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Engineering a text is a strategy that embeds scaffolds and supports directly into grade-level text in order to increase student comprehension.
This blog post is the third in a three-part series about the steps one elementary school with 60% ELLs took to increase collaboration between ESOL teachers and content teachers in order to better meet the language needs of ELLs in their school.
One crucial aspect to consider is how collaboration will need to change to be effective with implementing the CCSS for ELLs. To that end, I’ll take a closer look here at teacher collaboration as one way to share the responsibility (and joy) of teaching ELLs the CCSS.
Matching, sorting, and putting things in order can be engaging ways for students to review vocabulary, content, and new concepts.
In this interview with Dr. Palacios, she discusses the qualities of a strong Pre-K program for ELLs and professional development for Pre-K educators.
The full transcript of this interview is available below.
Katy Padilla is a fifth-grade ESOL specialist at Mason Crest Elementary School in Annandale, Virginia, a school with a high percentage of ELLs.
Concept mapping (also known as semantic mapping) is a type of graphic organizer that helps students make these connections.
Accountable talk is a strategy that supports students' academic language development through discussion by giving students key phrases they can use when learning skills such as explaining, agreeing, disagreeing, and justifying.