Part IV: Implementing a Practical Approach to Instruction
I am not the teacher I was six years ago when I started my teaching profession. I am better. No, I'm not bragging! When I started teaching, I did the best I could with what I had learned. Not everything I did was good. Not everything I did helped my students...UNTIL...that is the key. As an educator, I do what I think is best for my students...UNTIL I know better. Learning and practicing what's best for my students IS what makes me a better teacher.
Over the years I have learned strategies and methods to better support, my students. I have built a professional learning network that is constantly providing ideas and fresh approaches to better serve my students. So because I know better, I DO better! By no means think that I have it all figured out...on the contrary...I continue learning so I can become the best I can be for my students.
When it comes to implementing practical and effective strategies to support language learners, you must know that what works for one student may not work for another. It is very important for you to know your student. Knowing their reading level is NOT enough. A level doesn't tell you about their personality. A level doesn't show you how they learn. In order to close any academic gap, there needs to be a specific target area to support. For our language learners...LANGUAGE is the target you need to focus on. If you are interested in how to support your language learners with language interventions, read this article by Kristina Robertson.
If you have students who are just beginning to acquire English, fear not. In Boosting Achievement we learn that newcomers can engage in certain tasks to be able to participate in the content provided in class. Your newcomers can:
If your student is a newcomer, the first thing you want to find out is the literacy level in native language because you'll use that to build second language acquisition. Read one of my recent post about a newcomer who grew almost two grade levels in reading just by allowing him to use their native language.
WIDA Consortium has this document that I know you'll find helpful. You'll gain tips about getting to know your newcomers and ways to support them not only in school but also in the community.
I also encourage you to read "28. Comprehensible Output: What Students Can Do" by Tan Huynh (@TanELLclassroom). Tan provides tip and strategies to deliver lessons in a way that your students comprehend it as well as support students with output process.
My flipgrid response above is based on Boosting Achievement's section on balanced literacy. I believe it is imperative to teach our students the structures of the English language. Language learners need explicit phonological awareness lessons. These lessons could be quick daily interventions where students learn vowel teams, consonant blends, dominant -r, etc. They need to understand the many combinations of alphabet letters to make words and how words make sentences.
One great website to find "research proven" interventions for these type of foundations is: Florida Center for Reading Research. Here you'll find student centered activities by grade level along with teacher resource guides to focus on language foundations.
If you're more like me and want to provide a hands-on activity to develop your students' language acquisition, I recommend the interventions below. The lessons are designed for pre-K students but work well for students who are just developing language.
Since word-work and learning about the language are only part of the balanced literacy approach, the rest of it needs to be compelling text. As learned in Part III, students need to be exposed to text that is compelling and engaging for them to acquire language. Text must be relevant and must reflect who your students are so they can make connections and be motivated to learn even more.
Watch this video where Ms. Salva's students express gratitude for the opportunity to read text that can help them make those needed personal connections.
So to finish up I want to thank you for all you do for your students. I have no doubt in my mind that to this day you have done everything in your power to support your students. However, there is always room for more learning. As you learn new methods and strategies, you'll gain better ways to serve your students and be an even greater teacher!
"A recent immigrant can do quite a lot of writing the day they arrive in the country. They most engage in the production of English writing immediately and there are ways to support this, which benefit the entire class." ~ Boosting Achievement
Thank you for reading!
“...their hardships, like any challenges, bring perspective. Their personal stories may impact them with certain strength for learning as well.”
This quote is core of what I am about. A personal story, especially a story filled with struggles and hardships beyond our imagination, can be the foundation for our students’ success.
As educators, we must be open-minded about the possibilities for SIFE students and begin to see their culture and language as an asset not as a deficit. Being SIFE doesn’t make them any inferior.
Now, Carol advised and modeled that just being aware of students’ stories and previous hardships, is not enough; we must also act, and to me, acting is finding ways to provide SIFE students the opportunities they need to be successful.
This thought led me to gather a few resources I found helpful on this topic:
The Immigrant Learning Center offered two wonderful webinars on July 11th and 12th. Follow this link to access presentations and other resources.
