional about gradually releasing students from translations; I will start out newcomers with translations but slowly begin to drop the translations and encourage students to become more independent with translating as needed.

2025-02-06 20:06:05 UTC

I'm already using sentence stems, but I will implement the elipses for when I want students to write extensively.

2025-02-06 20:06:07 UTC

I will do more to facilitate student speaking into stations. Whether it’s discussion or reading passages aloud.

2025-02-06 20:06:33 UTC

I am going to try some of these techy apps like Diffit to place extensions and differentiation into my planning.

Adding new words they do not know to the back of their journal

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I will try to add more speaking opportunities in my lesson. Students can record and practice speaking using their technology to submit independently or in pairs.

Frayer Model. It seems like a successful strategy that will work for my students

2025-02-06 20:07:05 UTC

Use Diifit production tools to create more variety in my assignments and “chunk” information at each station to improve mastery at each station.

2025-02-06 20:07:13 UTC

Brain Dump

Cski — 2025-02-06 20:07:17 UTC

I want to add the brain dump idea when we are working in class. I like that it make the kids focus on what is important. And if they have to actually remember what you said in class for the brain dump, either they will listen the first time, or seek out a friend who can mini teach them in the moment. Win-win situation.

Speaking

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Having them practice saying the words out loud.

Next month

2025-02-06 20:07:34 UTC

Within the next month I will be more intentional with updating my word wall and using key vocabulary terms in both English and Spanish.

2025-02-06 20:07:43 UTC

Magic School AI

More Stations

2025-02-06 20:07:46 UTC

Incorporate stations more frequently, especially for note taking activities, to encourage student movement and active engagement.

Quizziz Passages. You can have quizziz create passage and questions too!!!

2025-02-06 20:08:05 UTC

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I am going to use power point translator on my notes and instructions

2025-02-06 20:08:17 UTC

Extend my use of images and also having students draw images to connect with.

2025-02-06 20:08:27 UTC

I will begin using the 10-2-2 strategy. I will also use the Stop an Reflect during instruction.

Microsoft Powerpoint

2025-02-06 20:08:39 UTC

I know it's a fairly generic answer, but my lessons wouldn't function without it. The addition of the auto translate feature and the animations just make the lesson flow way better.

2025-02-06 20:09:29 UTC

Diffit

2025-02-06 20:10:13 UTC

Newcomers experience a silent period where their primary focus is listening and observing before speaking.

2025-02-06 20:10:53 UTC

POE is the AI website I use daily even for personal or family use (I pay monthly to use unlimited inquiries)

gabrielaacevedo4 — 2025-02-06 20:11:37 UTC

More sentence stems for STAAR type questions using CER.

2025-02-06 20:12:17 UTC

More color-coding for teacher/student, partner reading or participation

Master Plan

2025-02-06 20:12:41 UTC

I loved the template Eric shared about his master plan for incorporating all skills necessary for language acquisition. I want to make sure I am intentional with targeting these skills every class period.

I will try adding all objectives in various languages to accommodate my students.

2025-02-06 20:14:29 UTC

Copilot is my favorite digital platform.

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gabrielaacevedo4 — 2025-02-06 20:17:34 UTC

Use frayer models for key vocabulary on STAAR Or brain dumps.

Short Answer

2025-02-06 20:18:16 UTC

Short Answer is great for peer review and feedback. How it functions: you set up a question, decide what criteria you want students to grade/assess, and add accommodations like sentence stems or translations if you want. Students rack up points based off their peer review/feedback and at the end they are able to see their strengths and weaknesses. You can also set up for student's work/feedback to be anonymous, so that they don't feel pressured or targeted by other peers.