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      <title>Scaffolding Padlet by Mary Katherine Ford</title>
      <link>https://padlet.com/mkford21/nyq2xbiwouisjlx9</link>
      <description>Made with no regrets, whatsoever</description>
      <language>en-us</language>
      <pubDate>2020-10-16 12:21:09 UTC</pubDate>
      <lastBuildDate>2023-03-20 23:46:49 UTC</lastBuildDate>
      <webMaster>hello@padlet.com</webMaster>
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      <item>
         <title>Graphic Scaffolding: Caroline Reedy</title>
         <author>crr23921</author>
         <link>https://padlet.com/mkford21/nyq2xbiwouisjlx9/wish/1295662269</link>
         <description><![CDATA[<div>Using graphic organizers as a reading scaffold helps ELLs organize the information they pull from the text. Directive labels may help them to know key information to look for as well. <br><br>From "The GO TO Strategies: Scaffolding Options for Teachers of English Language Learners, K-12"</div>]]></description>
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         <pubDate>2021-03-11 00:18:47 UTC</pubDate>
         <guid>https://padlet.com/mkford21/nyq2xbiwouisjlx9/wish/1295662269</guid>
      </item>
      <item>
         <title>Sentence Starters: Caroline Reedy</title>
         <author>crr23921</author>
         <link>https://padlet.com/mkford21/nyq2xbiwouisjlx9/wish/1295704373</link>
         <description><![CDATA[<div>Sentence starters/frames are a great way to scaffold ELLs for writing because they provide structure for students who may not know how to best articulate their thoughts onto paper. Frames help students convey a message in a clear way, until they feel comfortable enough to structure writing on their own. </div>]]></description>
         <enclosure url="https://achievethecore.org/content/upload/ELL%20Supports%20for%20Writing%20and%20Discussion.pdf" />
         <pubDate>2021-03-11 00:32:59 UTC</pubDate>
         <guid>https://padlet.com/mkford21/nyq2xbiwouisjlx9/wish/1295704373</guid>
      </item>
      <item>
         <title>Using Visual Aids: Caroline Reedy</title>
         <author>crr23921</author>
         <link>https://padlet.com/mkford21/nyq2xbiwouisjlx9/wish/1295738678</link>
         <description><![CDATA[<div>Using visual aids, such as Key Word Charts, images on slides, picture-books, or time-lines, ELLs will be able to draw connections between what they see and what they hear. The use of visual aids is a great scaffolding technique for listening because it supplements any missing vocabulary or listening gaps a student might have. </div>]]></description>
         <enclosure url="https://www.edutopia.org/blog/scaffolding-lessons-six-strategies-rebecca-alber" />
         <pubDate>2021-03-11 00:44:03 UTC</pubDate>
         <guid>https://padlet.com/mkford21/nyq2xbiwouisjlx9/wish/1295738678</guid>
      </item>
      <item>
         <title>Turn and Talk: Caroline Reedy</title>
         <author>crr23921</author>
         <link>https://padlet.com/mkford21/nyq2xbiwouisjlx9/wish/1295764180</link>
         <description><![CDATA[<div>"Turn and Talk" is a speaking scaffold in which students will discuss a topic (usually a question posed by the teacher at the start or end of a class) with a partner. This is a great scaffold for speaking because it allows casual, peer learning to occur; in a less formal setting, ELLs can build their confidence speaking in the classroom. </div>]]></description>
         <enclosure url="https://youtu.be/F5TmrnojNf4" />
         <pubDate>2021-03-11 00:52:21 UTC</pubDate>
         <guid>https://padlet.com/mkford21/nyq2xbiwouisjlx9/wish/1295764180</guid>
      </item>
      <item>
         <title>Caroline Reedy</title>
         <author>crr23921</author>
         <link>https://padlet.com/mkford21/nyq2xbiwouisjlx9/wish/1295813508</link>