Access Newcomer Tool Kit provided by the U.S. Department of Education: Who are our newcomers; Welcoming newcomers to a safe and thriving school environment; How do we support newcomers’ social and emotional needs; Establishing partnerships with parents. https://www2.ed.gov/about/offices/list/oela/newcomers-toolkit/index.html
Education Connection also offered interactive 3-part webinar series and provided resources on supporting newcomers: You must sign up to access their resources but its totally FREE!
We are learning so much from this book club already. Many of us have been challenged to do somethings we never thought we would do. I, for example, learned how to create a 3D avatar and posted a bookSnap! Check it out!
I was also able to contribute with a 60 sec thought video through our book club Flipgrid! Make sure you hear what other fantastic educators have to say about this awesome book!
Don't forget to check out Carol Salva's blog for more resources: Boosting Achievement Week 1
If you have the book and would like to go over the questions we used during week one for discussion, here they are! Thanks to Katie Toppel (@Toppel_ELD) for providing the questions.
All tweets under #ELLchat_BKclub are here so you haven't missed any:
Thank you for reading!
A few days ago, this image was trending on my twitter feed and it immediately made me think of my newcomers. I hold a very special place in my heart for newcomers. I understand how they feel! As a newcomer student, I remember the fear very vividly! Fear of the unexpected. Fear of the new language. Fear of the what ifs...What if they make fun of me? What if they don't like me? What if I need something and I can't ask? What if they think I'm not smart because I don't speak English. What if...the list could go on and on! But what I also remember very vividly, are the smiles from the school staff as I entered the school building for the very first time.
You see, you don't need to speak you newcomers' native language in order to welcome them into your school or classroom. Your smile goes a long way! Read about providing a safe and affirming environment to lowering the affective filter for language learners.
Now, the purpose of this post is not to provide tips for your newcomers in general. You can find that here!
This post is to highlight a specific newcomer...Brayan! I posted this tweet about him and thought I would share more about his success!
Brayan was born in Mexico. He started with us in March of 2016. His age placed at a second-grade level and on his first day of school, I had to explain to him that I needed to administer not one, but two tests. I needed to administer the W-APT which is the assessment that determines the initial program placement for services, and the ACCESS (since he enrolled during testing window ?).
It didn't take me long to learn we had a lot in common: Love and passion for learning and a very similar childhood! It amazed me how quick he was to learn new information and how well he could read and write in Spanish.
For the remainder of the school year, Brayan received double ESL services. He received one-on-one session for Newcomer foundations with Mrs. Tirado and pull-out services with me and the rest of his second grade ELL peers.
In May of 2016, his teacher administered a state mandated assessment (Dibels Next Reading 3D) to determine his end of year reading level. He placed on PC (Print Concepts) which meant he had acquired enough English to demonstrate this list of skills at a proficiency level!
In 2016-2017 school year, Brayan began 3rd-grade. This grade level to me is crucial because is when students make the leap from learning to read to reading to learn! Even though Brayan didn't speak English, I didn't want him to just sit in class and not learn a thing. Luckily, his 3rd-grade teacher, Ms. Sams, is a very supportive teacher. We discussed ways to support him so he could be part of core instruction. We decided to start taking advantage of his ability to read and write in Spanish. So he was granted the use of google translate, he was provided books in Spanish, he would complete retells in Spanish, he would do research in Spanish...he was even allowed to do presentations in Spanish!!! He would come to my ESL class time and say, "Mrs. Francis, can you help me translate this paper so I can turn it in?" See, he knew that google translate tool would translate the document for him...but he also knew that in many occasions, google doesn't translate correctly. He needed to make sure his translation was correct!
Here is an example of a personal narrative he wrote in October and here is a retell about the book "Emmanuel's Dream".
The reason we were allowing him to read and write using this native language was because we truly believe in studies focusing on L1 transfers to L2.
By January 2017, when the middle of the year reading assessment was administered, he was a level D! Now, the only reason why he didn't score higher was because at a level 'F' is when the written component is required. For students to score a level 'F' or higher, they must accurately respond to a written prompt and they must do so in English.
In order to develop his writing skills in English, he was encouraged to begin proving assignments in the targeted language! This is the first assignment he presented in English and he understood every single sentence! Watch this video as he courageously presents his research to his class!
Brayan was also a participant in our first Annual Spanish Spelling Bee! Not only he helped his peers learn the words but he was also a runner-up the day of the competition!
Brayan's motivation and passion for learning, coupled with the support and opportunities we were able to provide for him, empowered him to soar academically and linguistically.
So what is the result to all if this, you might ask?!? Well, just this month, his teacher administered his last reading level assessment of the year and he placed on a level 'J'!!
THAT'S 10 READING LEVELS, my friends!! ? And I have no doubt he scored very well on his ACCESS too. I will be updating his information as soon as I get his scores.
My objective in sharing Brayan's story of success with you is because he is proof that allowing students to use their native language to learn and show knowledge is imperative. If you want newcomer students to be part of their everyday learning, you must allow them to use the language they master. Research favors the use and development of native language to better and faster acquire the second language.
If you teach newcomers and have a success story you'd like to share, please email me or posted on twitter using #ELs_CAN.
We would love to highlight and share as many newcomers' stories as possible...because English language learners CAN!!
Thank you for reading!
A couple of months ago I had a 4th-grade student stand in the middle of class and courageously said, "Mrs. Francis, what do I have to do to place out of ESL?" I went ahead and showed her the data and gave her step-by-step what she needed to do to place out of her ESL status.
Meanwhile, there were so many thoughts going through my head. I started to doubt myself as an educator...Does she not like me? Does she not like my class? What should I be doing differently?
She preceded, "Mrs. Francis, I like you and I really like your class. Even if I place out of ESL, I still want to come to your class"; "Is just that being an ESL student makes me feel like a failure!"
Her words hit me to the core of what I am about! In a matter of seconds, my life flashed before me. Her words made me relive how I felt for so many years as an ESL student and high school dropout.
My students and I started discussing the reasons why being an ESL student would make us feel the way it does. Together we brainstormed the following:
This powerful discussion allowed me to share with my students my own experience as a language learner. My students needed to hear from me that I also felt the way they feel, and that having the sense of failure does not make you a failure. On the contrary, failures we face today are stepping stones and detours to greatness.
Personally, this conversation opened my eyes to what my focus needed to be from that point on...start highlighting my students' strengths! Our ELs enrich our classroom culture with who they are and with the languages they speak. It is our job as educators to honor our students and empower them with tools and resources to shine...even if it's a little bit! Celebrate progress! Inspire them to dream, learn, and do more so they can become more. Maslow's Hierarchy of Needs before Blooms!
Reading Sarah Ottow's post: "ELL Achievement Gap or Opportunity Gap" helped me understand that the academic achievement gap that exists among our ELs is not a 'within child' underachievement issue! If our ELs are walking our school hallways repeating to themselves, "I can't", "I don't", "I won't", then it is our job as responsible adults and educators to enlighten them and empower them to aspire for more. We can see the 'big picture'...so why not support them where they are...provide OPPORTUNITIES for students to begin closing their academic achievement gap.
So, inspired by Ms. Ottow's post, I began to look for ways to provide opportunities for my students to grow, and show that they CAN! I shared with them my personal narrative as an immigrant and as a newcomer student. I was transparent with them because I wanted to gain their trust. I wanted them to see me for who I am as a person and not as a teacher.
I encouraged them to begin their own blog and narrate their personal lives. Oh, boy! The stories I learned! One student began writing about the time his mother left him in Mexico with his grandparents...he grew up thinking that his grandparents were his parents. He met his mother when he came to the U.S. at the age of 8.
Another student began to write about being adopted because one day her dad came from Mexico and shot her mom and then shot himself! Her eyes were teary as she shared her story.
Another student wanted to share his story but just couldn't get his thoughts down on paper. When I told him he should write his story in Spanish, his pencil wouldn't go fast enough to write his words!
I am taking the time to get to know my students and at the same time, I am highlighting and valuing who they are. Highlight their strengths and you'll see their weaknesses disappear!
All it takes is to go the extra mile to cultivate a relationship with your students.
When they know you care...they'll do anything for you!
Thank you for reading!