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Beth is passionate about language learning and especially about enhancing the achievement of English Language Learners.
In this video, Beth focuses on the WIDA “Can Do” Philosophy and how creating student portraits can positively impact how teachers meet the needs of diverse learners.
When I returned to the U.S. in 2013 after teaching ESL for three years at the Bavarian International School in Germany, I began to hear the term close reading in every school I consulted with. I noticed many new books with close reading in the title; I heard teachers tell students, “Let’s do a close reading of this text”; and I saw sessions about close reading at every conference I attended. I felt completely out of the loop and wondered what I’d missed while I was out of the country. So I began to read about close reading, talk to my colleagues about the process, analyze the Common Core State Standards, and attend workshops on the topic.
Beth organizes this webinar around WIDA’s features of academic language: word/phrase level, sentence level, and discourse level. Watch the webinar to find out what academic language is and how to teach it.
Learning vocabulary is critical for ELLs. In this brief clip, Beth demonstrates at least 15 different strategies with 3 different words.
In this short workshop clip, Beth explains how thinking is linked to the language function of WIDA’s Model Performance Indicators.
In this clip from a critical thinking workshop with English Language Development teachers, Beth facilitates the Visible Thinking Routine “Silent Conversations” from Harvard Project Zero.
“Mom, I got a 96 on the math test. What does that mean?” I had to laugh at my daughter’s innocent reaction to traditional grades and percentages after 11 years of schooling with alternative forms of feedback. Entering a traditional U.S. public school in Grade 10 gave her a bit of culture shock. Traditional quizzes, end of unit tests, homework for points, and percentage based grading policies were completely foreign to her.
Following recipes is like following lesson plans: it works best if you know what the end product should be, but are prepared to modify and adjust along the way.
I’m not a gamer. I’ve seen kids and peers play Nintendo, X-box, and Candy Crush, but these electronic games have never enticed me. I’d much rather play a board game like Clue, a word game like Scrabble, or a card game like Rummy. I spend enough time using the computer and my phone for work and personal connections that I’ve never wanted to add another reason to be in front of a screen.