         <description><![CDATA[<div>This school closely monitors their regular assessments to guide the formative assessments they conduct throughout the lessons their teachers give. </div>]]></description>
         <enclosure url="https://youtu.be/q6fG4FmibEQ" />
         <pubDate>2021-03-11 01:09:19 UTC</pubDate>
         <guid>https://padlet.com/mkford21/nyq2xbiwouisjlx9/wish/1295813508</guid>
      </item>
      <item>
         <title>TPR: Caroline Reedy</title>
         <author>crr23921</author>
         <link>https://padlet.com/mkford21/nyq2xbiwouisjlx9/wish/1295836200</link>
         <description><![CDATA[<div>Total Physical Response is a scaffold for ELLs that encourages students to engage multiple modes of learning. This video explains the process in depth and shows real life classroom examples at the end!</div>]]></description>
         <enclosure url="https://youtu.be/1NLmZ1DwF9E" />
         <pubDate>2021-03-11 01:17:06 UTC</pubDate>
         <guid>https://padlet.com/mkford21/nyq2xbiwouisjlx9/wish/1295836200</guid>
      </item>
      <item>
         <title>Teaching Techniques: Erika Daniel</title>
         <author>erikadaniel</author>
         <link>https://padlet.com/mkford21/nyq2xbiwouisjlx9/wish/1296570597</link>
         <description><![CDATA[<div>Five methods to help scaffold reading for EL students.<br>https://seidlitzblog.org/2019/12/18/teaching-techniques-to-scaffold-reading-for-english-learners/</div>]]></description>
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         <pubDate>2021-03-11 06:13:48 UTC</pubDate>
         <guid>https://padlet.com/mkford21/nyq2xbiwouisjlx9/wish/1296570597</guid>
      </item>
      <item>
         <title>Supporting Struggling Listeners: Erika Daniel</title>
         <author>erikadaniel</author>
         <link>https://padlet.com/mkford21/nyq2xbiwouisjlx9/wish/1296576667</link>
         <description><![CDATA[<h1>Three ways to scaffold listening exercises in an ESL classroom.</h1><div>https://everydayesl.com/blog/listening-exercises-for-struggling-listeners</div>]]></description>
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         <pubDate>2021-03-11 06:16:06 UTC</pubDate>
         <guid>https://padlet.com/mkford21/nyq2xbiwouisjlx9/wish/1296576667</guid>
      </item>
      <item>
         <title>The Writing Process: Erika Daniel</title>
         <author>erikadaniel</author>
         <link>https://padlet.com/mkford21/nyq2xbiwouisjlx9/wish/1296584293</link>
         <description><![CDATA[<div>Eleven-page packet on scaffolding writing with activity ideas and breakdowns.<br>https://education.wm.edu/centers/ttac/documents/packets/writingprocess.pdf</div>]]></description>
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         <pubDate>2021-03-11 06:19:08 UTC</pubDate>
         <guid>https://padlet.com/mkford21/nyq2xbiwouisjlx9/wish/1296584293</guid>
      </item>
      <item>
         <title>Improving ESL Students’ Speaking Ability: Erika Daniel</title>
         <author>erikadaniel</author>
         <link>https://padlet.com/mkford21/nyq2xbiwouisjlx9/wish/1296593474</link>
         <description><![CDATA[<div>Eight-page resource on using instructional scaffolding to help ESL student's speaking abilities.<br>http://ijllnet.com/journals/Vol_6_No_3_September_2019/2.pdf</div>]]></description>
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         <pubDate>2021-03-11 06:22:49 UTC</pubDate>
         <guid>https://padlet.com/mkford21/nyq2xbiwouisjlx9/wish/1296593474</guid>
      </item>
      <item>
         <title>Supporting English Language Learners with Formative Assessments: Erika Daniel</title>
         <author>erikadaniel</author>
         <link>https://padlet.com/mkford21/nyq2xbiwouisjlx9/wish/1296598760</link>
         <description><![CDATA[<div>Article that demonstrates and explains specific formative practices for our assessment system that celebrate student growth and provide next steps for instruction at the classroom level.<br>https://www.gettingsmart.com/2016/04/supporting-ells-with-formative-assessments/</div>]]></description>
