My Name Is Jorge
I have to be transparent and share that poetry is not one of my favorite genres to read or to choose as a mentor text to teach my students. Of course, once in a while, I come across some amazing poems that shake me to my core - like "My Name is Jorge: on Both Sides of the River" by Jane Medina
I LOVE using this book towards the end of April to celebrate Poetry month but also to begin introducing our last unit of the school year - Moving Stories. I cannot remember how I came across this book, but what I do remember is turning every page and finding myself reflected in every word. I'd say that this is one of the first books I came across in my first year of teaching and it impacted so much in the material and resources I began using to teach my multilingual students.
What fascinates me about Jorge's story is that each poem is a window for the reader to learn about an event and experience in Jorge's life. Each poem is at a kid-friendly level that children can understand and learn from Jorge and his family.
Unfortunately, I only own two copies of this book so I had to get creative to have students read the book.
I started by analyzing the book first and deciding which poems are the core of Jorge's story. Even though all the poems are fantastic, I knew that reading the whole book would've been overwhelming for my newcomers since there are 27 poems.
The poems I chose are:
My Name is Jorge
Why Am I Dumb?
The Busy Street
Mexican Dummy Tine
The King of the United States
Men Don't Cry
Once I had selected the poems I wanted to have students analyze, I made a list of themes I noticed were highlighted by each poem.
The themes I came up with were Language, Food, Representation, School, Immigration, Name, Family Divided, Unfairness, and Back to Mexico.
I made a copy of the poems I selected (along with the Spanish translation) and I placed them all around our classroom. The idea was to have students get up and go around the room reading the poems. The assignment was to read each poem and think about what the poem was mostly about. Each student was given a sticky notepad to share how each poem is related to one of the themes listed by the teacher. I had placed the themes on chart paper on the board so students knew what each theme was. Many of the themes were topics we had discussed during previous lessons. I also left a chart paper with a question mark for students who wanted to brainstorm their theme.
My students learned a lot about Jorge and his family - As we were discussing what Jorge and his family had experienced in Mexico, throughout their immigrant journey, and here in the USA, I noticed that it was becoming easy for my students to retell the events and connect with Jorge's life.
So, the follow-up lesson was to take the sentences we had written on our sticky notes and the knowledge we had gained about Jorge's life to write all about Jorge's life in a narrative format.
I put together a packet for each student to begin a story draft. Each packet contained a cover white sheet of paper and ten notebook sheets of paper - one for each theme in the story.
After students created a cover for their story about Jorge, they were instructed to retell Jorge's story using the sentences they created from each poem and for each theme.
We talked about how a story must have a beginning, a middle, and an end - so as they picked the order of their sentences, they were to consider what might've happened when and in what order.
For example, the poem about Jorge's name is. a great poem to introduce Jorge. Next, poems that share about this childhood, migration, school, family, etc.
All books were different since everyone had a different perspective of the poems and added their perspective.
Each student's book about Jorge had at least 10 pages and was in chronological order.
Once the story drafts were ready, students took turns to meet with me to make sure the book was in the correct order. We also discussed ways to make the book interesting and with our perspective and connections added to it to make it interesting.
Students' stories were fantastic and I didn't want them to just remain a draft - I knew that these stories needed to go out to their world to read. These stories are such a great example of how powerful a story can be - how important it is for students to read books that reflect and affirm their existence.
I've always used the website WriteReader to encourage my students to publish their writing for the world to see. This, of course, was the first resource I thought about when thinking about publishing my students' stories.
Here are their stories. I encourage you to make time to read them and perhaps you can also find a personal connection with these stories.
Yency's Jorge's Story
Alanie's Jorge's Story
Jeydi's Jorge's Story
Yamilet's Jorge's Story
Miriam's Jorge's Story
Alhassan's Jorge's Story
Alhussein's Jorge's Story
Enrrique's Jorge's Story
Alexander's Jorge's Story
Jhosselyn's Jorge's Story
Luis' Jorge's Story
Students do not like tests/exams either.
They are, for the most part, created and administered with a "gotcha" in mind. For the most part, tests are to reflect what the student learned and can demonstrate. They cause so much anxiety in students and they're not accurate of the actual learning students acquired.
