Let's be real, planning weekly lessons in the ESL classroom can be an overwhelming task. Factors include caseloads and the sheer number of students/small groups serviced. Also, heterogenous groupings with a variety of language levels make it difficult to target specific language needs of students. Perhaps you're a new teacher and simply haven't had the guidance yet on planning ESL lessons. Here are a few tips to help make planning less stressful. ESL instruction is often vague because, in most cases, there's no curriculum to follow or even to guide. We are left to our own devices to plan and provide lessons for our students that build language skills in the four language domains of listening, reading, speaking and writing. That alone can make planning overwhelming. Tie in grade level content and setting language goals, and it's a LOT to consider! Let's start with a few pre-planning tips. These will support successful lesson planning. PRE-PLANNING TIPS 1- Lesson Planner Book It's really important to have a place to keep all things planning in one place. I don't know where I'd be without my lesson plan book. Things I keep in my planner in addition to lesson plans are: 1- Student lists with ELP levels broken down by each domain, 2- The curriculum my students are learning in their gen ed classrooms so that I can integrate my ELD lessons with the grade level content whenever possible, 3- A calendar to keep me on track with events that impact my instructional schedule, such as meetings and testing, 4- Language goals and data collection to track student progress. There are some really awesome print and go planners, as well as digital planners out there. Find one that suits your needs AND brings you joy. :) 2- Know Your Students One of our main goals is to take students from their current language proficiency level to the next level. Knowing students and their needs is critical to planning appropriate lessons. Students have an English Language Proficiency (ELP) level, but what does that mean exactly? So, my student has an ELP level 3, but what can she do in each language domain? I won't know what to teach her if I don't know the starting point for her. Look at the breakdown of all 4 language domains and identify the weaker domains for each student. Keep this information in your plan book, or somewhere easily accessible. This is valuable information, but it's a very small piece of data. More importantly, I need to know what my students can do right now. Their latest scores might be 6 months old, so I want to also gather current data. Assessments I give at the beginning to determine starting points: phonemic awareness (newcomers) phonics writing (give a prompt that students have plenty of background knowledge) reading I need to know what level of reading I can expect from students, not just with decoding, but more importantly comprehending. For writing, if my student is a newcomer with little to no English, I want to see a sample of their writing in their native language. This will give a lot of information about the literacy skills new students bring to the table. Once I know what my students CAN DO, I can then plan targeted ELD lessons to meet their language and literacy needs. Without this information, I'd be trying to hit a target in the dark, and that's not servicing the students or myself. 3- Student Placement in Small Groups Each small group, in my opinion, should be homogeneous. I group students according to needs, not necessarily by ELP level, although generally it works out that most level 3 students, for example, have similar needs, but not always. Grouping students with similar needs is key to targeting the skills they need to move from one level to the next. OK, I've got my plan book, my student data and my small groups identified by need. Now what? Tips to Make Lesson Planning Less Stressful 1- Consistent Weekly Activities Incorporate consistent activities that target your students' needs, preferably that don't require planning time, and add them in your plan book every week. For example, I go through my plan book and add "phonics" to certain days for certain groups each week, so that's one less thing I need to plan. I have all the phonics materials on hand, so I simple print out and copy what I need and go. I also do an Idiom of the Week activity and a "Friday Focus on Grammar" for other groups. Those automatically go into my lesson plan book each week as well! Several of my groups have a warm-up activity when they first come into my room. The activity takes about 5-10 minutes, but that's another chunk of time I don't need to plan. My level 1s and 2s have an irregular sight word booklet, and my level 3s and 4s have a Restate the Question writing prompt. Irregular Sight Words - Warm Up Activity Finding consistent and meaningful weekly activities to add to your plan book cuts down on planning time. Other examples of weekly activities: -Grammar lessons (so many possibilities- What do YOUR students need?) -Vocabulary - multiple meaning