A practical set of ideas from a teacher: https://englishlearnerportal.blog/2017/08/25/starting-newcomers-on-the-right-foot/amp/
One of the most important aspects of success is a solid relationship between schools and families/communities. However, when working with non-English-speaking families, many educators are unsure how to best go about relationship building. Read more in Building Relationships with Newcomer Families at https://englishlearnerportal.blog/2017/08/31/building-relationships-with-newcomer-families/
Read more about Myth, facts, and practical tips at http://exclusive.multibriefs.com/content/working-with-newcomers-and-beginning-level-ells-across-content-areas/education
Graphic Communication in Classrooms: Great for Beginning Student, Great for Classroom Management Overall25/08/2016
Find the entire article here: https://tekhnologic.wordpress.com/2016/07/02/hieroglyphics-for-teachers-graphic-communication-in-the-classroom/
Collaboration with American Institute for Research
As part of our continuous effort to support schools with providing standard-based and grade level instruction for ELLs, the Department of English Language Learners (DELLSS) has partnered with the American Institute for Research (AIR) to develop exemplars of Common Core Aligned units for ELLs. While the research points clearly to the fact that all students, ELLs included, should be reading texts at all levels of difficulty , it is an especially challenging task for teachers to develop their own units that allow ELLs to engage with grade and above grade level texts; these exemplars intend to showcase one instructional method that scaffolds challenging texts.
Scaffolds built in these units are designed to ensure that all ELLs, regardless of the language proficiency can access the texts. However, additional scaffolds should be added to support Newcomer beginner ELLs. Teachers may also decide to remove some scaffolds if they assess that students are able to engage with the text with less support.
American Institute for Research: Units for Beginner ELLs
As part of our continuous effort to support schools with providing standard-based and grade-level instruction for English language learners (ELLS), the Division of English Language Learners and Student Support has partnered with the American Institute for Research (AIR) to develop examples of Common Core aligned units for beginner-level ELLs. While the research points clearly to the fact that all students, ELLs included, should be reading texts at all levels of difficulty, it is an especially challenging task for teachers to develop their own units that allow ELLs to engage with multi-level texts; these examples intend to showcase just one instructional method that scaffolds challenging texts. Teachers may decide to add or remove some scaffolds if they assess that students are able to engage with the text with less support.
Developing Beginning English Language Learners’ Strategies and Stamina for Academic Success in English
Adolescent ELL’s must have opportunities to both navigate texts tolerating ambiguity with a clear focus and to develop the language competencies needed to engage in the disciplinary practices described in the Common Core State Standards. Developed for New York City teachers and immigrant middle and high school students at the beginning to early intermediate levels of English as a Second Language (ESL) by a team of ESL experts that link several institutions, these three units have options for differential levels of scaffolding, including information about structuring tasks for maximal, moderate, and minimal levels of scaffolding.
Engage NY: Common Core Curriculum
New to America’s school system, this immigrant family found itself playing catch-up from the minute they enrolled11/11/2015
“The first week was hard, but it got easier after a week because I had friends,” says Samuel, in Spanish. “If I didn’t understand something, I would ask my friends ‘what did the teacher say?’ But after a little while, I was able to understand what the teacher said, and also answer questions.”