As I created my newcomers' final exam for our ESL for Beginners course, I created it intending to reflect on my teaching abilities and my skills to help students understand and ability to re-tell what they've learned. Their scores will evaluate ME.
I also wanted our final exam to serve as an opportunity for my newcomers to show what they've learned over the past few weeks.
After having my newcomers in class for roughly 14 weeks, I've decided to create an assignment where each student would work independently to demonstrate literacy skills in English.
I showed students all the books in the "Welcome Newcomers - Fundamental" kit published by Saddleback Publishing (FREE sample in link), and had each student choose a book of choice.
I told students that they were going to read the book "in English" and provide a book report. They were not too intimidated to do the work since we had been working with Saddleback books during small groups. They knew to use the following strategies to help them understand the book:
The Scaffolds to a Successful Project
"When we invest in our students' identities, we can experience a return on this investment in th form of increased student engagement and higher performance, not to mention potentially more joyful teaching and learning." ~ Sarah Ottow #LanguageLens
I wholeheartedly agree with the quote above. Investing in our students' identities is so important, and it pays off.
To invest in our students' identities and create lessons around students' cultural interests, we must invest time to know our students.
I have a student who loves cooking. Every once in a while he'd send me videos and messages about what he is cooking. He loves telling me about the ingredients and the cooking processes. He knew it didn't bother me since I was always asking questions about his cooking.
This student was the influence for this lesson - Our first ESL Class' Recipe Book --
Teachers who inspire realize there will always be rocks in the road ahead of us.
They will be stumbling blocks or stepping stones...It all depens on how we use them.
~ Author unknown
Lessons that don't work for me or my students are my rocks! I don't know about you, but every now and then there is a lesson that must be abandoned...whether is because of planning or because students are just not into it.
But, just like the quote says - We can use these rocks in our way as stumbling rocks OR stepping stones to better our craft and better out students' learning.
The last days of October, my lesson plans were around using Scholastic articles and having students present in groups. Well, this lesson went down the drain when school started that week and I noticed my students were not into doing work --They looks very unmotivated since the first quarter was ending. I knew immediately that I needed to switch my plans and engage student in a fun activity.
This is when the elementary teacher in me began planning a craft activity. Of course, because I'm teaching English as a second language and LOVE using content to develop language...I decided to use NEWSELA as a resource for our lessons. We were in the week of Halloween (spooky time) so I thought it would be appropriate to read about our skeleton!
You heard it say...and I'll say it again - Teachers, work smarter NOT harder!!!
After my newcomers finished creating sentences based on their sketches of the story "Emmanuel’s Dream: The True Story of Emmanuel Ofosu Yeboah", (SEE LESSON HERE), I wanted my students to do something with their hard work.
THIS lesson here gave me a GREAT idea for our next lessons!
This lesson extension lead us to discuss "Big Ideas" found in the story, analyze visible and invisible traits, and compare and contrast ourselves to Emmanuel.
The "Big Ideas" were not a difficult process to explain since I presented them through a Jamboard, so my students quickly translated the ideas and were able to understand them. We sure practiced reading them in English and found sentences we had created to match each "Big Idea".
The list of "Big Ideas is in the lessons shared above on page #4. The handout is to compare and contrast, but I only had them complete the "Emmanuel" part.
The matching details supporting each idea had to come from the sentences students had already created; so, there wasn't any extra work to do besides analyzing the sentences and placing them on the corresponding "Big Idea".
One of my favorite and most impactful picture books I enjoy using to teach my newcomers is - "Emmanuel's Dream: The True Story of Emmanuel Ofosu Yeboah" by Laurie Ann Thompson
Emmanuel Ofosu Yeboah's inspiring true story and the fantastic illustrations in the book are a great tool to not only teach English as a second language but also encourage our students to embrace who they are and believe in their abilities and potential.
The first thing I did was check with my public library to see how many books were available to check them out and use in our class. Eventually, I'll buy my own class set!!!
