The start to the school year for newcomer ELLs can be overwhelming and nerve-wracking. It is our job to set them up with tools to help them feel comfortable exploring a new language in a
Verb Tenses are different forms of verbs describing something happened in the past, happening at present or wi
If your non-English speaking students aren't ready to do the regular class work, what should you have them do instead? This handy tool can help.
The choice between the phrases there is and there are at the beginning of a…
Today I wanted to see how well my students were internalizing our perimeter and area explorations, so I gave them a cooperative task to complete. The timing was perfect as I was missing 5 students for early spring break starters–so it seemed like a great plan for a Friday before break! Area and Perimeter Problem […]
Teaching area is engaging and authentic with this hands-on applied math activity! Students arrange furniture to find the area and perimeter of their house.
District specialist Valentina Gonzalez says English learners need "massive opportunities" to use academic language in class. She shares 10 teaching techniques.
Today I wanted to see how well my students were internalizing our perimeter and area explorations, so I gave them a cooperative task to complete. The timing was perfect as I was missing 5 students for early spring break starters–so it seemed like a great plan for a Friday before break! Area and Perimeter Problem […]
There are SO MANY fun methods for teaching area and perimeter that keep students active, moving, and engaged; here are my favorites.
There are SO MANY fun methods for teaching area and perimeter that keep students active, moving, and engaged; here are my favorites.
At his Ohio farmhouse, Nick McCullough creates order and elegance in wide-open spaces.
How to find the area of regular and irregular polygons with formula
Matchbook chapter summaries super simple and fun project that you can have your students complete during your next novel study.
As an ESL teacher, I often hear from classroom teachers that they don't always know where to start when it comes to working with beginning English language learners (ELLs), or newcomers, in small group instruction. In this post I'll share a typical "guided reading" lesson that I would give to my beginning ELLs, as well as a glance of at what a typical week would look like. Let me start by saying, the very first thing I do before I start instructing my newcomers is, I assess what they already know. First, I see if they have literacy skills in their native language...can they read and write? Then, I see if they know alphabet letter names and sounds. Next, I assess their reading level. Since they don't have English literacy skills yet, their reading level typically starts at level "A" (emergent). I can say that most students do have some literacy skills in their home language, and often times, many know some letter names and sounds. So now I've got my starting point! When I first begin working with my newcomers, the main components of reading that I typically focus on are building vocabulary, phonological awareness/phonics and sight words. So a typical week would encompass all three of these skills. Down the road I add comprehension skills, but they are not ready for that yet. Step 1 - Choose an appropriate book. I carefully select books that have relevant vocabulary. For the most part, my main focus is to build their vocabulary. The literacy skills in their native language will transfer to their new language, however, they have an extremely limited vocabulary, so... vocabulary, vocabulary, vocabulary! I chose this book because I wanted to teach my students the word "big." It's also about animals, and I know that most kids are interested in reading about animals! I used gestures to SHOW them what "big" means. It's important to be mindful of your students' age when picking out books. You don't want to give 4th-6th graders books about bunnies or teddy bears. Try picking age appropriate books; which I know can be a challenge if the selection is limited, but you don't want your students feeling embarrassed. Step 2 - Preview the book. Point to and say each animal's name and have the students repeat the names back to you, keeping in mind to speak clearly and to enunciate the sounds in each word. It's important for them to hear how to pronounce the names. A side thought...Think about "A" level books... they are not created with English language learners in mind. "A" level books have repeated sentences, which are GREAT, but they also have very specific vocabulary that students are expected to decode using picture cues. In the book my students read last week, the repeated sentence was, "We go to the _____." The pictures show the family in different locations like the pool, park, library, soccer game, etc. In one picture the family is standing in front of a large fish tank. If I asked English only students where the family is, some might say a fish store or they might even guess aquarium, depending on their background knowledge. Then they'd cross check their thinking with the word and see that it begins with the letter "a" and hopefully they'd say, "It's an aquarium!" But our newcomers don't know what a big fish tank place is called in English, so it's important for us to support our students by saying the names of each vocabulary word. Step 3 - Choral reading! Newcomers feel more comfortable in a choral reading setting. They need help pronouncing the words. They need to hear YOU pronounce the words. Choral reading helps to keep anxiety levels low. (In a few weeks, the choral reading decreases and I will start focusing on decoding.) Step 4 - After reading, review the animal names. Point to an animal and see if they can remember the name. Perhaps make a matching activity with animal pictures and names. Support as needed. Encourage a LOT! Step 5 - I always provide a guided writing activity based off of the book we just read. I use sentence frames to support their thinking and writing. Sometimes I create my own, like the picture below, and other times I'll use a graphic organizer as a follow up activity. On this day I wanted them to understand the meaning of "big," so their writing supported this goal. As they finish their writing activity, I'll ask each student to read some of their writing to me. Then they'll draw a quick picture, which I always ask them to label. I know that my newcomers don't understand every word in the book, and that's OK! They are being exposed to new words and ideas in a repeating format. I want them to get used to the structure of our lessons so that they know what's expected. So, here is what a typical week of small group work entails for my newcomers. Knowing what the focus is each day helps me to zone in on their learning goals. The variety keeps it fun and interesting, yet it's consistent so they know what's expected. As you can see, on Tuesdays I include direct vocabulary instruction, either using the vocabulary from the book, like the animals, monthly themed vocabulary, or content area vocabulary. October Themed Vocabulary (along with sight words and phonics review) One vocabulary activity I have my students do is called the K.I.M. Strategy. In their notebook they write the key word (K), important information (I), sketch a memory clue (M) and write a sentence (S). For my newcomers, I leave out the (I) portion. They are not ready for adding "information." Right now the goal is for them to learn the names of things and simple sentence structure. My higher ELLS definitely include all components of the K.I.M. Strategy in their notebooks. This is what the K.I.M. Strategy looks like. And this is how it looks modified for my newcomers... On Thursdays, I focus on building sight words. When teaching sight words, it's important to teach them in context. Your beginning ELs need context in order to make meaning of the words. I pull a sight word from our books and I include an extension activity with that word. (A link to this resource is provided at the bottom of this post.) I do teach sight words throughout the week, but on Thursdays we always have an extension activity for one of them. As an "exit ticket" I have them orally use the sight word. Today, I asked each student, "What can you do?" And they responded with "I can _____." Then they get a high five, a sticker (big kids like stickers too!), or some encouraging praise. I also include Word Study activities in my small group work. I like using the sorts from Words Their Way. Each Monday they receive a new spelling pattern. Remember, I assessed my students to see what they already knew. Most already knew initial sounds, so I started them with word families. If they did not know initial sounds, I would've started there. I do have one student in this group who does not know many initials sounds, so I spend a little extra focus with him on initial sounds. This resource is from "Words Their Way." My newcomers use this activity to learn spelling patterns AND vocabulary. They are introduced to their new word list on Mondays, then they have independent activities to do with their word list throughout the week in their gen ed classrooms. (It's so important to set newcomers up with meaningful activities that they can work on independently during Reader's Workshop.) Below is their Word Study Activities list. It gets glued into their Reading Notebook. On Tuesdays, Wednesdays and Thursdays they work on their independent activities. Friday is Word Study Quiz day! FREEBIE - Click Here And that's what small group instruction looks like with my newcomers. To recap, assess what students can do to evaluate your starting point. Focus on building vocabulary, sight words in context, word spelling patterns and choral reading to start. My guided reading lessons usually looks like... preview the book, front load main vocabulary, choral read, and end with a guided writing activity with sentence frames. Here's a TIP: Many times I make my own guided writing activity based on what I want the students to learn from the book. I'll write the activity in my notebook, make copies, cut them to size, then have students glue it into their notebook. Keep this notebook! You may get a newcomer next year, and when you do, many of your guided writing activities will already be made. You'll just need to find the book that goes with the activity. My notebook where I write out the guided writing activities. I know that many school districts lack ESL resources and often times the classroom teacher is the only one providing instruction. Knowing where to start with beginning English learners is probably the biggest challenge. I hope that this post gives you some ideas about where to start and what to focus on with your new students. To read more about the K.I.M. Strategy, click here. Affiliate links below for Sight Words and Word Study.
The vintage floral motifs of this versatile area rug offer a light-hearted approach to luxe living. Patterns range in design and inspiration, from handheld fans of ancient Japan to the geometric tribal designs of the high desert, each captured in gorgeous shades of blue, red, green and gold. The ultimate combination of creativity and craftsmanship, hand-hooked construction and polyester pile bring out the saturated colors and sumptuous textures of each distinctive floorcovering design. Material: 100% Polyester Backing: Cotton Construction: Hand Hooked Indoor/Outdoor: Indoor Style: Casual Pattern: Geometric Pile Height: 0.37 Weight (Lb): 3.9
Here's a little something that I created to help my students practice determining surface area.
This Belonging and Contributing checklist is a quick way for you to track where your students are as well as what growth they've made through the 3 terms. It includes the same look fors for all 3 terms, so you can easily use these as a quick assessment tool to see you can quickly see which skills they've gained and when. As well as the areas in which they are struggling. This can be used both for French and English - it is not language-specific! Click here for a preview.
What is a clause? A clause is a grammatical form that has a subject and a predicate. Two main types are independent and dependent clauses. Different types of clauses are explained here with the help of examples.
Critical thinking questions include, 'Why is this important? What are the causes and effects of this? How do we know if this is true?"
Top 10 IKEA Hacks 2023 - a list of the most genius ideas for altering IKEA items into new personalized objects, different functions and decor style.
These engaging strategies to incorporate movement in the classroom are perfect for the fidgety students & kinesthetic learners in your class!
The best 6 country walks in the Cotswolds with detailed hiking instructions, highlights and a map to download for each walk.
***PLEASE NOTE: This is a digital pattern only! You are not getting an actual amigurumi!*** A very detailed 12-pages step-by-step PDF, with lots of pictures, to make a realistic cocheted Snoopy using the amigurumi technique. DETAILS: - Skill level: beginner to intermediate - Pattern available in English (US terms), Spanish (Spain terms) and Italian - Instant download - The finished amigurumi measures aprox. 18 cm (7 inch) worked with a 3 mm hook - Pattern use: individual use for non-industrial production - Allowed the selling of the final product (NOT the pattern), crediting Amigurinos as the designer. MATERIAL NEEDED: – 1 yarn ball white (about 60 gr) and 1 yarn ball black (about 20 gr) – A 3 mm hook, or the most fitting hook for your yarn – Stuffing – Tapestry needle, stitch marker and ball-point pins HOW TO DOWNLOAD THE PATTERN: If you purchased as a guest: - Wait for a confirmation email from Etsy (check the spam folder!). Should arrive after few minutes - Click on the download link you'll find on the email from a computer, NOT the app. If you have an Etsy account: - Log in to your Etsy account from a computer, NOT the app. - Go to your profile (upper right corner) - Click on “Purchases and reviews” and find the pattern. Click "Download files": you will enter a download area. - Click the white download button on the right and choose where to save the files. Enjoy! *********************************************************************************** I've been making and selling amigurumi locally and on craft fairs since 2012, so I design amigurumis that are easy to make and sell well. Each one of my designs has been tested more and more until I'm happy with the look, size and weight. I try to write my patterns in the most exhaustive way and I make pictures along all the process to help you with assembling and sewing all the parts (the part I enjoy the less about amigurumi making!) Feel free to contact me anytime! Happy crocheting!
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If you are tired of assigning final unit tests in math, this Area and Perimeter project is perfect for you! This no-prep, project-based learning task will require students to use their math and critical thinking skills to create an Area and Perimeter Zoo. Students will select animals they want, consider spacing (area) requirements, create spaces that are suitable for each exhibit and calculate the area and perimeter of each space. They will also create an advertisement for their zoo when it is complete. UPDATE: Now available for Google Slides so you can post it to your Google Classroom for differentiation or digital learning. What's Included? Project Outline with requirements Project Outline with blank space in requirements (if you'd like to write your own in) Size Guidelines (a page that tells students the minimum area required for each type of animal - this is optional) Planning Pages Planning Grids (to draw the zoo out) Construction Phase (for calculating area and perimeter) Good Copy Grid Paper Advertisement Assignment (2 versions, 1 filled in and 1 blank) Self Assessment Rubric Rubric with no self-assessment This is printable and digital for Google Slides. The Google Slides version includes a video tutorial you can share with your students. Feel free to check the tutorial out here to get a look at the project, digitally: https://youtu.be/8gw5r1PBjZU OTHER TEACHERS ARE SAYING... ⭐️⭐️⭐️⭐️⭐️ "My Grade 3's loved doing this project at the end of our Area & Perimeter unit during Distance Learning. They had a lot of fun creating their own zoos and enjoyed the chance to use their imaginations. A lot of the students wanted to share their work with their peers and enjoyed the Media Literacy connections (making a poster). I really appreciate the tutorial for this project, it was very helpful! Thanks!" ⭐️⭐️⭐️⭐️⭐️ We used this to wrap up our area unit. The kids loved taking what they learned about area and applying it to a project. I loved that I could differentiate and use paper copies for some kids and digital for other kids. It was awesome having access to both forms. _________________________________________________________________ Want to SAVE MONEY on TPT? Consider leaving feedback! For every review you leave, you earn points that you can put towards future purchases. Simply go to "My Purchases" to leave a review on products you have purchased. Follow Me to receive updates on new products. All of my products are on always on a significant sale for the first 24 hours. Let's Be Friends! Check out my blog for tips and a free resource library! Instagram | Pinterest
Determine the Left and Right directional position in this printable worksheet.
students might need some direction to find missing lengths first the bottom right hand one (4) can be worked out a fine problem from Khan academy NCTM problem maths challenge 39 students aim for a generalisation, which they may be able to prove
