https://padlet.com/kelsieperrero/km93rb8h6112jg2g en-us 2023-10-05 02:54:50 UTC 2023-10-05 06:35:29 UTC hello@padlet.com https://padlet.net/icons/png/1f30e.png kelsieperrero https://padlet.com/kelsieperrero/km93rb8h6112jg2g/wish/2733180795 Colorin Colorado. (n.d.). How to create a welcoming classroom environment for ELLs. https://www.colorincolorado.org/article/how-create-welcoming-classroom-environment#:~:text=Be%20consistent%20and%20fair%20with,the%20structure%20of%20each%20day.

In this resource, teachers can find a range of information on what ELLs are experiencing as they immerse themselves within a new culture and ways that teachers can support them and help them feel accepted in the classroom. The resource provides a collection of articles, videos, and other ideas for implementing the strategies and information discussed.

Many of the ideas in this resource support bringing students' cultures and languages into the classroom and making connections to their assets. When students' own personal, community, or cultural assets are integrated in their learning, they are more engaged in their learning.]]> 2023-10-05 03:34:57 UTC https://padlet.com/kelsieperrero/km93rb8h6112jg2g/wish/2733180795 kelsieperrero https://padlet.com/kelsieperrero/km93rb8h6112jg2g/wish/2733194080 Edutopia. (2015, May 15). Practices to welcome and support ELLs. https://www.edutopia.org/blog/practices-to-welcome-and-support-ells-robyn-scott 

Through four simple tips, Edutopia provides a good foundation for supporting ELLs in the classroom. This resource is helpful for any beginning teacher or a teacher having their first experience with an ELL.

Differentiation is a non-negotiable part of any student's education, especially an ELL. This resource suggests different strategies for differentiating an ELLs first steps in an English classroom.]]> 2023-10-05 03:46:39 UTC https://padlet.com/kelsieperrero/km93rb8h6112jg2g/wish/2733194080 kelsieperrero https://padlet.com/kelsieperrero/km93rb8h6112jg2g/wish/2733225142 University of San Diego. (n.d.). 11 essential strategies for teaching English language learners [for any teachers]. https://pce.sandiego.edu/11-essential-strategies-for-teaching-english-language-learners-for-any-teacher/ 

This resource created by the University of San Diego highlights 11 practices of instruction that will help teachers support ELLs through their lesson planning, monitoring student progress, and connecting with those students. It informatively links how teachers can learn from ELLs while ELLs are learning from them.

These strategies are culturally aware and help give a lot of insight into the experience of an ELL. The University recognizes that the receptive language acquisition will most likely develop before the productive language acquisition and provides ideas for productive language implementation.]]> 2023-10-05 04:17:44 UTC https://padlet.com/kelsieperrero/km93rb8h6112jg2g/wish/2733225142 kelsieperrero https://padlet.com/kelsieperrero/km93rb8h6112jg2g/wish/2733241443 Colorin Colorado. (n.d.). How to develop a lesson plan that includes ELLs. https://www.colorincolorado.org/article/how-develop-lesson-plan-includes-ells 

Colorin Colorado provides a detailed outline complete with vocabulary, articles, and videos that help teachers be better aware of how their lessons can be geared toward supporting all students in their class, general students and ELLs included. There is a balance of including a student's assets from their native language and providing them scaffolding to access the new language.

The resource emphasizes the importance of building a lesson around the standards and requirements for ELLs. These standards will help guide and shape a teacher's lessons and ensure that ELL students are receiving what they need according to the state or district that they are in.]]> 2023-10-05 04:34:11 UTC https://padlet.com/kelsieperrero/km93rb8h6112jg2g/wish/2733241443 kelsieperrero https://padlet.com/kelsieperrero/km93rb8h6112jg2g/wish/2733249708 Office of Educational Technology. (n.d.). Educator toolkit: Using educational technology - 21st century supports for English learners. https://tech.ed.gov/edtech-english-learner-toolkits/educators/ 

In this resource, the U.S. Department of Education outlines what ELL teachers should know about ELL students and technology, what to do to implement it, and what to ask oneself in order to make it effective and beneficial to ELLs.