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         <pubDate>2021-03-11 06:24:58 UTC</pubDate>
         <guid>https://padlet.com/mkford21/nyq2xbiwouisjlx9/wish/1296598760</guid>
      </item>
      <item>
         <title>Considerations for Reading Complex Texts: Alaska Lee</title>
         <author>alaskalee</author>
         <link>https://padlet.com/mkford21/nyq2xbiwouisjlx9/wish/1302695596</link>
         <description><![CDATA[<div>Helpful scaffolds when reading subject-specific content with heavy academic language.</div>]]></description>
         <enclosure url="https://www.youtube.com/watch?v=Ivmbm8fA2pQ&amp;ab_channel=ELEducation" />
         <pubDate>2021-03-12 14:34:01 UTC</pubDate>
         <guid>https://padlet.com/mkford21/nyq2xbiwouisjlx9/wish/1302695596</guid>
      </item>
      <item>
         <title>Writing Scaffolds: Alaska Lee</title>
         <author>alaskalee</author>
         <link>https://padlet.com/mkford21/nyq2xbiwouisjlx9/wish/1302714154</link>
         <description><![CDATA[<div>1. Sentence Frames<br>2. Sentence Stems<br>3. Mentor Texts<br>4. Interactive Word Walls<br>5. Model Writing<br>6. Quick Writes<br>7. Language Experience Approach<br>8. Mentor Sentences</div>]]></description>
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         <pubDate>2021-03-12 14:37:47 UTC</pubDate>
         <guid>https://padlet.com/mkford21/nyq2xbiwouisjlx9/wish/1302714154</guid>
      </item>
      <item>
         <title>Components of Scaffolding Speaking Skills: Alaska Lee</title>
         <author>alaskalee</author>
         <link>https://padlet.com/mkford21/nyq2xbiwouisjlx9/wish/1302743426</link>
         <description><![CDATA[<div>1. Voice<br>2. Competence <br>3. Content/Structure<br><br>Important for ALL students, not just ELLs!</div>]]></description>
         <enclosure url="https://www.youtube.com/watch?v=yERIDn1UJJo&amp;ab_channel=MelanieMcNaughton" />
         <pubDate>2021-03-12 14:43:48 UTC</pubDate>
         <guid>https://padlet.com/mkford21/nyq2xbiwouisjlx9/wish/1302743426</guid>
      </item>
      <item>
         <title>Scaffolding Listening Skills: Alaska Lee</title>
         <author>alaskalee</author>
         <link>https://padlet.com/mkford21/nyq2xbiwouisjlx9/wish/1302753914</link>
         <description><![CDATA[<div>Website: https://lexised.com/23-strategies-to-scaffold-esl-students-listening-and-viewing/#:~:text=During%2Dlistening%2Fviewing&amp;text=Use%20objects%2C%20demonstrations%20and%20other,key%20information%2C%20summarise%20key%20points.</div>]]></description>
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         <pubDate>2021-03-12 14:46:01 UTC</pubDate>
         <guid>https://padlet.com/mkford21/nyq2xbiwouisjlx9/wish/1302753914</guid>
      </item>
      <item>
         <title>Useful Scaffolding PowerPoint: Alaska Lee</title>
         <author>alaskalee</author>
         <link>https://padlet.com/mkford21/nyq2xbiwouisjlx9/wish/1302762443</link>
         <description><![CDATA[<div>This was a PowerPoint I found that aligns really well with our Gibbons textbook and everything we learned in class so far!</div>]]></description>
         <enclosure url="https://www.slideshare.net/ebrace/scaffolding-2-7197498" />
         <pubDate>2021-03-12 14:47:48 UTC</pubDate>
         <guid>https://padlet.com/mkford21/nyq2xbiwouisjlx9/wish/1302762443</guid>
      </item>
      <item>
         <title>Assessment Scaffolds Across Linguistic and Task Difficulty: Alaska Lee</title>
         <author>alaskalee</author>
         <link>https://padlet.com/mkford21/nyq2xbiwouisjlx9/wish/1302792592</link>
         <description><![CDATA[<div>Website: https://2livnlearn.blog/2018/06/24/scaffolding-assessment-to-access-student-learning/<br><br>I love the visual this resource gives based on what the student is having difficulty with!</div>]]></description>
