The Bilingual/ESL Department at Region 10 ESC in North TX holds an annual symposium for their 500+ educators. This year, due to the COVID pandemic, the event was help virtually.
I was honored and humbled to be invited as their 2020 Symposium 'Power Of Unity' keynote speaker. I was so excited to connect and meet so many passionate educators who are working hard to provide their very best for all students.
The keynote presentation was on June 23rd and it was a way to kick-off the symposium - teachers had a long day of sessions to attend right after the keynote.
My presentation title was 'Shifting from Statistics to Stories'
The presentation was streamed LIVE so you can find the recorded version on my YouTube channel below.
Last week I found out about International Children's Book Day - a wonderful worldwide celebration.
I immediately started looking into it - If you know me...you'd know that I am passionate about children's books. I love picture books. I used them when I taught elementary with students in Kindergarten through 5th grade and now I use them with my newcomer high school students.
There's just something magical about a children's books & picture book. I've used them to teach all genres and I've found that students connect with these books and encourages them to learn more.
So, as soon as I found out that International children's Book Day is celebrated on April 2nd, 2020 - I started brainstorming about what book to focus on. Of course, all my cultural and diverse background book collection is in my classroom and there was no way I was going to be allowed in the building to get some.
So I started digging through the books I have at home found a book author John Seidlitz sent me. I had not taken the time to read it so I started reading it...and...Oh...EM...Geeeeee! I started crying while reading it. I couldn't believe there was such an amazing book on my bookshelf and I have not read it!!!
High-Impact Literacy Instruction for ELL Students
I wanted to share with you this amazing opportunity to learn ways to support your English language learners. Bret Gosselin from TX and I will be joining literacy expert Shaelynn Farnsworth on a webinar to share effective practices to support students with reading and writing.
Here's what you'll learn:
Participants will learn creative ways to build relationships and community, specific literacy instructional practices and strategies to implement in the classroom, and advice on how to measure achievement growth in EL learners. We’ll also be sharing tools and tech that you can use in your classroom, inclusive to EL learners, along with writing assignments designed to grow great writers.
The webinar will be on Wednesday, March 18th at 5:00 pm ET.
To register follow this link!
I hope you join us! Please comment below if you registered and share your thoughts after attending our webinar.
A recording will be posted the day after. A link to the recorded webinar will be posted here as well.
Thank you for reading!
In Stories That Sparkle Powerful Conversations blog post, I shared a lesson I started with our SIFE (Students with Interrupted Formal Educations) ELs. This lesson led to another wonderful week where students created a wonderful presentation to show the rest of the class.
All our newcomer ELs are expected to present their learning in our ESL class, of course, the bar remains high for SIFEs. Just like Kanako Suwa says,
"Simplifying is GIVING UP, Scaffolding is BELIEVING.
Simplifying is dumbing down/lowering expectations.
Scaffold = same expectations and content + supports put in place to help Ss meet the expectations."
With the understanding that these students are capable of more - I encouraged them to create their own book using the sentences they had formed from the book Dreamers.
My students were very excited when they noticed that they were creating their own book using the information they understood.
Both students were able to create and publish their own book but only one student had the strength to record the reading. It does take a lot of courage to do this knowing that your voice is being heard by others and you're not sure of yourself in the targeted language.
So the platform I use to publish my students' stories is WriteReader. This platform is student-friendly and it can be used by students K-12.
One of my students used the camera to take some pictures of the book that matched his text, another student took photographs of her own illustrations.
Here's Yousef's book: DREAMERS (link includes voice/reading)
Here's Abril's book: DREAMERS
Both of my students did a great job and they are very proud of the work they accomplished.
You see, it really doesn't take much to help our English learners (and SIFE) to perform at their highest potential.
If you choose to use this platform to publish your students' stories, please let me know! I'd live to share them with my students as well.
Thank you so much for reading!
I wanted to share with you a couple of lessons my newcomer ELs enjoyed this month.
Students had fun finishing up these lessons and they learned a lot. Their final project was amazing and very creative!
We started reading a couple of articles. One article was an article we read during small group guided reading, and the other was an article they read as a group. Both articles highlight the journey of teenagers who had to leave their home country to reunite with family in the USA.
The two articles we used were: "Running from Danger, Looking for Hope" from Scholastic Action magazines & "15-Year-Old Waiting Months in Shelter to Join Mother in California" from NewsELA.
If you need some ideas as to how to read articles with high-level text with newcomer ELs, check out this post with some scaffolding tips.
This post is a follow up to "Stories that Sparkle Powerful Conversations" - If you have not read it, I encourage you to read it since it provides the background you may need for this post.
My advanced newcomer English learners were assigned the picture book 'Refugees and Migrants' by Ceri Roberts. This book covers migration from its causes to what we can do to aid refugees. It covers life in refugee camps, about the application process for asylum.
You can see their presentation below. They did an excellent job providing important details, their thoughts, and visuals.
What you can't see in their presentation was the result of their presentation. As they were sharing their thoughts on the videos and the immigration topic, students began to cry all around the room.
You see, I have several students (including me) who immigrated to the USA just like the book and their videos showed.
Their presentation stirred up in us so many feelings we keep inside. Our immigrant experiences, regardless of what you experienced, mark our lives forever. Some feelings are happy, some are painful feelings, and some you can't even talk about.
When overwhelmed with emotions...tears help!
There was not a dry eye in the room. We all cried. We all hugged. We all shared. I even had a student share with me a video of him and his mother crossing the river to make it to the USA. THIS was when I lost it! I started thinking about how hard this particular student works EVERYDAY and how his teachers are only concern about his grades...when in his mind and heart THIS is what's going on.
Students hugged me and said, "Mrs. Francis, don't cry". But how can you NOT cry when you know your students are dealing with so much in their personal life.
We heard stories of concentration centers, stories of reasons why we left our home country. Stories of hope. Stories of resilience and strength.
In September 2019 - I shared a blog post on how I structure my ESL lessons for HS newcomer ELs. If you haven't read it, I encourage you to do so! Click here for the blog post.
The Scholastic Action magazine, which is one of the resources I use during guided reading, always includes compelling topics my students find very interesting. The November issue includes an article very close to my heart - "an immigrant story"!
Running from Danger, Looking for Hope - is the story of Freddy, an immigrant young man from Honduras. I was so excited about planning this lesson and looking forward to sharing it with my students.
To increase the understanding of the immigration topic, I assigned students' group projects on the same topic but using picture books as a resource for the information.
The picture books we used were:
This school year, my English for Beginners class is quite different than last year's class. This year I have a lot more newcomers <1 year in the USA than I did last school year.
Just in case you didn't know, this is only my second year teaching HS ESL and I'm loving it!
One of the challenges I am facing this school year is having so many different levels of English proficiency in one class. This is a challenge when planning one whole group lessons and not all your students are at the same level on the proficiency continuum.
My biggest group is in the entering stages of the continuum (Level 1), a couple in the beginning stages (Level 2), and another group of 5 students are in the developing stages (Level 3).
Of course providing whole group instruction would not provide all with the needed support to grow linguistically. I've tried a couple of lessons but I still had to end up diving students in the corresponding groups to work with students at their level.
So what I started doing is working in small groups! I started assigning them readings and projects as groups and they work with peers completing the assignment if they are not in a group with me. These assignments could be assigned by language domain or a project of choice.
I created this Wakelet with resources they can use to help them practice each language domain.