I LOVE highlighting and posting on Twitter and Instagram my students' work. Just like they are proud of their work, I'm proud of it too. So, last week, right after posting about my newcomers' fantastic writing, I received a question from a follower. She asked: "How are you able to get newcomers to produce that much written language? I am super curious!"
This question surprised me because I've worked with newcomers for years, and I don't have a problem getting my newcomers to produce written work - unless, the student is a SLIFE (students with limited formal education). -- But even like that, I've figured out ways for newcomers to produce written work that demonstrates their learning...see this lesson here.
Anyway, I thought I'd share here how my newcomers' written work was scaffolded so they demonstrate their full potential.
Picture Book Project
In my opinion, picture books are the best text we could use with newcomers that will provide the understanding and the language they need to be able to retell the story.
I started by sharing with my newcomers a list of guiding questions we were to use to help us understand and retell the story.
How much do you appreciate literacy? How do you encourage literacy in your family or with students? How do you demonstrate your love and passion for literacy?
These are questions that I would have not been able to answer during the first 15 years of my life. I attended school while living in Guatemala but I didn't appreciate how much the literacy I was learning in my home country was going to be the core and foundation to everything I have accomplished here in the USA. Read more about my journey here!
From the year I started working as a teacher assistant in 2004 to today -- Literacy has been something I've learned to embrace and enjoy. The foundations of the English language I learned sitting in a first-grade classroom as a teacher's assistance helped me understand how language works to make sense of words and use them to comprehend text and to write our own story.
As a friend, parent, teacher, sister, and aunt, I'm always looking for ways to encourage young children to read and write. One way I do this is by celebrating literacy on days that are nationally or internationally recognized - For example, there is National Multicultural Books Day (1/29), World Read Aloud (2/3), Library Lovers Day (2/14), National Write Your Story Day (3/14), Childre's Book Day (4/2), Día de los libros (4/30), National Book Lovers Day (8/9), National Read a Book Day (9/6), International Literacy Day (9/9), I Love to Write Day (11/15), etc!!
That's why tomorrow, September 8th, 2021 we are celebrating literacy in our English as a Second language classroom.
I had two class meeting days left with our newcomers, and I wanted to do something productive. As an English as a Second Language (ESL) teacher, when I think of rich lessons, I think of activities that will make my students think critically, move around, use all language domains (speaking, listening, reading, and writing), and learn!
At first, I thought about showing movie clips about mystery or suspense movies. I could have had them identify story elements like characters, settings, problems, solutions, and describing the plot - which is what we did using text. But, I didn't want my newcomers to get the idea that I wanted them to watch movies as we end our school year. I also didn't want my colleges to see my newcomers watching movies instead of doing productive work.
So, what better than End-of-School Year reflection questions?!? Most of my students were face-to-face, but I had four student who were learning virtually. Hybrid teaching is challenging when you are trying to have an interactive and engaging lesson. But, technology comes to the rescue in times like this! I've taught my newcomers how to use google slides, Jamboard, and how to navigate our course Canvas page.
"When people say we don't want to reinvent the wheel, I stop listening: I want to reinvent the wheel!" D. Ed Hoggatt
For the most part, I agree when people say - "don't reinvent the wheel..." - Not reinventing the wheel has saved me so much time. I've learned a lot from other educators. However, when it comes to working with newcomers, you can't just use the wheels you find -- somehow, you must reinvent it to make it fit with the group of students you're teaching. You know - personalizing your lesson for a better outcome.
So, if I wanted my students to answers great end-of-year reflection questions, I quickly began searching for what other educators have created.
These were the two web pages I found useful to do what I needed.
I created a google slides presentation so it'd look presentable and colorful. Each slide had a question in big font to emphasize its importance. You can access the slides below!
Two reasons why google slides are useful with this activity:
My face-to-face students received colorful sticky-note pads to answer each question.They placed their answers on a chart paper that had all the questions.
My virtual students received a link to a Jamboard where they answered on a sticky note for each question.
Here is the Jamboard if you'd like to make a copy and use it with your students.
Students were all engaged. Not only were the questions open-ended so they could share their thoughts openly, but it created a stress-free time for students to share their voices.
Several of their answers will serve to make some adjustments as the support they need for the next school year. A great educator should ALWAYS make room for improvements - especially when students are giving feedback.