The Department's toolkit aligns with what the U.S. Department of Education is expecting of ELL teachers and students. They understand that technology, with the right implementation, can be a powerful tool in shaping and ELL's education and future.]]> 2023-10-05 04:42:00 UTC https://padlet.com/kelsieperrero/km93rb8h6112jg2g/wish/2733249708 kelsieperrero https://padlet.com/kelsieperrero/km93rb8h6112jg2g/wish/2733262785 Klein, A. (2022, June 28). Tech can open doors for English-language learners to express themselves. Education Week. https://www.edweek.org/technology/tech-can-open-doors-for-english-language-learners-to-express-themselves/2022/06 

Klein discusses the benefits to implementing technology into ELL education. ELL technology programs can provide students with the chance to have more one-on-one instruction and relieve pressure of having to practice productive language in front of a group of their English speaking peers. A collection of different programs are included for more exploration.

This implementation aligns with nationwide standards for including ELLs in technology education and helps support differentiation for individual students. Teachers can provide scaffolding for their students while giving them the tools to access the instructional materials.

]]> 2023-10-05 04:52:55 UTC https://padlet.com/kelsieperrero/km93rb8h6112jg2g/wish/2733262785 kelsieperrero https://padlet.com/kelsieperrero/km93rb8h6112jg2g/wish/2733280859 Robertson, K. & Ford, K. (n.d.). Language acquisition: An overview. Colorin Colorado. https://www.colorincolorado.org/article/language-acquisition-overview 

This comprehensive, informative resource provides an overview of the six stages of the second language acquisition theory and follows with different instructional strategies that will help teachers prepare for and best compliment each stage. The authors also include recommendations and resources that support their theories of practice.

Second language acquisition effects every aspect of an ELL's education as they move through each stage. The instructional strategies provided follow each of these stages and emphasize the importance of adjusting differentiation, curriculum, and assessment as the student moves through the stages.]]> 2023-10-05 05:05:54 UTC https://padlet.com/kelsieperrero/km93rb8h6112jg2g/wish/2733280859 kelsieperrero https://padlet.com/kelsieperrero/km93rb8h6112jg2g/wish/2733299019 Friedrichsen, A. (2020). Second language acquisition theories and what it means for teacher instruction. [Education Master’s thesis and capstone project, Northwestern College]. NW Commons. https://nwcommons.nwciowa.edu/cgi/viewcontent.cgi?article=1200&context=education_masters 

Friedrichsen reviews different models, theories, and applications of second language acquisitions and opens up discussion for how research can be furthered within this topic. This resource provides a general overview of ways that second language acquisition can be applied and how research has driven positive change and being more knowledgable on how ELLs can benefit.

This resource reviews research and how it has evolved within the topic. A teacher would benefit from being familiar with the history and research of second language acquisition in order to better implement it.]]> 2023-10-05 05:19:00 UTC https://padlet.com/kelsieperrero/km93rb8h6112jg2g/wish/2733299019 kelsieperrero https://padlet.com/kelsieperrero/km93rb8h6112jg2g/wish/2733309519 Virginia Department of Education. (n.d.). Social emotional wellness considerations for English learners. [Infographic]. Best Practices Clearing House. https://bestpracticesclearinghouse.ed.gov/docs/ResourcesLibrary_PDF/ED23-39h.pdf 

The infographic provides clear, key information on what could possibly be affecting ELLs and the social-emotional needs they possess before academic learning can begin. It also outlines ways that teachers can support those ELLs students who are struggling and gives examples of questions that a teacher can ask oneself to determine what support a specific student needs.

This supports an ELLs need to feel safe, respected, and supported first before academic and learning needs can be met. ELLs often learn the "social" language first before learning the "academic" language. This can cause social and emotional distress and hardship as an ELL is trying to navigate their new social environment.]]> 2023-10-05 05:26:58 UTC https://padlet.com/kelsieperrero/km93rb8h6112jg2g/wish/2733309519 kelsieperrero https://padlet.com/kelsieperrero/km93rb8h6112jg2g/wish/2733356181 Hanna, T. (2017, August 2). Social and emotional learning for English learners. New America. https://www.newamerica.org/education-policy/edcentral/english-learners-social-emotional-learning/ 

This discussion from a peer educator explores different lessons Leticia Ingram has learned in her experience teaching ELLs. She believes that social-emotional learning benefits students socially as well as academically. It explores why this learning is important and should be a consistent part of a student's education.

In order for ELLs to be able to succeed academically, they need to have their social and emotional needs met through confidence, companionship, and acceptance. SEL learning builds a foundation for academics to be successful.]]> 2023-10-05 06:08:25 UTC https://padlet.com/kelsieperrero/km93rb8h6112jg2g/wish/2733356181