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Amplifying the Voices of Unaccompanied Minors Virtual Conference
When & Where:
July 21, 2021
10:00 am – 1:00 pm CDT
What it is:
Amplifying the Voices of Unaccompanied Minors is an opportunity for teachers and school leaders to hear from those who have lived the experience as an unaccompanied minor in the American school system.
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End of Year Project-Part 3
As our newcomers' course comes to an end, I began thinking of ways to make time and space for students to demonstrate their full potential. One way students, regardless of their English proficiency, can be by creating something to demonstrate their ability to put together all the skills and elements we've learned for several weeks.
When I think about students creating something, the first resource & platform that comes to mind is WriteReader.
I've used WriteReader for years. I've used it with elementary students and now with high school students. It's a student-friendly platform and easy to use for teachers. Once you create your teacher account, you add students to your class list.
So, as a culminating course project, my newcomers were to write their own mystery/suspense story after reading a couple of stories from Saddleback - To read about the lessons that lead to this final project. You can read blog post #1 HERE and blog post #2 HERE.
Lesson #3 - End-of-Course Project
The idea for this project was to provide an opportunity for students to show understanding of the story elements we had learned over several lessons. Elements such as characters, settings, problems, solutions, character development, and plot.
These elements may seem like a simple list for students to learn, but the key here is to use the elements in English. To be able to understand and respond using the English language.
I didn't want to overwhelm my students with so many instructions and/or rubrics for this project; though I believe a rubric would've been great to hold them accountable with all the required elements. Instead, I gave students a list of elements to include in their story. All the elements listed were items we had analyzed in previously read stories, so I knew they would have not struggled to understand and following the list.
Click HERE for a copy of the elements checklist for students' story
Each student received a copy of the checklist to use as self-check for what they needed to include in their story.
I showed students my own suspense story and highlighted every element in the checklist. Because the platform is student-friendly, it didn't take long to show them and explain how to create their book.
Several students shared their excitement to invent their own stories. Some talked about writing a suspense story based on a personal event. I thought this idea was fantastic. Using funds of knowledge is a great thing in our classrooms. It's just what we want our students to do - to use background and personal experiences to demonstrate their full potential.
Publishing Our Stories:
It didn't take long for students to begin writing their stories. I even had a student complete her story in 24 hours!
The day our project was due, I read aloud each story. As I finished reading each of their stories, I complimented them and praised them for their hard work. We went through each student's checklist to ensure they had all the required elements.
It was so much fun reading their stories.
If you'd like to read their mystery/suspense stories, please do so and share your thoughts.
Yocnaly's story: Amelia's Last Night
Yaquelin: What's Behind that Door
Abi: The Cabin
Citlali: What's in that Room
Guadalupe: What Happened to Everyone
Luis: The Mysterious Parota
Yousef: Missing Money
Samantha: Abigail's Reality
Leslie: Mikey's Graduation
Athalia: Fear in the Dream
Students were encouraged to use an electronic translator or write in their home language. As I read each story, I provided feedback edit ideas. All students published their work in English. I even had a couple of students whose stories were so long - They shared with me how excited they were about publishing their own stories and that once they started writing, they couldn't stop.
It was amazing to see how into writing they all were. Even my virtual students were super engaged!
I appreciate platforms like WriteReader that allow students to discover their love for reading and writing.
I also love having books like Saddleback books that not only helped developed my students' reading skills.
Have you used any of these resources? If so, share with me how you've used it. I'd love to add tools to my toolbox.
I cannot wait to show these books to my students next school year. I'm so proud of their hard work.
Thank you for reading!
End of School Year Lessons Part 2
I was thrilled to see how well our newcomers did while learning character development. But more so, I was excited to hear how much they enjoyed reading the stories and how well they understood them.
I have so much faith in the hard work Saddleback puts into each and every book that makes it to our classrooms. I enjoy using these books to teach our newcomers.
This blog post is a continuation of a previous post - to read about lesson #1, click HERE.
After our prediction, I read the story out loud while students followed along and tracking the text. There were some comprehension checks while reading just to make sure students were following along.
After reading the story we identified a list of characters and settings and used this list to create complete sentences - Our sentences were simple but they were able to create them themselves and read aloud on their own. See Jamboard slides 7-11 to see students' independent work.
Comparing and contrasting stories:
To teach the concept and the language of compare and contrast, I used this image of an orange and an apple. Students were able to tell me how these two items compare (similar/same) & how these items contrast (different/not the same) - It was a fun activity and students were engaged blurting out answers.
Once students understood the concept of comparing and contrasting, we were ready to begin tackling our stories. I began by showing students the stories side by side just like the fruits in the example above and shared one similarity and one difference between the stories. We made sure that anything we added was found in the text and not just our inferences.
Once I modeled, I let students help me out by sharing one more similarity and difference. This gave an idea of their understanding of the assignment.
See students' independent work completed on pages 14th - 19th.
To see the entire Jamboard, click HERE.
This activity gave me a good idea of their text comprehension. By providing text evidence and placing them in the correct box, I can tell that comprehension took place therefore language acquisition happened too!
Be sure to check our next lesson when we create our own stories using the elements we learned in these two stories we read.
If you have a different way to teach compare and contrast, please, share it in the comments. I'd love to learn from you and add tools to my toolbox.
Click HERE to read Part 3
Thank you for reading!
End of School Year Lessons Part 1
I cannot believe I am sharing our end-of-course lessons and project! This year, though like no other, went by so fast. So, here we are admiring how far our newcomers had come.
This school year, I had a couple of ESL student teachers so I didn't plan as many lessons for our newcomers as I usually do.
Though there were so many challenges this school year - teaching with masks, social distancing, balancing hybrid teaching and learning, and so much more; I'm glad we made it through successfully.
I started taking over my newcomers class in mid-April and I was so excited to do so. Since one of my student teachers was still teaching my class, I'd one day teach students on campus and another day I'd teach students online.
Of course, my first go-to resource as I began planning was Saddleback books! We read two books that lead to our end-of-year project.
We started by reading aloud "New Girl" - a mystery story part of the Engage Saddleback kit.
Halfway through the reading, students did a drag & drop activity identifying the characters (names) and settings (places) in our story.
Once we completed the story, we played a scratch and text-match activity. Newcomers need to see and hear the text and be able to find it within the book.
I gave them a list of sentences that describe the conflict (problem) & the clues in the story. We read them out loud and practice reading by ourselves. This was a great reading practice for all.
For accountability, each student had their page to show work and engagement. See Jamboard pages 3-7.
To explain character development, we discussed how characters change throughout the story. To identify these changes, we look at how the characters' feelings (emotions) change from the beginning of the story to the end. We look at the characters' words (what he says) that show change in character. And we look closely at the characters' actions (what they do).
I thought the images would help them understand what I was explaining.
Together we worked on identifying how our character Cole developed throughout the story. Our focus was:
WIDA Featured Educators
March 2021 Featured Educators:
BookTalk time ?— Emily Fɾαɳƈιʂ ? (@emilyfranESL) June 17, 2020
We Are Not From Here by @jetchez#StoriesMatter & these stories must be told!
3 historias fantásticas & their journey will stay with you FOREVER ?????????☀️? #DignidadLiteraria
Hear full review: https://t.co/yWPZ5OZUTW pic.twitter.com/HVpPfN6gEn
We can. We should. We are. #DestroyRapeCulture#SpeakUp#ShoutTogether@PenguinTeen @PenguinClass https://t.co/b6PkJzYlob— Laurie Halse Anderson (@halseanderson) July 1, 2020