Using Wonders Digital Resources to Promote Language Acquisition

ELL teachers have a multitude of resources to help support language acquisition in their instruction. The important thing to remember, with any resource, is that it is a vehicle for teaching language. Digital resources can play an important role in supporting 21st century learning skills and also creating interactive opportunities for students to speak, listen, read and write in English. We recently had a professional development session that highlighted useful strategies for teachers to use when planning with Wonders digital resources while keeping language acquisition at the forefront. Some of the keywords that we highlighted are illustrated in this wordle:

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  Retrieved from: Wordle http://www.wordle.net/

Planning for ELL students and utilizing a multitude of materials is a little like telling a story. Teachers need to begin by understanding where their students are at in their learning both with receptive and productive language processes. They also need to know what is happening in the general education classroom and then make educated decisions about where their students are and where they want them to go in learning. The benefit of using the digital resources from Wonders is that if problem and solution is being taught in the third grade classroom, this skill can still be taught in ELL but adjustment in text complexity and instructional approaches may be modified to help provide access to students at Emerging language proficiency. As a result, using digital resources, you may be able to teach problem and solution but instead of using the 3rd grade text, teachers may find that a second grade text is more appropriate. They will have access to all of this through the digital site. Here is a road map for planning that we discussed. It highlights one example of how teachers need to utilize planning materials and digital resources to create access to learning for students.

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To see the complete powerpoint that explains this process more in depth, click here.

To download a copy of a lesson plan checklist for using Wonders digital resources, click here.

For directions on how to download leveled readers from Wonders, click here.

To access the weekly planning guides for K-2 and 3-5 as well as the language continuum support guides, click here to get to our McGraw-Hill Reading Site.

We hope these are helpful resources to support teachers. It is always important to remember that materials are a support. The impact of the materials depend on the scaffolding, differentiation and intentionality of language instruction that is provided by the teacher.  Happy planning everyone!

A Continuum of Change-Secondary August Staff Development

In order for English Language Learners to work at an independent level on grade level materials, we need to focus on the language of the learning.  When ELL students are in general education classrooms, what strategies will they be using? What will it look like? What will it sound like and what will they be expected to do to be an active member in the classroom and access learning at an independent level?

To access the General Education pacing guides for reading, the language required for each skill taught and the common strategies that are used across grade levels, please see the following supports generated by the ELL Instructional Coaches:

ELL Language Support Guides by Grade Level

Kindergarten                     Fourth Grade

First Grade                         Fifth Grade

Second Grade                    Sixth Grade

Third Grade

 

 

Language Continuums

Language Continuum for Comprehension Skills and Strategies

Language Continuum for Grammar

Langauge Continuum for Vocabulary Strategies

Pacing Guides Across Grade Levels

Grammar Pacing

Comprehension Skills Pacing

Comprehension Strategies Pacing

Vocabulary Strategies Pacing

Click here for supports in planning and using online resources, as well as for recommendations about what pieces would be most appropriate for use in instructing language learners.

To utilize some of the components McGraw-Hill Wonders curriculum in your ELL classroom digitally, please click here.

For further information about why ELLs need to have language presented at their language level and scaffolded instruction in order to progress through both language learning and speaking, listening, reading, and writing, please read more here.

Planning with the Reading Continuum for K-5

We are always working at moving students toward grade level curriculum.  The work we do to provide students English language development with text that is accessible for their language level is crucial in helping them progress through the four domains of language.

Please examine the supports we’re providing.  These supports give students a chance to rehearse academic language, skills, and strategies that they will encounter in their general education classrooms while using text that is accessible with teacher support and text that is accessible independently.  Both are vitally important as we scaffold and solidify language for kids.

Resources:
Presentation for Planning for the Reading Continuum K-5, including information about what  assessments are and are not appropriate for ELLs at various language levels. 

K-1 Planning with the Reading Continuum Exemplar

2-5 Planning with the Reading Continuum Examplar

K-1 Blank planning template as a PDF

2-5 Blank planning template as a PDF

K-1 Blank planning template that you can adapt 

2-5 Blank planning template you can adapt

 

 

Creating Continuity between General Education and ELL in Reading

Working Towards Independence, Keeping Language a Priority

In order for English Language Learners to work at an independent level on grade level materials, we need to focus on the language of the learning.  When ELL students are in general education classrooms, what strategies will they be using? What will it look like? What will it sound like and what will they be expected to do to be an active member in the classroom and access learning at an independent level?

Get to know your students. Where are they in both BICS and CALP language development?  How will we use the instructional materials provided in our classrooms such as McGraw-Hill, Rigby and the like as a vehicle to teach academic language and concepts?

To access the General Education pacing guides for reading, the language required for each skill taught and the common strategies that are used across grade levels, please see the following supports generated by the ELL Instructional Coaches:

ELL Language Support Guides by Grade Level

Kindergarten                     Fourth Grade

          First Grade                          Fifth Grade

Second Grade                     Sixth Grade

Third Grade

Language Continuums

Language Continuum for Comprehension Skills and Strategies

Language Continuum for Grammar

Langauge Continuum for Vocabulary Strategies

Pacing Guides Across Grade Levels

Grammar Pacing

Comprehension Skills Pacing

Comprehension Strategies Pacing

Vocabulary Strategies Pacing

Click here for supports in planning and using online resources, as well as for recommendations about what pieces would be most appropriate for use in instructing language learners. 

Click here for supports for Kindergarten and First grade in using online resources.

To utilize some of the components McGraw-Hill Wonders curriculum in your ELL classroom digitally, please click here.

For further information about why ELLs need to have language presented at their language level and scaffolded instruction in order to progress through both language learning and speaking, listening, reading, and writing, please read more here.