I also learned a few new things about each student - especially the two newcomers who had only been with us for a week or two. The activity outcome made me happy. I almost cried when I saw a few of them mentioning me in their answers.
Needless to say, we wrapped our last day with a group picture and selfies. See pictures HERE.
What feels like the end
Thank you for reading!
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!
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!
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:
One way to help our students become strong readers and writers is by providing them with books to read. We cannot expect our students to embrace reading and grow academically and linguistically if they do not have the resources to do it.
This is why I am always trying out different ways to get books in my students' hands! Through Donor's Choose, Amazon wish list, and asking for donations, I've obtained books for students to read. And not just books, but compelling books, authentic books, and text that my newcomers CAN access, especially when they are attending school in a hybrid model (synchronous and Asynchronous).
So, when Saddleback Education Publishing reached out to me and invited me to try out their new digital books platform with my students, I was super excited. Not only because it's material I am familiar with, but because these are books my students are familiar with too. We've used these books pre-COVID, and they knew how helpful this resource can be.
I knew they were going to be as excited as I was.
Navigating the New Saddleback Digital Platform
Once I was familiar with their easy-to-navigate platform, I began creating our first lessons for my newcomers. I couldn't wait to introduce the Saddleback Digital platform to them as a new resource to read and learn. To get my students comfortable with the platform, before sharing our lesson, I gave them the link to the digital platform and provided them with a class login and code I had created.
Students logged in and clicked around looking at all the books available to read. As students clicked around, I was able to help students who needed a little more guidance getting into the platform. It is not complicated to get in, but if students attend school virtually, this might be a little more challenging to see if they are entering the correct information. Once students were all logged in, we played a game. The game consisted of a scavenger hunt. This was just to get students used to navigating the platform without any issues.
Our First Lesson Using Saddleback Digital Platform
Our first lesson was all about school language since we had students who had never been to a USA school and or not familiar with a specific USA school structure.
Since we had students who were new to a USA school and were unfamiliar with our USA school's structure, our first lesson was about school language.
Slide one: To explain the difference between one and the other, I had one slide where I explained how some books are stories made up by the author and how some books are research teaching us about a topic. Using images of books, I had students access the slides and sorted the book covers based on the category we thought they should be placed.
We used sentences like:
I think the book ___________ is fiction because _______________.
I think the book ___________ is nonfiction because _____________.
After modeling one or two books, students were all able to take turns and share a sentence.
Slide two: I introduced the two books we were focusing on for the following days and had them find each book on their own and scanned the book to get an idea about the content.
Slide three: I took this idea straight from the teacher's manual but because students were not on campus, I couldn't use the worksheet (and I don't like worksheets). As we read the text, we completed our informational web with all the details from the text. I'd read the text aloud first, then I'd have students read after me a couple of sentences at a time.
The slides were completed by students with my guidance while sharing my screen and supporting them in finding the information. It was a great way for me to see who was paying attention and who was understanding what the text was teaching us.
Did you know that students are NEVER too old to enjoy a picture book? This article here tells you more. Even adults can learn from picture books - I do!
The book Dreamers, written and illustrated by Yuyi Morales, is a stunning picture book with an amazing story about an immigrant mother and her baby immigrating to the US. While discussing it with our newcomer students, I began placing sticky-notes everywhere with all the ideas and thoughts that were rushing through my mind. Here is what I was thinking:
Packing Our Culture
I was 15 years old when I was asked to pack-up a backpack with a couple of outfits and whatever else I could fit in and carry with me on a journey from Guatemala to the USA.
I remember looking around the room and packing a few photographs and recuerditos (keepsakes) I didn't want to leave behind.
I do not doubt that many immigrants experience this moment when they have to decide what to pack and bring along their migration journey. Besides packing the essentials, many of us pack something that will remind us of the world we are leaving behind, representing our country, homeland, and believes.
Just like we pack-up objects, we also pack-up our identity within us and hold on to it as tight as possible because we know it is what makes us who we are. The things we pack-up within us are experiences, thoughts, feelings, beliefs, family, foods, music, culture, heritage, and more. All this builds our individuality.
