Integrating Language and Content Instruction for ELLs
Language Learners at all proficiency levels can participate in content lessons with appropriate scaffolding and support. Based on WIDA’s Model Performance Indicators and Can Do Descriptors, this chart demonstrates in Spanish how students at different language proficiency levels could participate in a science content lesson about the planets in listening, speaking, reading, and writing. Download this tool featured in the 2019 CCIRA conference and have your colleagues reconstruct it to model the cooperative learning and support strategies I shared in the CCIRA session.
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Student Shadowing Tool
Data collected from shadowing ELL students can provide insights into student needs and become a catalyst for change. You can download the shadowing document featured at the 2018 WIDA National Conference and the 2018 Learning Forward Conference here. The document includes directions for use on the back.
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ELD Teacher Self-Assessment
English Language Development (ELD) specialists are now expected to take on more and more roles and be skilled in areas well beyond language instruction in a self-contained classroom. If ELD teachers understand their abilities and are interested in developing their skills in other areas, they can become the leaders that many principals desperately need. This resource provides a self-assessment or checklist of skills required of many ELD teachers.
For more information about these skills, go to the article “Seven Scenarios to Transform ESL Teachers to Leaders” at http://www.edcircuit.com/seven-scenarios-transform-esl-teachers-leaders/GET THE TEACHER SELF-ASSESSMENT
Formative Writing Assessment Protocol
This protocol and tool can be used with Professional Learning Communities (PLC) or grade level teams to formatively assess student writing for language use. The tool uses the WIDA Performance Definitions and provides space for teachers to note evidence of language use at the word/phrase, sentence, and discourse dimensions. The protocol on the first page of this resource provides guidance for how a PLC might review the student work and stay focused on one aspect of their language use. Following this protocol and using this tool provide clear next steps for writing instruction.
Spanish-English Question Cards
Teachers ask a lot of questions! However, if you work with beginning level English Language Learners, they may not even understand the question you are asking. Post and use these translated, visual question cards, so Spanish speaking ELLs will at least know if you are asking ‘who’, ‘when’, ‘where’, etc. Translate question words into all the native languages represented in your classroom. Because Spanish represents the native language of the highest percentage of our ELLs in the US, I’ve included that language on these cards.