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Title: Report: Key Issues and Opportunities in the Initial Identification and Classification of English Learners
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Key Issues and Opportunities in the Initial Identification and Classification of English Learners
By Alexis A. Lopez1, Emilie Pooler, and Robert Linquanti
Abstract
English learners (ELs) require access to appropriate instructional services that match their strengths and needs to have an equal opportunity to achieve the same academic standards as other students. If ELs are not properly identified and classified, they may be excluded from services that would better help them meet high academic standards, and they may not receive optimal supports to advance both linguistically and academically. Thus, it is critical to accurately and properly identify newly enrolled students who are in need of supplemental instruction and support. The purpose of this report is to identify issues in current initial English-language proficiency assessment practices used to determine initial EL classification and offer recommendations to strengthen the policies, process, and tools used in the identification and classification of ELs.
Access this online report at http://onlinelibrary.wiley.com/doi/10.1002/ets2.12090/full
Source: Wiley Online Library
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Title: 11 Tips to Help English Learners Avoid the Summer Slide
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Judie Haynes writes, “The summer slide is a well-documented phenomenon that refers to the loss of academic learning that many students experience during summer break. This loss is especially prevalent among children from low-income households because families cannot afford to send their children to camps or other expensive summer programs. Due to school district budget cuts, there are fewer summer ESL programs for our students than there used to be. Many of the suggestions below depend on your students having access to the internet and a device to use. It is important for you to find out if students have this access. Enlist the help of your local library to assist students with the use of library computers.”
Read the suggestions at http://blog.tesol.org/11-tips-to-help-els-avoid-the-summer-slide/
Source: TESOL Blog
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Title: Best Books for Latino English Learners
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Here is a collection of several useful lists of books that are especially useful for Latino children who are learning English: http://blog.tesol.org/best-books-for-latino-english-learners/
Source: TESOL Blog
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Title: Wheel of Detail: Strategy to Help Novice Learners Add Detail
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From http://leesensei.edublogs.org/
Colleen Lee-Hayes describes a strategy for getting novice language learners to include more details in their interactions in this recent blog post: http://leesensei.edublogs.org/2016/05/04/wheel-of-detail-a-strategy-to-aid-novices-in-adding-detail-to-communication/#.Vy0FDz-aw68
Source: Language Sensei
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Title: Teaching Social Justice Through Children's Human Rights
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Susan Zeiger and Ann Marie Gleeson of Primary Source write, “Many of the globally-minded teachers we work with each year find children's human rights an ideal vehicle for introducing global social justice issues to their students. There are many reasons this is so.
“ Children's rights are relatable. Children are inherently curious and concerned about other children.
Children's rights are transectional, cutting across every other global justice topic including health care access, food security, sustainable development, equitable education, conflict resolution, and so much more.
Children's rights can be taught at every grade level and in every subject area including math and science, literature and the arts.
Children's rights connect global learning to social justice. Teaching your students about their human rights—and those of other children—is one way teachers can advance the goal of making a safer and healthier world for all young people.
“Here we share some of the best materials and strategies that educators can use across the curriculum to teach children's human rights in global context. Along the way, we'll highlight these key characteristics of culturally-proficient global teaching: cultivating student empathy; engaging with authentic texts; analyzing context; and ascribing agency to people outside of our own society. Integrating these practices can help create a strong foundation for global understanding in your classroom.”
Read the full article at http://blogs.edweek.org/edweek/global_learning/2016/05/teaching_social_justice_through_childrens_human_rights.html
Source: Education Week
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Title: Question Game: What’s My Problem
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Here is a simple activity that will get students using questions and answers and thinking in creative ways: http://palmyraspanish1.blogspot.com/2016/04/whats-my-problem-question-game-for-mfl.html
The teacher comes up with a list of unusual problems. One student draws a problem and the other student has to guess what their problem is.
Source: Teaching Spanish w/ Comprehensible Input
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Title: Activity Idea: Go for a Walk with Your Students
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From http://theactivelearner.blogspot.com
It may sound intimidating to take your students outside of the classroom on a walk - how will you ensure respectful behavior, student safety, target language use, and meaningful learning? This blog post lays out one way to do it: http://theactivelearner.blogspot.com/2016/04/el-camino.html
Source: The Active Learner
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Title: Ideas for Sub Days
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From http://www.proficiencyfromthestart.com/
Here are some ideas for things that a non-target-language-speaking substitute teacher can do with your elementary or middle school students if you’re not in class: http://www.proficiencyfromthestart.com/2016/04/sick-day-dilemma-tools-for-covering.html
Source: Proficiency from the Start
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Title: Blog Post: Finding Time to Reflect
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From http://www.path2proficiency.com
Valerie Shull writes about the challenge to find time to plan quality proficiency-based instruction - much less to reflect on your teaching and your students’ learning. Here are some of the ways she’s finding time to reflect: http://www.path2proficiency.com/reflection-finding-time-in-the-crunch/
Source: path to proficiency
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Title: Rubric for Incorporating Technology into Classrooms
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The Ohio Foreign Language Tech Team has created a research-based rubric for use in planning to incorporate technology in your classroom. Here is a link to the rubric: http://www.livebinders.com/media/get/MTM3Mjk0MzE=
Source: OFLA Tech Team
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