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         <pubDate>2021-03-12 14:54:17 UTC</pubDate>
         <guid>https://padlet.com/mkford21/nyq2xbiwouisjlx9/wish/1302792592</guid>
      </item>
      <item>
         <title>Concept Maps: Devon Altman</title>
         <author>altmandevon1</author>
         <link>https://padlet.com/mkford21/nyq2xbiwouisjlx9/wish/1305992146</link>
         <description><![CDATA[<div>A scaffold that teachers can implement in their classroom for their students is concept mapping. Concept maps allow the students to organize the information they have read in a visual format. Concept maps also do not have one solid format so the student can organize the information in a way that best makes sense for them. I attached an image of a concept map as well.</div>]]></description>
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         <pubDate>2021-03-13 21:29:08 UTC</pubDate>
         <guid>https://padlet.com/mkford21/nyq2xbiwouisjlx9/wish/1305992146</guid>
      </item>
      <item>
         <title>Scaffold Strategies: Terrisianna Taylor</title>
         <author>terrisiannataylor</author>
         <link>https://padlet.com/mkford21/nyq2xbiwouisjlx9/wish/1306074932</link>
         <description><![CDATA[<div>This is a PowerPoint that provides a basic foundation to what scaffolding is, general strategies, and activities that involve the strategy.</div>]]></description>
         <enclosure url="https://padlet-uploads.storage.googleapis.com/970924730/1484c2c88ed5a09fa41aa81a11ff5bcb/Scaffolding_Strategies_for_ELLs.pdf" />
         <pubDate>2021-03-13 23:01:20 UTC</pubDate>
         <guid>https://padlet.com/mkford21/nyq2xbiwouisjlx9/wish/1306074932</guid>
      </item>
      <item>
         <title>Compare/Contrast Essay Writing</title>
         <author>traceymedwards</author>
         <link>https://padlet.com/mkford21/nyq2xbiwouisjlx9/wish/1307494241</link>
         <description><![CDATA[<div>This essay writing scaffold includes a Venn diagram for students to brainstorm the differences and similarities in their 2 topics. The next 2 pages are sentence/essay frames that help students give their essay a good flow and order. Not included in this pdf are additional scaffolds for editing and revision of their essay. This scaffold comes  from Teaching Made Practical and was purchased by me from Teachers Pay Teachers. </div>]]></description>
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         <pubDate>2021-03-14 15:48:46 UTC</pubDate>
         <guid>https://padlet.com/mkford21/nyq2xbiwouisjlx9/wish/1307494241</guid>
      </item>
      <item>
         <title>Scaffolding Strategies - Anna Mercer Willingham</title>
         <author>amw18646</author>
         <link>https://padlet.com/mkford21/nyq2xbiwouisjlx9/wish/1307569730</link>
         <description><![CDATA[<div>This is an article that goes into details on how to scaffold English Language Learners in other subjects like math, science, and social studies. </div>]]></description>
         <enclosure url="https://resilienteducator.com/classroom-resources/scaffolding-english-learning-classroom/" />
         <pubDate>2021-03-14 16:26:21 UTC</pubDate>
         <guid>https://padlet.com/mkford21/nyq2xbiwouisjlx9/wish/1307569730</guid>
      </item>
      <item>
         <title>Wait Time: Rebecca Speed</title>
         <author>rebeccaspeed</author>
         <link>https://padlet.com/mkford21/nyq2xbiwouisjlx9/wish/1308466404</link>
         <description><![CDATA[<div>This is something to build into other speaking practices that teachers use in the classroom. It can be frustrating for a student trying to listen to a teacher's instructions or question to have other students should out an answer before they can think. "Wait Time" is implemented so that each student knows that they should wait for the teacher to finish speaking before moving to either answer the question or follow the instructions given. </div>]]></description>
