ELD Weekly Bulletin

Title III/ELD Listserv - November 16, 2015

What Makes You Say That? Reasoning with Evidence

*Please see the WIDA 2012 Amplified Standards which model Complementary strands by integrating the Language of Visual Arts within the English Language Development framework.

by ArtLeast

We worked on the topic of urbanization with my 6th grade students (11 years old). The idea was to discuss the evolution of cities from antiquity to present time, urban growth around the world and relevant issues, and to deal with aspects of modern city life as they and their families experienced them. On starting the topic I presented them with two paintings by Cyril E. Power and LS Lowry, 20th century English artists of the emerging modern city.

First, I showed them Power’s painting, The Tube Train. I did not give any background information about the painting just encouraged students to observe it quietly for a couple of minutes. Then I asked them:

What’s going on in this painting?

What do you see that makes you say that?

What more can you find or think about when looking at this painting?

Read more on how this strategy supported both oral and written language development for English learners.

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Using Graphic Organizers with ELLs

by Terri Sigueza

Graphic organizers are a great tool to use when teaching English language learners (ELLs). Visual illustrations allow ELLs to better understand the material while learning important vocabulary.

Graphic organizers are most useful to ELLs when presented in small group activities. During the activities ELLs benefit from opportunities to work cooperatively — students are able to discuss and share their thoughts as they begin to contribute to the group effort. When ELLs use graphic organizers, they show achievement benefits across a variety of content areas, in all grade levels.

Read more about using graphic organizers to support ELLs in your classroom.

Check out these great graphic organizers from Dallas ISD Multilingual Office.

Graphic organizers

Scaffolding the Flipped Classrom for ELLs

by TheDigitalSandbox

The "Flipped Classroom" provides avenues for teachers to become facilitators of learning and move away from the sage on a stage approach to teaching. One of the greatest differences of the flipped classroom to traditional practices is how scaffolding techniques are use to support reasoning and the development of problem solving skills. In this first part of a two part article on scaffolding, author Mike King will explain the differences in meta-cognitive scaffolding and student support scaffolding in traditional classrooms.

Instructional content support plays an important role in designing and delivering developmental schemas within the flipped classroom. Through a technique known as scaffolding the flipped classroom teacher can provide the necessary strategies to ensure exactness of knowledge for content development. Scaffolding instruction within the flipped the facilitator of knowledge scaffolds or supports the learner’s development. The activities designed within the flipped classroom (group work, questioning, or synchronous instruction) should provide the scaffolding of instruction that is set for the learner at the correct level of complexity and difficulty. The facilitator provides the scaffolds (learning structures needed) so that the learner can accomplish (with assistance) the tasks that he or she could otherwise not complete, thus helping the learner through the Zone of Proximal Development.

Read more on scaffolding instruction within the flipped classroom with your English learners.

How classrooms look around the world — in 15 amazing photographs

by Valerie Strauss

To mark last month’s World Teachers’ Day (sponsored by UNESCO , the United Nations Educational, Scientific and Cultural Organization), photographers from Reuters took pictures around the world of educators with their students in a telling exhibit of the very different circumstances under which children attend school. Here are 15 pictures taken by Reuters photographers, revealing the spectrum of “classrooms” — from those with literally no resources to those well-stocked and housed.
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New Resource Guide Helps Undocumented Students Achieve Their Dreams

by Karen Vanegas

On Tuesday, October 20, 2015, the U.S. Department of Education released a resource guide to support undocumented students in high school and college. The guide aims, “to ensure that all students have access to a world-class education that prepares them for college and careers.”

The effort will help individuals and organizations invested in education better support undocumented youth, including Deferred Action for Childhood Arrivals (DACA) recipients. The guide’s objectives include: helping educators and school staff support undocumented students academically, debunking misconceptions and clarifying undocumented students’ legal rights, sharing information about financial aid options, and supporting youth to apply for DACA consideration or renewal.

Celebrating the New Executive Board for the Oklahoma Association for Bilngual Education

The new executive board for the Oklahoma Association for Bilingual Education was voted in at the OABE 2015 Conference this past weekend. We are so excited by the Tulsa PS representation on the board! #successtps

President: Kelly Forbes, Principal, Zarrow IES, Tulsa PS
President-Elect: Julio César Contreras, Instructional Leadership Director, Tulsa PS
Treasurer: Anastasia Mendoza, Stillwater PS
Secretary: Cara Lovell, ELD Teacher, Rogers College JH, Tulsa PS
Historian: Cheryl Huffman, Cheryl Huffman & Associates
Newsletter Editor: Chris Culver, Communities in Schools, Hamilton ES, Tulsa PS
Past President: Sharon Bellew, Tenkiller PS
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The Chinese Exclusion Act & Immigration in America

A NEH Summer Institute for School Teachers hosted by the Museum of Chinese in America (MOCA) and supported by the National Endowment for the Humanitites

Program dates: July 10 - 22, 2016
Location: Museum of Chinese in America, New York City
Director: Dr. Jack (John Kuo Wei) Tchen, NYU
Project Director: Joy Liu, MOCA
Educational Advisory: Dr. Judy Yu, Ed.D.

The Chinese Exclusion Act and Immigration in America is a two week NEH Summer Institute at the Museum of Chinese in America (MOCA) in New York City. The Institute provides K-12 teachers with the opportunity to learn from leading scholars in the field and work with primary materials and artifacts. Participants will also develop pedagogical approaches for integrating these unique objects and original documents into their local school curricula and explore new perspectives on the history of immigration, citizenship, and what it means to be American.

Click here for more information about the application process and travel costs.
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ELD Department Meeting Recap

It was great to see everyone at the ELD Department meetings on Thursday, November 12. Please see the agenda and resources shared during the meeting below.

Title III/ELD Upcoming Events

Title III Events for the Week of November 16th:
November 17th, 3:30pm - FELL Monitoring Training (Elementary)
November 17th, 4:00pm - Spanish for Educators (Edivate)
November 17th, 4:30pm - FELL Monitoring Training (Secondary)
November 19th, 9:00am - Interpreter & Translator Training (Edivate)
November 19th, 1:00pm - White House Task Force on New Americans Educational and Linguistic Integration Webinar Series: Investing in Young Leaders (Webinar Registration)
November 19th, 3:30pm - SIOP Seminar: Building Background (Elementary)
November 19th, 4:30pm - SIOP Seminar: Building Background (Secondary)

Register in MyLearningPlan unless otherwise noted.

Click here to view the Title III/ELD Calendar