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ELLs' CornerYear 2, Volume 6

May 31stMay 31stTo sign up for the 7 Steps to a Language-Rich Interactive Classroom training on May 31st.

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July 12thJuly 12thTo sign up for the 7 Steps to a Language-Rich Interactive Classroom training on July 12th.

It's All About Engagement!The more ELLs write, read, talk, and listen the more language they will acquire and Kaganstrategies provide the perfect venue for language acquisition. Remember, it's all aboutengagement!

Kagan's FREE Articles - 10 Re… www.kaganonline.com

Read Dr. Spencer Kagans provocative and insightful articles on Kagan Structures andhow they have the power to transform education. Cooperative learning, multipleintelligences, the brain, character development, Win-Win Discipline.

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Pathways to Greatness for ELLNewcomers: A ComprehensiveGuide for Schools & TeachersMichelle YzquierdoThis book is comprised of strategies and techniques forcontent-area teachers of newcomer ELLs. Pathways toGreatness for ELL Newcomers: A Comprehensive Guide forSchools and Teachers will highlight several componentsrelevant to newcomer instruction including: culturalpro�ciency, second language acquisition strategies,scheduling/credits, and e�ective content-area instruction.

The Will to Lead, the Skill toTeachAnthony Muhammad & Sharroky HollieSchool improvement begins with self-examination andhonest dialogue about socialization, bias, discrimination,and cultural insensitivity. The authors acknowledge both thestructural and sociological issues that contribute to low-performing schools and o�er multiple tools and strategiesto assess and improve classroom management, increaseliteracy, establish academic vocabulary, and contribute to ahealthier school culture.

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T Chart, Pair, DefendContent Areas:Social Studies, Language Arts Preparation Time:15 Min. Class Time:40 Min. DescriptionPreparation: The teacher prepares by selecting a content objective and a rich text thatillustrates the objective. The next step is to select a pair of characters who would have aconversation, related to the text, from two di�erent points-of-view. The teacher then

Teaching Reading &Comprehension to EnglishLearners, K–5Margarita Espino Calderón Address the language, literacy, and content instructionalneeds of English learners. This book will help raiseachievement for ELLs through new instructional strategiesand assessment processes.

From the pearls of 7 Steps to A Language-Rich Interactive Classroom by John Seidlitz & BillPerryman (2011).

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identi�es signi�cant low-frequency and content area vocabulary within the text. The �nalstep in preparing the dialogue is for the teacher to write sentence frames that incorporatesome of the low-frequency and content-area vocabulary. Delivery: When facilitating the activity with the students, begin by having them read andannotate a text. Students then brainstorm possible attitudes and beliefs of bothcharacters on a T-Chart. Encourage the students to use the vocabulary while constructingthe T-Chart. Once the brainstorming session is complete, students then form pairs and take turns role-playing the characters in conversation. Characters could be policy makers or scientistsmaking a decision, historical �gures, or characters from a novel or short story. Theconversation always begins with a structured sentence frame. The teacher may selectvolunteers to perform their dialogues in front of the class and then follow with a classdiscussion. There are three kids of two-character dialogues illustrated in the sentence frame for thedialogue listed below: choice, method, and credibility. Opening Sentence Stems (Incorporate vocabulary):

1. We should/shouldn't...2. The best method is... No, I think the best method would be...3. I believe/I don't believe...

Freeze and SpeakContent Areas:Science, Social Studies, Language Arts Preparation Time:10 Min. Class Time:15 Min. Description:Students engage in a dialogue representing two points-of-view in front of an audience. Inmid-stream, during the conversation, the students are asked to freeze, and one individual,"frozen in dialogue," is replaced by an audience member who continues the conversation. Freeze and Speak is an extension of T Chart, Pair, Defend with two studentsrepresenting opposite points-of-view, in conversation, in front of an audience. All studentsshould participate in T Chart, Pair, Defend prior to engaging in Freeze and Speak.

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Participation in T Chart, Pair, Defend will enable audience members to be prepared toreplace and continue the conversation during the activity. The activity begins with twostudents engaging in T Chart, Pair, Defend in front of the class. The instructor then directsthe students in conversation to freeze. The teacher selects one student to exit thedialogue and sit down. The teacher will then ask for a volunteer or will randomly select astudent to replace the student who exited the conversation. The process continues withseveral students participating before the activity concludes. Sentence Stems for Dialogue:

We should/shouldn't...The best method is... No, I think the best method would be...I believe/I don't believe...

TExES ESL Certification Prep Canvas CourseTExES ESL Certification Prep Canvas Course

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If you do, check out Texas Gateway!!

ELPS AcademyELPS Academy4 CPE hours

Sheltered Instruction Training SeriesSheltered Instruction Training Series20 CPE hours

ELL Foundations - Guidance and Support forELL Foundations - Guidance and Support forELLsELLs

3 CPE hours

Texas Gateway, a TEA website designed to provide resources, tools, and even onlineprofessional development for teachers. All you need to do is create your free account! Here a few suggestions:

"One language sets you in a corridor for life.

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Supporting ELLs in PBL Projects

Dual Language Support NeededDual Language Support NeededPlease follow the link to write the kind of support you need from us.

Two languages open every door along the way."Frank Smith

By Andrew MillerJuly 9, 2015PBL is valuable for ELLs when it teaches academic vocabulary, encourages collaboration,sca�olds structure and function, allows assessment and di�erentiation, and leveragestheir native language. We all have English-language learning students that we must support in our classrooms,and we can support these students through project-based learning. PBL projects can givestudents something to latch onto as they're learning to use a new language. This can bemore engaging than studying words and skills in an abstract way, as the language is beingused for an authentic purpose. PBL projects should be used for giving language relevanceand context. This does, however, have implications for project design. We need to makesure that our projects have speci�c pieces to support ELL students.

Supporting ELLs in PBL Proje… www.edutopia.org

PBL is valuable for ELLs when it teaches academic vocabulary,encourages collaboration, sca�olds structure and function,allows assessment and di�erentiation, and leverages their nativelanguage.

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@MagdaNenaSilva

Magdalena Silva

Coordinator for English Language Learners

300 Lobo Lane, Little Elm, TX, … msilva@littleelmisd.net

972-947-9340 littleelmisd.net/ell