         <enclosure url="https://www.edweek.org/teaching-learning/opinion-response-planning-scaffolds-time-are-needed-to-support-speaking-with-ells/2019/01" />
         <pubDate>2021-03-15 00:57:03 UTC</pubDate>
         <guid>https://padlet.com/mkford21/nyq2xbiwouisjlx9/wish/1308466404</guid>
      </item>
      <item>
         <title>Vocabulary Development: Andrea Souza  </title>
         <author></author>
         <link>https://padlet.com/mkford21/nyq2xbiwouisjlx9/wish/1311299682</link>
         <description><![CDATA[<div>This article explains how teachers can help their EL students with their vocabulary. </div>]]></description>
         <enclosure url="https://www.readingrockets.org/article/vocabulary-development-ells" />
         <pubDate>2021-03-15 15:34:27 UTC</pubDate>
         <guid>https://padlet.com/mkford21/nyq2xbiwouisjlx9/wish/1311299682</guid>
      </item>
      <item>
         <title>Assessment of English Learners: Jaylyn Matthews</title>
         <author>jaylynrene00</author>
         <link>https://padlet.com/mkford21/nyq2xbiwouisjlx9/wish/1311673531</link>
         <description><![CDATA[<div>This article provides a lot of information about assessing English learners. It talks about different activities you can use to assess students, the benefits, goals, and techniques that can be used during their instruction to better help with assessments later on. <br><br></div>]]></description>
         <enclosure url="https://www.tc.columbia.edu/tccrisls/the-tccrisls-program/06Paper_Lopez_Wolf.pdf" />
         <pubDate>2021-03-15 16:40:38 UTC</pubDate>
         <guid>https://padlet.com/mkford21/nyq2xbiwouisjlx9/wish/1311673531</guid>
      </item>
      <item>
         <title>Scaffolding Strategies- Lindsey Green</title>
         <author>lindseygreen1</author>
         <link>https://padlet.com/mkford21/nyq2xbiwouisjlx9/wish/1312709538</link>
         <description><![CDATA[<div>Strategies to help ELLs for learning and language development. It goes over the six major strategies for scaffolding and examples/activities to use for each go them. https://www.fordham.edu/download/downloads/id/4912/scaffolding_strategies_for_ells.pdf </div>]]></description>
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         <pubDate>2021-03-15 20:21:59 UTC</pubDate>
         <guid>https://padlet.com/mkford21/nyq2xbiwouisjlx9/wish/1312709538</guid>
      </item>
      <item>
         <title>Scaffolding in the Classroom- Molly Kyle</title>
         <author>molly_kyle00</author>
         <link>https://padlet.com/mkford21/nyq2xbiwouisjlx9/wish/1312823842</link>
         <description><![CDATA[<div>This website provides more broad ways to scaffold that can allow teachers to personalize it to their classroom. It also gives some specific activities to get the ball rolling for students.<br> <br><br>https://www.edutopia.org/blog/scaffolding-lessons-six-strategies-rebecca-alber</div>]]></description>
         <enclosure url="" />
         <pubDate>2021-03-15 21:00:08 UTC</pubDate>
         <guid>https://padlet.com/mkford21/nyq2xbiwouisjlx9/wish/1312823842</guid>
      </item>
      <item>
         <title>using a planning sheet</title>
         <author>nancyverduzco</author>
         <link>https://padlet.com/mkford21/nyq2xbiwouisjlx9/wish/1313308374</link>
         <description><![CDATA[<div>This planning sheet helps students organize their thoughts and intended statements when writing. It also groups their thoughts to form a flow throughout their writing.</div>]]></description>
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         <pubDate>2021-03-16 00:47:12 UTC</pubDate>
         <guid>https://padlet.com/mkford21/nyq2xbiwouisjlx9/wish/1313308374</guid>
