This blog post highlights how the summer slide phenomenon tends to play out for ELLs and shares some resources for combating summer slide for ELLs.
I want to examine some ideas for using text-dependent questions with ELLs. Since I’m a big fan of writing two-part blog posts, first I’ll outline some big picture issues in terms of what TDQs are and some considerations in writing TDQs for ELLs.
In this post, I’ll highlight some information from Tim Shanahan’s article about background knowledge in American Educator. I’ll then share a table and flow chart adapted from the article that will help you decide how much background knowledge to teach to ELLs.
In this post, I’ll describe the shifts of the CCSS for Mathematics, share Dr. Anita Bright’s analysis of what the new standards will mean for ELLs, provide Dr. Judit Moschkovich’s recommendations for connecting mathematical content to language, and share some resources on the CCSS for Mathematics.