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Contentid: 26454
Content Type: 1
Title: Classroom Environments that Support English Learners
Body:
 
Valentina Gonzalez has written a clear, easy-to-read article with suggestions for making your classroom environment most supportive for English learners:
 
• Clear categories for learning
• Effective modelling to set students up for success,
• Only current learning up on the walls,
• Learning supports that are accessible to all students
• Content and language objectives
 
Using the metaphor of a grocery store, she explains why each of the above characteristics is important for English learners.
 

Source: Seidlitz Education
Inputdate: 2019-02-10 17:52:49
Lastmodifieddate: 2019-02-11 04:42:28
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Publishdate: 2019-02-11 02:15:01
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Contentid: 26455
Content Type: 1
Title: Article Series: Promoting Speaking with English Learners
Body:

From http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/

Larry Ferlazzo asked teachers, "How do you promote speaking with English-language learners?" The result is a five-part series:

Part One's contributors are Valentina Gonzalez, Sarah Said, Mary Ann Zehr, Dr. Jeff Zwiers, and Dr. Maneka Deanna Brooks. Read or listen to their responses at http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2019/01/response_ways_to_build_speaking_skills_with_ells.html

In Part Two, Joyce Nutta, Carine Strebel, Jenny Vo, Dr. Catherine Beck, Dr. Heidi Pace, and Pamela Broussard share their responses: http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2019/01/response_promoting_speaking_for_ells_must_be_intentional.html

In Part Three, the answers come from Sandra C. Figueroa, Cecilia Pattee, Barbara Gottschalk, Michael D. Toth, Becky Corr, and Susan Michalski: http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2019/01/response_promote_speaking_with_ells_through_community_conversations_and_celebrations.html

Luis Javier Pentón Herrera, Jennifer Orr, Dr. Lindsey Moses, Nancy Callan, Kelly Wickham Hurst, Areli Schermerhorn, and Mary Amanda (Mandy) Stewart contribute commentaries for Part Four: http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2019/01/response_planning_scaffolds_time_are_needed_to_support_speaking_with_ells.html

Finally, Sonia Soltero, Kevin Jepson, Susan Gaer, Michele L. Haiken, Sarah Thomas, and Gloria Pereyra-Robertson offer suggestions in the series' final post, along with commentary from readers: http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2019/01/response_cooperative_learning_can_promote_ells_academic_oral_language.html


Source: Education Week
Inputdate: 2019-02-10 17:54:06
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Contentid: 26456
Content Type: 1
Title: Fast Fact Sheet: English Learners Who Are Arab Americans
Body:

The Office of English Language Acquisition has released a 2-page "fast fact sheet" with information about Arabic-speaking Americans who are learning English, available at https://ncela.ed.gov/files/fast_facts/ArabAmericans_010319_FINAL.pdf


Source: OELA
Inputdate: 2019-02-10 17:54:42
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Contentid: 26457
Content Type: 1
Title: Formative Assessment Strategies
Body:

Here are 27 different formative assessment strategies for use during different stages of a lesson to check on what your students know and are learning, and how you should adjust your instruction: https://www.nwea.org/blog/2019/27-easy-formative-assessment-strategies-for-gathering-evidence-of-student-learning/


Source: NWEA
Inputdate: 2019-02-10 17:55:32
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Contentid: 26458
Content Type: 1
Title: February 21 Is International Mother Language Day
Body:

UNESCO has observed International Mother Language Day every February since 2000. Learn more on the UNESCO webpage: https://en.unesco.org/commemorations/motherlanguageday

Larry Ferlazzo has compiled a collection of online resources: http://larryferlazzo.edublogs.org/2013/02/22/the-best-resources-for-international-mother-language-day/


Source: Various
Inputdate: 2019-02-10 17:56:14
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Contentid: 26459
Content Type: 1
Title: Low-prep Interpretive Inference Activity: Thought Bubbles
Body:

From http://www.creativelanguageclass.com

How can you help your students practice making inferences, especially at the novice level? Kara Parker shares a simple but powerful technique: find an engaging photo, and give one of the characters a thought bubble for students to fill in. Read her full blog post for several different structures to implement this, along with some classroom-ready images you can use: http://www.creativelanguageclass.com/whatcha-thinking/


Source: Creative Language Class
Inputdate: 2019-02-10 17:56:59
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Contentid: 26460
Content Type: 1
Title: Setting Up Video Observations for Professional Development
Body:
 
Sandy Millin writes, "Over the last 18 months, we have accidentally made video observations a ‘thing’ at our school. There was no grand plan – it just kind of happened, and I’m very glad it did!
 
"...Video observations are a shortcut in a lot of ways. They enable teachers to see and hear:
 
• the reactions of students to what they are doing, including who is not paying attention (and why?)
• their activity set-up and how effective it is
• how well students work with each other
• pacing
• which activities do and don’t work with a particular group
• how other teachers do things, particularly managing young learner and teen groups (it’s not always possible for us to organise peer observations)
• and much, much more.
 
"Overall, video observations have enabled us to provide richer professional development to our teachers, enabling them to see into a variety of classrooms, including their own. If you haven’t tried it with your own teaching yet, I would highly recommend it."
 

Source: Sandy Millin
Inputdate: 2019-02-10 17:57:50
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Contentid: 26461
Content Type: 1
Title: Dictation Tasks
Body:

From https://gianfrancoconti.wordpress.com

Gianfranco Conti writes, "Dictations were taboo for many years in mainstream language education. However, with recent research findings indicating that decoding skills (the ability to match print to sound) are crucial to language acquisition, especially in the realms of listening and reading fluency development, they have become ‘fashionable’ again.

"I have always been a passionate advocate of dictation and have been using it for over 30 years as a means to develop decoding and listening skills, but also to foster metalinguistic awareness, vocabulary learning and syntactic knowledge."

In the rest of Dr. Conti's blog post, he describes several variations of dictation tasks that encourage better retrieval later, get students working together to fill in missing information, and increase students' metalinguistic awareness.

Read the full post at https://gianfrancoconti.wordpress.com/2019/01/12/beyond-transcription-unlocking-the-full-power-of-dictation-my-favourite-dictation-tasks/


Source: The Language Gym
Inputdate: 2019-02-10 17:58:29
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Contentid: 26462
Content Type: 1
Title: Ten Powerful Community-Building Ideas
Body:

From https://www.edutopia.org/article/10-powerful-community-building-ideas

Community-building activities are strategies that teachers can use to help students feel like they belong to the classroom community. Such activities would increase learner engagement and build a friendly class environment. In this article you will find 10 community-building activities that can be used for elementary, middle, and high school classes. Language teachers can also modify these activities and benefit from them in their classes. 

For more information, visit https://www.edutopia.org/article/10-powerful-community-building-ideas


Source: Edutopia
Inputdate: 2019-02-10 17:59:21
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Contentid: 26463
Content Type: 1
Title: Advertisement as Authentic Material
Body:

According to Google, “Every day, more than 100 billion words are translated with Google Translate. And the ones that are translated most are the ones that bring us together.” This short and positive advertisement can be used as an authentic resource in the language classroom for starting discussions or writing short essays. 

And watch the video at https://www.youtube.com/watch?v=uXfJc8up6cM


Source: Google
Inputdate: 2019-02-10 17:59:56
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