      </item>
      <item>
         <title>Framework Writing Scaffolding- Regan Tew</title>
         <author>regantew</author>
         <link>https://padlet.com/mkford21/nyq2xbiwouisjlx9/wish/1313537835</link>
         <description><![CDATA[<div>I chose writing because it is the hardest for students to learn, so they may need a lot of scaffolding in this category. It is important to give the students a framework. Many students are overwhelmed by the thought of starting an essay. If they are given a framework where they can just fill it in with their information, that takes away a lot of the stress!  </div>]]></description>
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         <pubDate>2021-03-16 02:08:30 UTC</pubDate>
         <guid>https://padlet.com/mkford21/nyq2xbiwouisjlx9/wish/1313537835</guid>
      </item>
      <item>
         <title>Scaffolding Ideas: Show and Tell - Megan Hackett</title>
         <author>meganhackett27</author>
         <link>https://padlet.com/mkford21/nyq2xbiwouisjlx9/wish/1313717653</link>
         <description><![CDATA[<div>Using show and tell as a scaffolding idea allows students to use a visual, as well as using their hearing. They are able to examine and experience how things are supposed to be done, and the expectations going into an activity. </div>]]></description>
         <enclosure url="https://www.edutopia.org/blog/scaffolding-lessons-six-strategies-rebecca-alber" />
         <pubDate>2021-03-16 03:23:56 UTC</pubDate>
         <guid>https://padlet.com/mkford21/nyq2xbiwouisjlx9/wish/1313717653</guid>
      </item>
      <item>
         <title>Skim and Scan: Olivia DiNapoli</title>
         <author></author>
         <link>https://padlet.com/mkford21/nyq2xbiwouisjlx9/wish/1313808730</link>
         <description><![CDATA[<div><br>An example of  a helpful scaffold a teacher can use in a classroom is  Skim and scan the text before the reading. This will engage the students before the book is read  because we know  children love pictures. It also  gives them a bit of a preview so the book doesn't seem so  overwhelming being thrown at them all at once. This is a powerpoint on  how to skim and scan a book. </div>]]></description>
         <enclosure url="https://youtu.be/1ZHrBMtBI_k" />
         <pubDate>2021-03-16 04:10:04 UTC</pubDate>
         <guid>https://padlet.com/mkford21/nyq2xbiwouisjlx9/wish/1313808730</guid>
      </item>
      <item>
         <title>Formative Assessment: Terrisianna Taylor</title>
         <author>terrisiannataylor</author>
         <link>https://padlet.com/mkford21/nyq2xbiwouisjlx9/wish/1345992240</link>
         <description><![CDATA[<div>This infographic doesn't specify whether it can be used for ELLs, but I think it can be used for ELLs too.  </div>]]></description>
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         <pubDate>2021-03-24 02:28:47 UTC</pubDate>
         <guid>https://padlet.com/mkford21/nyq2xbiwouisjlx9/wish/1345992240</guid>
      </item>
      <item>
         <title>Student Self Reflection: Two Stars and a Wish - Devon Altman</title>
         <author></author>
         <link>https://padlet.com/mkford21/nyq2xbiwouisjlx9/wish/1349159369</link>
         <description><![CDATA[<div>A tool that can be used for formative assessments with both EL students and native English students is self reflection. Self reflection can be formatted in many different ways from journaling to talking to a partner. The activity called Two Stars and a Wish has the students reflect on their work from the day and write down 2 things they did well and 1 thing they wish to improve on going forward. Then, the students would be able to share this with a partner and vocalize their reflections. This would be very beneficial for both EL students as well as native English speakers because we can all benefit from self reflection and the teacher can get a better grasp of what their students are thinking.</div>]]></description>
