Assessment and Instruction for ELLs: General Classroom Practices - The Benson Series, Part III9/26/2017 by Julia Benson, K-12 ELL Teacher The following are some general classroom practices from the book Differentiating Instruction and Assessment for English Language Learners by Shelley Fairbairn and Stephaney Jones-Vo. After you have read through these ideas, please let me know if there is anything I can do to help you develop some differentiation strategies for general classroom practices.
When Possible, Use Students’ First Languages to Support Learning
Fairbairn, Shelley and Jones-Vo, Stephany. Differentiating Instruction and Assessment for English Language Learners. Caslon Publishing, 2010, Philadelphia.
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Discussion Post: Procedures That Make a Difference
This is not a post about me being an expert, but rather a call for all of us to share our knowledge when it comes to managing our classrooms. The other day the parent of a now 7th grade boy told me how much her son loved Mrs. Suhr’s class because she was clear on expectations and consistent about following through with consequences. He is the kind of kid who has no problem taking any opportunity to goof off, but really felt relieved and freed up to learn when in Mrs. Suhr’s classroom because of the structure. When parent teacher conferences rolled around this students was deemed “delightful” and his parents were shocked. What procedure do you have that makes a big difference for your classroom? Comment below so we can learn from each other! By Julia Benson, K-12 ELL Teacher
If you are interested in a full understanding of programming considerations for our district’s plan for serving ELLs, I would be glad to email you our district’s Lau Plan, which is updated and filed with the state each year. It is a plan I aspire to truly implement. It is not just a document filled with fluff to simply meet state requirements. This is a document that, of course follows a state template, but implements research-based programming and has been written by and updated by a team of people in our district who work with and have a vested interest in the academic as well as life-long success of our ELLs. If you have ideas that can help me at the programming level, please let me know. If you are interested in serving on the writing committee for our district’s Lau plan – I would greatly welcome that! Fairbairn, Shelley and Jones-Vo, Stephany. Differentiating Instruction and Assessment for English Language Learners. Caslon Publishing, 2010, Philadelphia.
Key Consideration for Differentiation for English Language Learners - The Benson Series, Part 19/7/2017 by Julia Benson According to Shelley Fairbairn and Stephaney Jones-Vo in their book Differentiating Instruction and Assessment for English Language Learners, teachers must know the basics of intercultural communication and the language acquisition process to help students learn content and language simultaneously. In addition to meeting with teachers to discuss ELL students and intercultural communication and language acquisition as it pertains to individual students, following are key considerations for classroom teachers. Factors relevant to both content achievement and language acquisition for ELLs:
students’ educational histories and where they are in their individual journey of acquiring English. For many students, they know English very well, but may struggle with academic English. For others, they may need help with learning the grammar of English. And for newcomers to the United States, they may need a crash course in social English before moving onto academic English. Fairbairn, Shelley and Jones-Vo, Stephany. Differentiating Instruction and Assessment for English Language Learners. Caslon Publishing, 2010, Philadelphia. |
PurposeA blog dedicated to discussing instructional practices and reflecting on why we do what we do.
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