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."

Here's Abril's book: DREAMERS 

The Greater Cabarrus Reading Association (GCRA) holds an annual mini conference where educators in Cabarrus county and Kannapolis City Schools' teachers have the opportunity to learn from other educators and also earn CEU credits. 
This year, I had the greatest opportunity to present and share the awesomeness we are doing in our classroom.
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​Event Date: 03/23/2019
My session title: Don't Just Make Your Students Write - Make them Authors
Learning how to encourage and inspire students to share their own stories using WriteReader 

For a Youtube version on this presentation, watch this video! 

Personal experiences are powerful. My journey as a first-generation immigrant and a former English learner is now central to what I do. My personal experiences, coupled with my responsibilities as an educator, have helped me to embrace the role of an advocate and to create and establish a sense of culture that values students’ greatest gifts: identity and individuality.
When ILA launched Children’s Rights to Read campaign last fall, I immediately saw connections to my teaching philosophy and the role I can play in advocating for those rights.

Children’s Rights to Read—10 fundamental rights ILA asserts every child deserves—is a campaign in which ILA aims to activate educators around the world to ensure every child, everywhere, receives access to the education, opportunities, and resources needed to read.
As a high school teacher of English as a second language (ESL), my job is to analyze my students’ needs and to develop their linguistic and communicative competence in English in all language domains.
However, my goal as an educator is to create meaningful learning experiences that serve as pathways for connection. I can create those experiences through the framework of Children’s Rights to Read

On May 16th, 2018, Peter Cameron and Derek Rhodenizer made available  a platform where more than 100 educators from around the world shared their best practices and strategies. I spent all day going from video to video learning from so many inspiring educators. 

​The link for all the videos is available here is you're interest in learning more and access all MADPD presentations. 
I did not present during the event, but I applied to participate on their #MADpd Spotlight Series. Every week a presenter gets the spotlight with chats about the topic. 

I decided to share the work my students did during our 2017-2018 school year. Their work is so amazing that was featured on www.Achievethecore.com. Check it our here and here if you want to read more.

I hope you enjoy this video and let me know if you have any questions.  

Thank you for reading!

This post is part II to the previous post about inspiring students to write. Read part I here.  Part one was also featured on www.achievethecore.org on June 22nd, 2018. 

In order to maintain my students' passion for writing, I realized that compelling ideas were necessary to maintain their interest in writing. One way to encourage writers is by thinking with the end in mind. This just means brainstorming some ideas to wrap-up their hard work as writers. Our idea was to celebrate our writing by publishing our work and sharing it with staff, students, and the world!

My students were super excited from the very beginning. They understood that they would have to work very hard to complete a work worth sharing with the world. They understood the power of having an authentic audience. 

To support students develop the language needed to discuss the pictures, we created verbal sentences to go with each picture.
For example,

• First, we plant the seeds.
• Next, we water the seeds.
• Then, the tree grows.
• Last, the apples grow. 

As a transitioning to the second part of the story, I asked students, "So what do we do with the apples?" Students quickly turned to the next slide and began to place the images in the correct order. We also made sentences to go along with the second part of the sequencing. 

• Firs, we find an orchard.
• Next, we pick the apples.
• Then, we cut the apples.
• Last, we bake the pie. 

I truly believe that giving my students these sentences and saying them in a rhyming and choral way, helped them as they started their individual writing process. 
As a way to provide the scaffold they needed to be successful writers, we created two anchor charts with some images and words just so they knew where to look if and when they needed support. 
Notice I said, "WE created"! It is very important for students to take part in creating anchor charts...ultimately it is for them to use so it needs to be as kid-friendly as possible. If you just pull-out an anchor chart already created, it becomes just a paper on the wall with no use whatsoever. 

For the first part of the story, I asked students to write their sentences in their notebook. We started with an image and used the image to complete a sentence. We also talked about using our drawings to add to our digital book. 
Some students needed my support more than others, but for the most part, students were very good about completing their story. 

Once students had the first part of the story completed, students began transferring their stories onto a digital platform. The best and most effective platform to create digital stories with lower grade student is www.WriteReader.com. Students have used this app before so they just jumped right in to create their stories. 

Watch my Kindergartners' presentation on YouTube! 

Students were given complete freedom as to where to sit, how to take notes, discussions, etc. They all helped each other as they collected information. Students were super excited to see the pictures in the book and were so engaged in conversations about the topic. Students at a higher level reading and/or language proficiency were very helpful to students who needed more support. 

​Check out this video of students helping and learning from each other!

There's just something about writing what you read that supports comprehension...so I make my students take notes and draw pictures as they read and learn something new. Taking notes on a notebook had two purposes: 

1. The information in the notebook served to organize thoughts and facts.
2. Students could use their illustrations as images for their digital version of the book.

Here are some examples of students' work:

I was very impressed with their work and so were they! They were so excited about sharing with their peers all the facts they've learned!
Once we have collected enough information or at least answered the questions we agreed on, students began to publish their books using WriteReader.com.

Once their book was published, they shared it with one another and read each other's book. It was amazing to see how much reading they were doing and they didn't even realize it. 

Read their published books here: 

We invited Kindergarten, 1st-grade teachers, and administrators to our class the day of our author celebration. ​

Thank you for reading! 

     As a first generation-immigrant, a former English language learner (ELL) and as an educator today, I’m astounded by how my two worlds are colliding. On one side of the continuum, we are given information by the National Center for Education Statistics of the alarming, continuously growing number of ELLs enrolling in U.S. schools.  On the other side, we have educators who are facing one of the biggest shifts in educational practice; not only are teachers responsible for having each and every student access grade-level content, they are now also having to foster English language acquisition and/or dual-language learning.  
     Though this interrelation may be a challenge for some educators, it is an issue that needs attention since it is impacting our future-ready learners. Now the real issue is not what is happening around us but how we are responding to it. A positive way to respond is by growing a classroom culture that is culturally responsive and providing students with effective and/or consistent language support.
     Merging my personal experience with my obligations as an educator, I see the critical need and responsibility to intentionally integrate tools into my lessons that not only highlight but sustain my students’ linguistic heritage. In my experience, WriteReader is the most appropriate and effective resource to use with our diverse students. ​

Thank you for reading!