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         <pubDate>2021-03-24 17:21:31 UTC</pubDate>
         <guid>https://padlet.com/mkford21/nyq2xbiwouisjlx9/wish/1349159369</guid>
      </item>
      <item>
         <title>Student Self Reflection: Two Stars and a Wish - Devon Altman</title>
         <author></author>
         <link>https://padlet.com/mkford21/nyq2xbiwouisjlx9/wish/1349175638</link>
         <description><![CDATA[<div>A tool that can be utilized for formative assessments is self reflection for both EL students and native English speakers. Although self reflection can be done in many different formats, I thought the Two Stars and a Wish was a beneficial format because it allows the students to write down 2 things they did well in class today and 1 wish for improvement in the future. The students could then share their reflections with a partner. This is beneficial for both ELs and native English speakers because it allows them to write out and verbalize their thinking while also giving the teacher a chance to learn more about what their students are thinking about their progress in school.</div>]]></description>
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         <pubDate>2021-03-24 17:24:26 UTC</pubDate>
         <guid>https://padlet.com/mkford21/nyq2xbiwouisjlx9/wish/1349175638</guid>
      </item>
      <item>
         <title>Week Ten Idea: Erika Daniel</title>
         <author>erikadaniel</author>
         <link>https://padlet.com/mkford21/nyq2xbiwouisjlx9/wish/1359291455</link>
         <description><![CDATA[<div>"Formative Assessments for English Language Learners" by Sarah Ottow:<br><a href="https://ellstudents.com/blogs/the-confianza-way/100836678-formative-assessment-for-ells">https://ellstudents.com/blogs/the-confianza-way/100836678-formative-assessment-for-ells</a></div>]]></description>
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         <pubDate>2021-03-27 02:07:19 UTC</pubDate>
         <guid>https://padlet.com/mkford21/nyq2xbiwouisjlx9/wish/1359291455</guid>
      </item>
      <item>
         <title>Week 10: Andrea Souza</title>
         <author>afs779402</author>
         <link>https://padlet.com/mkford21/nyq2xbiwouisjlx9/wish/1360587514</link>
         <description><![CDATA[]]></description>
         <enclosure url="https://www.edutopia.org/article/7-smart-fast-ways-do-formative-assessment#:~:text=%207%20Smart%2C%20Fast%20Ways%20to%20Do%20Formative,meant%20to%20be%20as%20easy%20and...%20More%20" />
         <pubDate>2021-03-28 01:10:33 UTC</pubDate>
         <guid>https://padlet.com/mkford21/nyq2xbiwouisjlx9/wish/1360587514</guid>
      </item>
      <item>
         <title>Formative Assessment- Lindsey Green</title>
         <author>lindseygreen1</author>
         <link>https://padlet.com/mkford21/nyq2xbiwouisjlx9/wish/1361892697</link>
         <description><![CDATA[<div>This video goes into the importance of formative assessment and how it is importance and can be used with ELLs for optimal learning growth.</div>]]></description>
         <enclosure url="https://www.coursera.org/lecture/ell-assessment/formative-assessment-T3C4B" />
         <pubDate>2021-03-28 19:27:17 UTC</pubDate>
         <guid>https://padlet.com/mkford21/nyq2xbiwouisjlx9/wish/1361892697</guid>
      </item>
      <item>
         <title>Self Assessment for Students</title>
         <author>traceymedwards</author>
         <link>https://padlet.com/mkford21/nyq2xbiwouisjlx9/wish/1362004700</link>
         <description><![CDATA[<div>It is important to ask students how they feel about what they are learning. This simple chart asks students to share how they are feeling about the learning.&nbsp; It has pictures that could be used or the student could tell you how they are feeling. It might be best to talk in small groups bout how the students are feeling, to avoid embarrassment to the students. This might help the teacher know how to pair students up during group work or partner work. Have a student who understands works with someone who hasn't quite mastered it yet. I found this picture on Pinterest. It does not give credit to the owner of this picture. It was uploaded by Deirdre Dansby.&nbsp;<br><br></div>]]></description>
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         <pubDate>2021-03-28 20:44:54 UTC</pubDate>
         <guid>https://padlet.com/mkford21/nyq2xbiwouisjlx9/wish/1362004700</guid>
      </item>
      <item>
         <title>Formative Assessment Strategies- Rebecca Speed</title>
         <author>rebeccaspeed</author>
         <link>https://padlet.com/mkford21/nyq2xbiwouisjlx9/wish/1362613838</link>
         <description><![CDATA[<div><br><br>This article provides 5 formative assessment ideas for teachers to use in the classroom. All of them could definitely be used in both ESOL and F1 English classes. </div>]]></description>
         <enclosure url="https://www.fluentu.com/blog/educator-english/assessing-english-language-learners/" />
         <pubDate>2021-03-29 02:59:50 UTC</pubDate>
         <guid>https://padlet.com/mkford21/nyq2xbiwouisjlx9/wish/1362613838</guid>
      </item>
      <item>
         <title>Formative Assessment: Journals- Regan Tew</title>
         <author>regantew</author>
         <link>https://padlet.com/mkford21/nyq2xbiwouisjlx9/wish/1362680965</link>
         <description><![CDATA[<div>Although this assessment isn't specifically for EL's, I think it would be very beneficial for them. It allows the students and teacher to see their progression over time and the teach can assign different prompts at the beginning or end of every class, depending on what the teacher wants to assess.&nbsp;</div>]]></description>
         <enclosure url="https://www.plymouth.k12.in.us/formative/journals" />
         <pubDate>2021-03-29 03:35:24 UTC</pubDate>
         <guid>https://padlet.com/mkford21/nyq2xbiwouisjlx9/wish/1362680965</guid>
      </item>
      <item>
         <title>Formative assessment for ELL students- Nancy Verduzco</title>
         <author></author>
         <link>https://padlet.com/mkford21/nyq2xbiwouisjlx9/wish/1362713311</link>
         <description><![CDATA[<div>Sarah Ottow recommends portfolios on students to keep track of progress. Ottow also recommends keeping writing samples  in the portfolio of the students to track more specific progress. She also stated that making goals with students using "sophisticated academic language" can be very beneficial to ELL students.&nbsp;</div>]]></description>
         <enclosure url="https://ellstudents.com/blogs/the-confianza-way/100836678-formative-assessment-for-ells" />
         <pubDate>2021-03-29 03:55:03 UTC</pubDate>
         <guid>https://padlet.com/mkford21/nyq2xbiwouisjlx9/wish/1362713311</guid>
      </item>
      <item>
         <title>Olivia DiNapoli</title>
         <author></author>
         <link>https://padlet.com/mkford21/nyq2xbiwouisjlx9/wish/1509343612</link>
         <description><![CDATA[<div>I think this formative assessment would be beneficial for not only  EL's, but every student in the class. It would be a fun way to show how they feel about the previous lesson. The green card would mean they felt good about the lesson, the yellow card mean't they felt okay, and the red card would mean they completely don't understand. If an EL learner feels uncomfortable holding up a yellow or green card, they can always give them to the teacher in private and ask questions one on one. </div>]]></description>
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         <pubDate>2021-05-10 14:27:36 UTC</pubDate>
         <guid>https://padlet.com/mkford21/nyq2xbiwouisjlx9/wish/1509343612</guid>
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