Yuyi Morales narrates this personal experience perfectly in this image. We see how her backpack includes a jatana, a pencil, nature items, and Señor Calavera. If you follow Yuyi's Instagram account, you'd see how these objects represent her identity. Objects that she carried with her as she crossed over the Mexican border to come to the USA. And just like we see in her book, the objects that represented her identity were kept safe and packed up because they were being protected or perhaps they stayed packed up because she didn't feel like her individuality would fit in the new culture.
In Dreamers, we see the characters trying to blend in and function in a new country and culture but with a substantial struggle to be who they are.
I experienced this as well, and so do many immigrant students and individuals who come to the United States. While many of us love our home culture, our language, and everything about our heritage, society tells us that to function successfully, we must keep our background packed up and blend in the American culture and master the English language to be successful.
For many of us, it'll be years and years till we realize that our culture, language, and heritage are valuable and core to who we are.
For others, this realization will never happen - and heritage, language, and culture will be lost. To me, this is a sad reality that will hinder many generations.
Opportunities to Unpack
As an immigrant myself, I can tell you how intimidating it is to be yourself and unpack our background for all to see.
You look around, and everything is new and different. You listen around, you and all you hear is the new language -- a language you don't yet understand.
However, there are ways to embrace the differences while still appreciating what is packed within us and show them to the world.
Here are a few of them:
Having our culture and heritage unpacked is just the most wonderful feeling. How do you know your culture, language, and heritage is unpacked? - When you celebrate it, appreciate it, and embrace it. When you do not fear what others will say about who you are, how you speak, or what you're wearing. When you begin to find a place in your new home, you understand that we have more similarities than differences and contribute to society to create a beautifully diverse culture.
As we were reading this book with my student, we both had different takeaways from the text. Yousef here was able to draw what he understood what was happening in the story, then retell the story using his own words. He was able to personally connect with several parts in the story and was very confident understanding it because the images speak so much.
I am encouraged to write my takeaways because he did the same!
If you have read this book and would like to share your takeaways with me, please share them with me. I'd love to hear about your experience with this amazing book. Or if there is another book that would share these same ideas, I'd love to know of it.
Remember YOU matter! Your culture matters, your language matters, your heritage matters. So, showcase it...display for all to see and appreciate it.
Thank you for reading!
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.
So this is it! We made it!!
Today, Monday, June 10th, 2019, was the last meeting class with newcomers at Concord High School. It's a happy day because I get to see, hear, and read how much English my students have learned. This, of course, brings joy to my heart since I had them from day one as newcomer students in the USA.
But as happy as this day can be - there's also sadness. My heart feels heavy knowing that they will no longer be in room #225 with me.
English for Beginners is a course our school/county designed to provide the foundations of the English language our students need to be able to fully engage in our school, and mainstream classrooms. We meet every day for 90 minutes and we create an environment where risk-taking and changes are supported.
I have students who started the school year with only enough English to understand questions such as "What's your name?" - Today, they were writing complete sentences and sharing with peers how far they've come.
Of course, I couldn't just say good-bye and not have any memories written to show the world how awesome our class was this school year. So...we created our own presentation with moments that are forever in our mind and heart.
Preparing our Readings
I wanted to share our class experience for our second visit to W.M. Irvin elementary school. A couple of days before our visit, we discussed how important it is to be prepared when presenting, or teaching something new. I asked my students to reflect on my lesson delivery. I asked them to share how they know a teacher is well prepared or not so prepared for a lesson. Some were very honest and shared how they can tell when the teacher is thinking on an assignment and expects students to do what it's asked but there's very little support. However, when a teacher has everything printed out, written on slide or board, supports with clarity what's expected, then they perform much better.
After this conversation, I told them how they are becoming teachers when going to the elementary school because the little ones are learning from them. That being said, preparation to even read and ask questions is important. We then brainstormed what we could do to show up to the elementary school and be very well prepared.
Here is what they came up with:
I was so proud of my students because they thinking as educators. They understood that preparation is key to not only feel prepared and ready but also to ensure that the student is supported enough to understand the story.
So, our first step was to choose our book of choice. These are the books my students picked: