The moment had finally come. Far too much bad blood existed between the colonial leaders and the crown to consider a return to the past. More and more colonists felt deprived by the British not only of their money and their civil liberties, but their lives as well. Bloodshed had begun over a year ago and there seemed little chance of a ceasefire. The radical wing of the Continental Congress was gaining strength with each passing day. It was time for a formal break with mother England. It was time to declare independence.
This link provides multiple resources for teachers that work with ELL students. There are multiple tabs that can provide you with up-to-date articles about ELL instruction and learning, lesson plans, various activities, and videos.
The focus of this lesson is to provide an opportunity for children to develop oral language skills and to record their oral language to share with others.
This particular roadmap features all of the COLLABORATIVE designed activities for the "Ancient Civilizations Roadmap Unit View (revised)" resource. You could distribute this roadmap to students for work that they complete synchronously with partner(s) as part of their learning path in the unit map.
Compare and contrast writing for English Learners using social studies content. Scaffolds include multimedia support, partner work, jigsaw protocol and sentence frames. This roadmap presents the UNIT view (including solo and collaborative tasks). There are two additional roadmaps for distribution that would be helpful when teaching the unit - Ancient Civilizations Roadmap- Solo Activities + Ancient Civilizations Roadmap- Collaborative Activities.
This version of the classic holiday story has been slightly abridged and lightly adapted for advanced students of English language. The text includes comprehension checks, discussion questions, and collaborative activities.
Students explore the idea of ńcrossing boundariesî through bilingual, spoken-word poetry, culminating in a poetry slam at school or in the community.
This video presentation shares the challenges and rewards of working as a Title 1 principal in a school that serves students with high-needs. You will get to understand the challenges and how they were addressed. It is very encouraging for principals and teachers.
This letter provides policy guidance that has been issued to provide recipients with information to assist them in meeting their obligations and to provide members of the public with information about their rights under the civil rights laws and implementing regulations that the Departments enforces.
This video presents a Classroom Close-up lesson that helps English learners develop their language skills in a meaningful way. English learners will be provided with an autobiography assignment that gives ELs the opportunity to research their family histories and hone in their writing and speaking while encouraging and building their confidence.
This publication is additional guidance for states, districts, and schools and was produced by the National Center for English Language Acquisition (NCELA) under the U.S. Department of Education. This resource is essential to following the obligations under federal law to ensure that English learners have equal access to high-quality education and achieve their academic potential.
Formulating, organizing, and presenting ideas clearly in writing. Reviews basic principles of rhetoric. Focuses on development of a topic, thesis, choice of appropriate vocabulary, and sentence structure to achieve purpose. Develops idiomatic prose style. Gives attention to grammar and vocabulary usage. Special focus on strengthening skills of bilingual students. Successful completion satisfies Phase I of the Writing Requirement. The purpose of this course is to develop your writing skills so that you can feel confident writing the essays, term papers, reports, and exams you will have to produce during your career here at MIT. We will read and analyze samples of expository writing, do some work on vocabulary development, and concentrate on developing your ability to write clear, accurate, sophisticated prose. We will also deal with the grammar and mechanical problems you may have trouble with.
Students will explore five different "Discovery Buckets". These buckets will give them opportunities to practice expressing both their thoughts and feelings. Main Curriculum Tie: English Language Arts Kindergarten Speaking and Listening Standard 6, Speak audibly and express thoughts, feelings, and ideas clearly. We recognize that an increased ability to communicate thoughts and feelings gives children the skills they need in their interactions with others. Acceptance by peers is not only correlated with positive attitudes toward school; it is a powerful predictor of social adjustment throughout life. This lesson helps children understand their emotions and how to appropriately express thoughts and feelings with others.
This guide is found on the Colorín Colorado website. This guide shares twenty big ideas to help school leaders build a strong home-school partnership.
This book contains 10 easy picture stories for beginning students of English. The stories have a Lexile level of 100L-500L and address common home and school situations. Each story includes images, self-correcting comprehension exercises, and a conversation prompt.
This checklist may assist you in bridging your child’s transition from home to school and give your child the best chance at success in learning and life. While your child’s education begins at home, this tool provides you with a set of questions to ask and important issues to consider when approaching your child’s teachers, principals, and counselors about their development. It can be hard to know how to support your child’s learning as a parent or caregiver, but asking your child’s educators the right questions is a good place to start.
Follow an Iraqi refugee and learn how his experience in an inclusive charter school has helped his English language skills, in this video from NOVA: School of the Future. In 2013, high schooler Murtada Mahmood arrived in Massachusetts from Iraq speaking only broken English. Because he was placed in a class for English learners (ELs) and separated from the school’s student body, his language skills suffered. After switching to KIPP Academy in Lynn, where ELs are included in regular classes, Mahmood’s self-image improved. As his English skills developed, he raised his expectations for what he could accomplish. This resource is part of the NOVA: School of the Future Collection.
- Language Education (ESL)
- English Language Arts
- Material Type:
- Teaching/Learning Strategy
- Amanda Hampton
- Anthony Abraham Jack
- Charles Fadel
- Clint Smith
- Courtney Stevens
- David Daniel
- David Rose
- Eve Ewing
- Excerpted from NOVA: School of the Future. Third party materials: NBCUniversal Archives
- Helen Neville
- John Gabrieli
- Joshua Gooley
- Kate McLaughlin
- Kimberly Nobel
- Larry Rosenstock
- Laurie Cutting
- Lise Yasui
- Mariale Hardiman
- Martha Farah
- McGovern Institute for Brain Science MIT.
- Rachel Dretzin
- Russell Chou
- Sabin Streeter
- Sheila Ohlsson-Walker
- Stephanie Cawthon
- Steven Lockley
- Terry Jernigan
- The J.A. and Kathryn Albertson Foundation
- University of California San Diego
- Wazee Digital
- Yong Zhao
- Date Added:
Learn English in Spanish: Improve your English vocabulary with GCFLearnFree Reading program! Fun activities and videos will help you master 1,000 common English words. Reading and listening to texts will improve your ability to speak, read, and understand English.
Help Spanish-speaking English-language learners unlock the mysteries of their new language by using a bilingual book to recognize unfamiliar words and construct meaning from the text.
Spark the engagement of English-language learners or reluctant readers with the graphic novel "Maus". The visual information provided by the genre serves as a support for reading and critical engagement.
Creepy crawlers, hoppers, and fliers are the focus of this lesson in which students chorally read poems about insects and use the Internet to locate facts about their assigned insects.
Students whose first language is not English reflect on nature through readings, a visit to a green area, and bookmaking using the writing process and peer feedback.
This book contains three levels of interactive grammar lessons and reading activities for beginning students of ESOL (English for Speakers of Other Languages). The grammar section includes a select set of YouTube videos, and the three original readers include short picture or chapter stories. Each lesson is accompanied by self-correcting exercises.
This resource provides tools and resources for ensuring meaningful communication with limited English proficient parents. This resource has been provided by the U.S. Department of Education as part of the EL Tool Kit.
This book contains nine short stories about people and places of Portland, Oregon written for beginner students of English (lexile range of 300-500). Each story has approximately 150-250 words. It is formatted as a picture book with approximately 1-3 sentences per illustration. Each story is accompanied by a set of self-correcting comprehension questions and a speaking prompt. All images are public domain except where noted in the alt text.
ASF presented a virtual conversation between artists Jeanette Ehlers and La Vaughn Belle on “Race in the Colonial Past and Present,” moderated by Ursula Lindqvist, exploring the history of Denmark's colonial presence in the mid-17th century and how it has since affected representation.
In 2018, Virgin Islands artist La Vaughn Belle and Danish artist Jeannette Ehlers created the monumental public sculpture entitled I AM QUEEN MARY, the first collaborative sculpture to memorialize Denmark’s colonial impact in the Caribbean and those who fought against it. In this program, listen to the two artists discuss colonialism and how commemorative representations can impact the public discourse surrounding Danish colonial history. What do these representations mean for people of African descent living in the Nordic Countries? What do they mean to the Virgin Islands? And how can they intervene in the historic, current and future relationship between Denmark and the Virgin Islands?
The Sheltered Instruction Observation Protocol (SIOP) was developed by Jana Echevarria, Mary Ellen Vogt, and Deborah J. Short. The SIOP lesson plan makes content material more comprehensible to English Language Learners. This lesson clearly defines content objectives and language objectives.
This book contains nine short stories about natural wonders of Oregon written for high-beginner/low-intermediate students of English (lexile range of 500-600). Each story is approximately 225-250 words long and features a picture, a set of self-correcting comprehension questions, a writing prompt, and full citations of sources with links.
Reexamination of the Insular Cases
Decided by the U.S. Supreme Court in the first decade of the 20th century, the Insular Cases are a series of decisions that established the status of the residents of territories which had recently been acquired by the United States during and immediately after the Spanish-American War. These cases remain the basis for the relationship between the territories and the rest of the United States.1 Many attorneys in the territories say the Insular Cases are the reason they went to law school. However, the Insular Cases are much less well known outside of the territories and are not included in some law school curricula.
Learn how an early childhood education program uses dramatic play and storytelling to help pre-K students learn English with this video and educational resources from PBS NewsHour from November 23, 2015.
Looking to help students practice "reading" images for a variety of contextual meanings while engaging in content area study? This lesson uses images of the Boston Massacre to deepen students' comprehension of both the event and the effects of propaganda. Students begin by completing an anticipation guide to introduce them to Boston Massacre, propaganda, and British/colonial reactions to the massacre. They then complete an image analysis to make inferences about various images of the massacre. The culminating activity-a presentation about students' observations and inferences-demonstrates students' knowledge of the Boston Massacre and propaganda in a variety of ways. This lesson benefits English-language learners (ELLs) and struggling readers because it involves viewing images, participating in discussions, working with peers, and listening to a read-aloud that reinforces the lesson content and vocabulary.
The St. John Heritage Collective hosts a panel discussion regarding the importance of Virgin Islands Creole.
The WIDA Language Development Standards Framework is intended to guide teachers working with EL students. WIDA believes that language development standards are the driving force of equity for multilingual learners in curriculum, instruction, and assessment. The goal is for teachers to best serve ELS by teaching content and language together in linguistically and culturally sustaining ways.
In this lesson, designed for a heterogeneous group of students that includes English-language learners, students work together to plan a website based on their home knowledge. An introductory lesson outlines the structure and components of simple websites (home page, titles, headings, links). Students take home and complete a bilingual student and family interest survey, then work in groups of four or five to identify common themes among the responses. Each group makes a flow chart to think graphically about the contents of their planned website. Each student keeps a project notebook to record new ideas, summarize group work, and share the project with family members. The teacher can make the planned websites a reality using one of the online website-building platforms in the Resources list.
Ellevation is the platform the Virgin Islands' public school districts use to better serve ELs by supporting students through data analysis, reporting, collaboration, and instruction. Not all teachers have access to this site. Eventually, this folder will host videos created by ESOL teachers for content area teachers to support ELs.