words, synonyms/antonyms, shades of meaning words, content vocabulary, affixes, thematic monthly vocabulary, etc. -Idiom of the Week -Word Work - Affixes is a great focus area! -Read Alouds -Let's Talk! -oral language activities (purposeful oral language development is so important) One of my favorite "Let's Talk!" activities is projecting a picture and having students talk about what they see happening. It could be content related or simply an interesting photograph. An awesome resource for this is Chuck Dillon's website. He's such a fantastic illustrator! Each picture has tons of action, which means there's never a shortage of things to talk about. Pick a couple of "Weekly Activities" and plug them into your plan book each week. Here's a blog post that shares "3 Weekly Activities that Do Not Require Planning." 2 - "Go-To" Activities These are helpful to have on hand whenever you feel unsure about what to plan next, or you just need a meaningful "filler" lesson. We all need those from time to time. These lessons are still high-quality lessons that target the needs of our students, but they don't require planning time. Some Go-To Activity Examples: PWIM with any picture (picture word inductive model) Inferring using pictures 5 Ws and H using pictures Mind Maps Language Games This Build a Sentence activity uses the PWIM strategy to generate words about a picture. In this activity, we use the words to generate sentences of varying lengths. And on this particular day, I also challenged my students to use position words in their sentences. To start, I ask students to tell me something they see in the picture. The students generate the words and I write them on the board in different colors depending on the part of speech. Students also generate the sentences, and I support with grammar, as needed. It's a great activity to have on hand, as it covers many skills and is easily adaptable. They are "one and done" lesson activities that are meaningful AND build language skills. Having a variety of these resources to pull from definitely makes planning less stressful because I know I have language building lessons that I can plug in whenever needed. 3- Language Function or Thematic Units If you know me at all, you know I LOVE planning and teaching language function units. This truly makes my planning less overwhelming. MOST, if not all, of my students across multiple grade levels work on building language around the same language function, so when I plan, I have one LF in mind for everyone. Whoo-hoo! For example, when I teach the language of Compare and Contrast, I focus on that language with all of my groups. I don't have 10 different groups doing 10 different things; they are ALL learning the language of Compare/Contrast, which makes planning SO much more manageable! Some groups might need more focus on expressive language skills while others need more practice with receptive language skills, but I know that the overarching focus for all is the language of Compare/Contrast. Plus, often times I can reuse lessons with multiple groups. Halleluiah! And by tweaking lessons with some additional scaffolds, I can use them with even more groups. This is a huge time saver! Language Function: Compare/Contrast Language Function: Fact/Opinion Each language function unit lasts about 4 weeks; and once it's planned out, there's not a lot of additional planning that needs to be done during that time period. I don't start a new unit until all my groups are finished, so while I'm finishing up the unit with some groups, I use "filler" lessons with the groups that are already done. To learn more about incorporating language function units in the ESL classroom, check out the blog post links below. 4- Reusing lessons is honestly my #1 tip for making planning more manageable and less stressful. And maybe you can't use an entire lesson with multiple groups, but you can use a portion of the lesson. How many groups can I use this lesson with? How can I tweak this lesson so that I can use it with more groups? Those are questions I ask myself as I plan. RECAP: 1- Incorporate Consistent Weekly Activities (phonics, grammar, vocabulary) and plug them into your plan book each week. 2- Go-To Activities (have a variety of meaningful filler activities on hand) 3- Language Function Units (all groups learning the same Language Function) 4- Reuse Lessons with multiple groups! As I mentioned earlier, sometimes the overwhelming feeling of planning comes from the sheer number of students and groups serviced. Or it could be that our numbers are low, but we service 6-12 grade levels. Many ESL teachers travel between schools. There's a variety of reasons that can make planning stressful. Regardless of the reasons, having these tools in your teacher toolbox can help make planning less stressful. Linked below are some of the blog posts and instructional resources mentioned in this post. Teaching Language Functions with English Learners Language Forms and Functions in the ESL Classroom

Engaging community helper lesson plans for preschool and toddlers. Get ready-made lesson plans, activities, and ideas for this fun preschool theme!

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Do you incorporate growth mindset discussions in your classroom? We have made a concerted effort to keep students motivated by talking about how our mindset determines our ability to achieve success. And we have seen results! Our students are continuously putting forth effort and showing great determination. The sighs and choruses of "I can't" slowly but surely faded into 'a-has' and chants of "I'll keep trying!" One way to ensure that this becomes a central part of our classrooms is to make it a focus from Day 1. Enter our Growth Mindset Collaborative Craftivity! The first days of school are typically filled with many get-to-know-you activities and teambuilding exercises. This activity is all that and includes a growth mindset twist! Students work independently to think about how they can work on their growth mindset throughout the year, and then work together to build a dodecahedron with their classmates. Each student has a point that is only a portion of what will become a star. This provides the visual that when we have a positive mindset AND work together, we can reach the stars! So, what's the activity and how does it work? It is simple, ready to print, and includes little prep on the part of the teacher. Score! First, you will need to download the template from our store. The file includes a blank editable version of the template as well as our growth mindset version, so it is really a steal! Once you have it downloaded, print out a page for each student. The finished project looks great on either colored or white paper. Either way, this works best when printed on sturdy paper like cardstock. This activity is particularly great because it is really open to interpretation. The spaces provided allow the teacher and/or student to choose how they would like it filled in. For example, the "This is me" section can be a spot for the student to write their name or draw a self-portrait. Similarly, the "Growth Mindset Vision" panel can be a spot for the student to draw a picture of how they will be using a growth mindset, something they hope to accomplish through using a growth mindset, or what a growth mindset looks like to them. The possibilities are truly endless. Let the students run wild as they think about how their own mindset will set them up for future successes. Once the sheet is filled out, students will cut on the solid lines. It is VERY IMPORTANT to remind students not to cut on the dotted lines. Those will be for folding in the next step! Now we are ready for those dotted lines. Students need to fold on each of the dotted lines. This will separate the panels from the tabs that will be used for gluing. Start by folding over one panel at a time. Fold the tabs down and away from the triangle panels. To turn each sheet of panels into a point, glue the long tab behind the triangle panel on the opposite end (the 'This is me' panel). Here you can see the 'This is me' panel and 'Reach for the stars' panel are now side by side. Now that each of the students has created a star point, the collaborative portion of the project is ready to begin. Students now begin to connect the star points to one another. A total of 12 points will create one star. Begin by placing two star points next to each other. Glue one tab from point A to one tab from point B. Point A on the left is now glued to Point B on the right. Students will continue gluing in this fashion until there are 12 points. The 12th point is the most difficult to attach, as it will have five points to connect to. This is when a little helping hand from the teacher or another adult might come in handy. When all 12 points are glued together, you will have a star full of positive thoughts ready to be hung in the classroom! We hope your students enjoy this fun activity for the beginning of the school year and that they continue to see its value to their education. Let us know in the comments how else you plan to use the star template in your classroom!

Estimation in the Primary Classroom 2 comments Estimation, Freebies, math How often do you make an estimation? Chances are, it's probably more often than you think. We often estimate how much we're spending as we shop, we might guess how many people are in a room, we estimate the size of things, or how many items are on a shelf or in a box. Estimation is a part of our daily lives, so why not start exposing your students to this skill? Not only is estimation a life skill, but it's fun! Kids love to make guesses and see how they did. Even if their answers are way off, they always enjoy the process of guessing and checking. Here's a peek at how I cover the skill of estimation in my second grade classroom. While estimation can take many different forms, my philosophy is you have to start somewhere, so when I cover estimation, I like to work with a jar filled with objects. It's a great tool for teaching and giving students practice with making reasonable guesses. I bring the jar out every few weeks. So, let's start with the jar. As you can see, it's nothing fancy. It came from Dollar Tree. It's what you fill it with that makes it fancy and fun! But more on that in a moment. My jar is really a canister. ;) It isn't huge either. It's a 32 ounce canister (quart) and it's plastic because sometimes I let the kids handle it and I don't want to worry about glass shattering all over the place. I like to fill the jar with like sized objects. But, I also like to expose my students to objects of varying sizes. For example, one day we may estimate spider rings and the next time around, we might estimate marbles. This gives the students practice with using their reasoning skills while they make educated guesses as to how many given objects are in the container. You can fill an estimation jar with just about anything! Sometimes I buy cute little seasonal trinkets I see, and other times, I use what I have on hand. In the past, I've sent the jar home with a different student each week and let them fill the jar. I've even asked parents to send in items that could be used to fill the jar. Need some ideas for filling your estimation jar? Here are a few you might like: When it comes time to estimate, my students record their estimations in an estimation journal. Before we estimate, I have the students fill in the basics like the date and the name of the object we are estimating, and we talk about making reasonable estimations. I give a few examples and non-examples after I show them the objects outside of the jar. I like to remove one object and show them what it looks like on its own. I walk from table group to table group so they can see this. Then, I grab 10 of the objects and show them what that looks like. As I walk from table group to table group, I talk about how seeing this amount can help them to make a reasonable guess if they take the time to think carefully. As time goes by, I share the trick of roughly counting the number of objects in a row (they need to see the bottom of the jar to do this) and then using repeated addition to approximate the total. For many, this skill is pretty advanced and often ignored, but it's a great way to reach all your learners and to encourage a new level of thinking/reasoning. We spend some time talking about how our estimations are guesses, and that we might be wrong, and that's OK. We also talk about making a guess that makes sense (is reasonable). For example, it does not make sense to guess that there are 900 spider rings in a jar this size, but it might be reasonable guess that there are close to 100. Then, it's time to estimate. I walk from table group to table group and show them the full jar, up close. I make sure each student has a chance to get a good look before moving on. When my students are ready to record their estimation, I have them do so with a crayon. Crayon is hard to erase and is a more permanent means of recording their estimation. Using crayon prevents them from erasing and changing their estimation if it is "wrong." In the mind of many 7 year olds, if their guess doesn't match the actual amount, it's wrong. I want them to understand that it's a guess and therefore doesn't need to be changed. I remind them that if their guess was way off from the actual amount, it just means they need more practice with making estimations. NOTE: When students make their estimations, they are usually pretty far off target in the beginning, and that's OK. Over time, most of them get better at this skill. Just remember, it's an exercise in reasoning and exposure to a skill. I don't grade my students on this nor do I put any pressure on them. It's a fun way for us to practice a skill that will eventually translate into their everyday life. Once everyone has had a chance to make their estimation, it's time to count up all the objects! I leave this to the kids. I place a tray at each table group and dump some of the objects from the jar onto the trays. The students have to work together to figure out how many objects they have. I teach them to group the objects into tens for quick and easy counting. When the groups have figured out how many objects they have, one student reports the amount to me and I write it on the board. Once all the totals are written on the board, we add them up to determine how many objects were in the jar. This is a great way to expose them to adding multi-digit numbers. Then, we talk about how close/far away our estimations were. Finally, the students spend a few minutes drawing the contents of the estimation jar in their journal. You can grab a copy of the journal HERE. Simply copy as many blank student pages as desired and staple them together to create a journal for each student. :) The great thing about estimation is you can cover this skill as often as you want. Any amount of practice is going to be beneficial, and it's always lots of fun for the kids. Happy estimating! DON'T FORGET IT, PIN IT! Share It:

These elementary lesson plan templates can be a huge help! Writing lesson plans and prepping for the week doesn’t have to be an incredibly time consuming process. A little organization and efficient lesson plan templates can go a long way when it comes to saving time writing lesson plans and prepping for the week. In […]

After 19 years in the classroom, I‘ve picked up a few tricks that have saved me from hours reinventing the wheel year after year. The best thing I ever did for myself was complete some upfront work that led to years of little to no prep and planning! Here are my top three work smarter, not harder tips for easy lesson planning: 1. Save and store reusable worksheets and task cards. Classrooms don't have a lot of storage space, but keeping photocopies of the materials your students will use year af

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I've had such a love-hate relationship with data notebooks over the years. I've always worked in "Baldrige" schools that have required every teacher to have a data wall and every student to have a data notebook. My first few years in the classroom, this would be something that I spent my first week of school

One of my goals this year is to explore the Geography materials in more depth with my students. One way I plan to do this is with the help of a set of Geography Command Cards. Hopefully the use of such cards will not only provide meaningful points of interest for the students, but also act as springboards for using materials and conducting individual research. The cards I have printed for are available HERE for free. Thanks to the generous donations of many thoughtful teachers, this site provides many materials available for instant download. The Geography command cards range in complexity of tasks, which is helpful in being able to meet the needs and interests of our mixed age setting. While some cards invite children to explore Land and Water Forms, globes, maps and various extension actives, other tasks include recording information in a 'Land and Water Booklet.' To that end, I decided to make a number of 'Geography Booklets' for this type of work in the cultural curriculum: Covers were made with a little help from Google Images and shipping labels. Inside each booklet is a blend of lined writing paper and unlined pages for drawings, collages, etc. The button and twine closures remind me of genuine field work journals which adds a unique point of interest (not to mention I was able to use up a bag of buttons I have had for quite some time!). As the children work with the Geography materials, these booklets will be filled with their own work and recordings - outlines of maps and puzzle pieces, pictures of land and water forms, lists of continents and countries, interesting facts children wish to record, and anything else that may come up.

Do you have your teaching ideas scattered across notes on your desk, folders on your desktop, and social media platforms? You're not alone! But the Ed Deck makes it easy to find creative inspiration, quickly, when you're lesson planning for your next English class. Inside the deck you'll find forty beautiful cards, organized by color category, explaining strategies you might wish to use during your next class. Looking for a fresh form of discussion? Grab the green cards and choose from fishbowl discussions, silent discussions, Harkness discussions, and more. Need a new project? Grab the yellow cards and consider one-pagers, design thinking projects, literary food trucks, mock trails, and more. You'll also find an included file of blank cards, ready for you to edit to add more strategies you want in your own personalized Ed Deck, as well as a mini-pack specifically for online learning. Teachers love the Ed Deck! Here's what they're saying: "There are some excellent ideas in the tech deck that I have used with my students. I have seen a HUGE increase in engagement with these activities!" " So much creative inspiration in this product. I love your work!" "This is genius! I had been looking at it on Insta and in multiple blogs and debated purchasing. I wasted too much time! This is totally worth it and I LOVE having the reminders and the inspiration!" "I love all of the ideas presented in this deck! If you are a veteran teacher, buy this for yourself and ALL of the new teachers in your department!" "LOVE, LOVE, LOVE this! Cannot wait to use this when we return! Great resource!" "Great tool to help reach reluctant learners (and teachers)! This truly helped me reach others in my attempt to make literacy a cross-curricular initiative!" The cards make a beautiful bulletin board of ideas for your department office or faculty room, or you can keep them in your desk for everyday use. They'll also make a great gift for a student teacher. Many of the cards are paired with a QR code you can access to learn more if the strategy is new to you, and several lead to a blog post where you can sign up to download free related curriculum. Please watch the preview video for a close look at the cards. To prepare your Ed Deck... Choose your file - one is formatted for those with the ability to print double-sided, and the matching QR codes will be printed on the backs of the cards with QR access. The other is formatted for those without the ability to print double-sided, and the matching QR codes are printed in an index you can keep handy if you want to further explore the QR access strategies. Print the Ed Deck in color on CARDSTOCK. Spend half an hour cutting out your cards while you watch Netflix - I recommend The Great British Baking Show, but you do you! *Please note that the editable cards are not available for you to use to make TPT products. Thank you! Questions? I'm at [email protected]. Love the Ed Deck? Please consider leaving a review to share your experience. Looking for more help with creative lessons? Check out my free resources here!

Hey there, fellow English teacher! I want to share what my secondary English curriculum for the first six weeks of school looks like.

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Somewhere along the way, data became a four-letter word. I’m sure it all started back when lawmakers became more focused on test scores and less on students…and High Stakes Testing became the only thing that only mattered… but somewhere along the way, data became a word that was like nails on a chalkboard for teachers. […]

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Getting Started with Making Inferences Making Inferences or Inferring is a skill that begins in the First Grade. This might sound a little crazy because the level of reading in grade one usually doesn't lend itself to inferring. So... at the beginning of first grade or until they have reached a higher reading level, students

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Ever since I visited the Ron Clark Academy and saw the AMAZING teachers there use a stage to help transform their classrooms, I knew I just HAD TO HAVE ONE! As soon as I got back from RCA last October, I started transforming my classroom. A stage wasn't something I could build overnight, so I finished the school year with a makeshift stage. I lowered a rectangular table to the floor and BAM... a stage. It was amazing and my kiddos LOVED it, but... I knew I wanted a bigger and better one so I counted down until summer break when I my dad could hopefully make my dreams a reality. Since posting my stage on my Instagram account, I have gotten lots and lots of messages asking me just how I my dad made it, so I wanted to take some time to lay out all of the details in one place because YOU need a stage too, and you/your dad/husband can TOTALLY make one! How to build your own stage: Step ONE: Convince your Dad/Husband/Boyfriend/Friend to build it for you! HAHA! Ok... if you haven't caught on yet, it was MY DAD that built the stage, not me. I am blessed with a rockstar Dad who does woodworking in his spare time and he was kind enough to help me out. I painted and assisted in the heavy lifting, but the brains behind the operation was definitely my dad. Ok - Have you grabbed someone to build it for you or at least assist you?! Haha! Although I have utmost faith that you can complete this project yourself, it would still be easier for you if you have a partner to help you do the heavy lifting! As you start gluing/nailing things together, your stage will get really heavy. If you've found your builder/assistant... you are ready for step two. Step TWO: Go to Lowes and grab your items! What you'll need: -three 3/4 inch pieces of plywood -wood glue -large nails -three sets of door hinges (we put three hinges on each door) -paint Step THREE: Alright gang... It's finally time to build! We built two different 4'x4' squares so that the stage would be easier to transport. The two squares together makes my large 8'x4' stage. The entire stage is 9 inches tall. First, grab two pieces of plywood and cut each of them in half. You now have your two tops and two bottoms. The remaining piece of plywood will become your sides and bracing inside the stage. Side/bracing lengths: 4' long/9"tall Once you have all of your pieces cut, glue your bottoms and sides together and reinforce them using nails! You will also need to glue/nail in your bracing inside. The bracing is SO important for safety and support, so don't leave those out! Step THREE B: If you want to get fancy, you can add trimming to the pieces that will go around the top and around them bottom. My dad also cut out hand holes in the sides of the stage to make for easier carrying. Step 4: Paint everything! I chose to paint the outside of my stage yellow, the top black, and the inside white. Stage 5: Once you've gotten everything painted, you can then attach the top of your stage to the bottom using door hinges. We chose to put the hinges INSIDE the stage so that the metal pieces weren't showing on the outside. You can just put them on the outside if that is easiest for you. (Amazon Affilate links are provided in this post for your convenience.) Step 6: Once everything is painted and attached, you are ready to haul your stage to school and MAKE MAGIC HAPPEN! (Super fun lights under my board can be found on Amazon HERE.) If you have any additional questions, please feel free to leave them in my comments and I'll ask my Dad if they are questions I don't know how to answer! I truly believe EVERY classroom should have a stage, so I hope you will get to building! You can do it!

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Daily Single Subject Lesson Plan Template Secondary from sub lesson plan template, image source: pinterest.com