Embedded Files
ELDC Activity.pdfThink, Pair, Share PD for Teachers
Think, Pair, Share PD for Teachers
Here is a lesson you can use for Professional Development. The instructions are below.
ELDC Levels for Index Cards.pdfELDC Levels for Index Cards
ELDC Levels for Index Cards
Cut and paste each ELDC level descriptor to an index card. Make several for larger groups.
Step-By-Step Instructions
Step-By-Step Instructions
*This activity is also available in the PD presentations below.
1. Post the above Think, Pair, Share instructions on your white board or Smart board.
2. Hand out the ELDC index cards. Staff may work individually, in pairs, or in small groups.
3. Instruct your staff to THINK about your question. It may pertain to any topic you choose, but preferably one that fits the need of your audience.
4. Guide your staff to PAIR with their shoulder partner (or small group) and discuss how a student with their ELDC level CAN respond to your posed question. REMEMBER: We always focus on what EL's CAN do, not what they can't to do YET.
5. Instruct your staff to SHARE their responses with the class.
Extended Lesson:
Designate a recorder for each group or pair. You can randomly assign a person based upon shirt color, birth date, etc.
Guide the recorder to WRITE a sentence about their pair's/group's response.
OPTIONAL: Post the sentence frame below to model an ESL strategy.
Instruct the shoulder partner or another group member to READ the completed sentence frame to the class.
OPTIONAL: Before filling in the sentence frame, ask your students to call out ideas ("drawing", "writing", "acting out", etc.). You now have a student-generated word bank.
ELDC Sentence Frame.pdfPD 30 Minutes.pdf30 Minute PD Presentation
30 Minute PD Presentation
Supplementary materials are posted below
PD 60 to 90 Minutes.pdf60-90 Minute PD Presentation
60-90 Minute PD Presentation
Supplementary materials are posted below
This video clip activity can be done in two parts. The 3:14 on Agenda Item #4 pertains to a stopping point in the video where I PAUSED. After that timed mark, the teacher in the video begins to infuse ESOL strategies, so it's a good point to start a new discussion with your group. I have this reflected in the slides, where the instructions read: "What strategies did the teacher start to use?" The remainder of the video is approximately five minutes in length.
ESL and Translation
ESL and Translation
Many content-area teachers rely on translation apps such as Google translate to adapt their lessons and accommodate their ELL students. While they mean well, teachers need to understand that ESL is not translation. ESL is strategies. Translation apps do have a place in the ESOL classroom, but translation alone is not a sufficient scaffold for supporting ELL learners.
Below is a sample document that is written in Bosnian, a language that I don't speak or read. However, I also have the English copy. Using the logic of translation to accommodate my lack of understanding, I should easily be able to comprehend the words in my native language, right? Wrong! The ability to read the words is not the same as the ability to comprehend the meaning. All teachers need to understand this important difference. *This activity is also available in the PD presentations above.
Activity Suggestion for PD:
1. Print out the two documents.
2. Distribute the Bosnian text to your staff FIRST. DO NOT pass out the English text yet.
3. Spark a discussion among your staff. Can they identify any words? Do they know what they mean?
4. Distribute the English text to your staff.
5. Spark a discussion among your staff. Can they comprehend meaning, even in the English version? Why or why not?
*NOTE: This activity can be done using Think, Pair, Share, sentence frames, etc. to model ESL strategies.
Translated Text for PD Bosnian.pdfText in Bosnian
Text in Bosnian
Translated Text for PD.pdfText in English
Text in English
QSSSA PP Pascual.pdfQSSSA: Pascual's Story
QSSSA: Pascual's Story
This lesson can easily be adapted to any character studies in an ELA class, reading class, even a social studies class. For example, how would your students describe (characterize) King Tut as a ruler? See more examples below.
Source: Salva, C. & Matis, A. (2017) Boosting Achievement: Reaching Students with Interrupted or Minimal Education. Irving, TX. Seidlitz Education.
QSSSA PP for Science.pdfQSSSA for Science
QSSSA for Science
QSSSA PP for SS.pdfQSSSA for Social Studies
QSSSA for Social Studies
QSSSA PP General.pdfQSSSA as a Welcome Ritual
QSSSA as a Welcome Ritual
7 ELA Uprising for PD.pdf7th ELA: After and Before
7th ELA: After and Before
Here is an adapted lesson for a 7th grade mainstreamed ELA class. These classes have several ELL students who are new to the mainstream model (ELDC levels H & P), as well as struggling English speakers who are not yet on reading level. In this section, you will find the adapted version with modifications explained. Below, you will find the adapted version to share with your staff. I also included "Before" pictures of the original assignment.
*NOTICE: With just a few minor scaffolds, ALL learners can become successful. The curriculum is NOT "watered down". It is simply more accessible to ALL learners.
*SUGGESTION FOR INSTRUCTION: I always encourage teachers to have students rewrite the entire sentence after filling in the frame. Students will learn complete sentence writing, not just filling in words and phrases.
*SUGGESTION FOR PD:
1. Share the adapted version below with your staff.
2. Have them THINK about the ESL scaffolds they find.
3. Discuss in a PAIR or a group what further modifications can be done, based upon the needs of their students.
4. Have the staff SHARE their findings.
5. Share the adapted version to the left with modifications explained.
7 ELA Uprising.pdfAdapted assignment to SHARE
The content-area teacher and I discussed which questions aligned with the standards.
Notice how much language is used in the questions. Some words can be simplified, others can be eliminated entirely. This is not "watering down" curriculum!
A vocabulary chart without any examples or does not allow for visual expression can be challenging for many learners.
ESOL BROCHURE Who We Are.pdfESOL Team Brochure for Your Teachers
ESOL Team Brochure for Your Teachers
Easy way to introduce your team to your staff
ESOL BROCHURE General ELL Info.pdfGeneral Information Brochure for Your Teachers
General Information Brochure for Your Teachers
Great, FAST way for staff to learn the basics of ESOL
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