The American Name

When we name our children we put a lot of thought into it. For this will be their name forever....or not. Some names are biblical and others are given after ancestors. They are special because it means you. 

 What happens when your family picks up and moves all across the world to America?  Do you keep your birth given name or change it to the American version? I would believe that's a tough decision to make because either way it's hard. If you keep your name as it was given to you, you get to still be you. Not to mention, it's probably a nice name, and fits you perfectly because that is the perfectly chosen name for you. But, the truth be told, many people, including your teachers will mispronounce your perfect name on a regular basis, and that is frustrating. 

My Name is Yoon by Helen Recorvits is a great book that many ESL Students can relate to. It's a story of a girl named Yoon who moved to the US and her struggles with her new American name.  It's very touching and gives the reader a new perspective from the eyes of a little girl named Yoon who moves across the world to live in America.

Gestures and Tangible Items

As I sit in a conference on teaching EL's, the discussion of teaching vocabulary became a top discussion. The presenters discussed how looking up definitions alone, are not effective in the fact that words have multiple meanings and may be hard to distinguish the correct meaning in the text.

Instead we discussed the value of teaching definitions by using gestures and tangible items. This helps students make meaning either visually or orally.

Here are some other ways to help with understanding vocabulary.
1. Video clips
2. Previewing text before reading
3. Making Connections
4. Activating prior knowledge
5. Using context clues
6. Picture cards
7. Visuals
8. Translating to native language (bilingual text)

My big "Aha Moment" was when we discussed how the strategies we use for our English Language Learners is good for ALL Learners.  As classroom teachers receive more ELL's in their classrooms, it's reassuring to know that what we do for the ESL student, we can do for the struggling English learner.

As we collaborate to meet the needs of our English Learners, what are some other ways to teach vocabulary to our students? Please share.

Speaking English: The Struggles with Fluency

I've taken plenty of Spanish classes and my biggest struggle was and still is speaking. I can't get the words organized in my head quick enough to say a sentence let alone have a conversation. I remember this when I'm teaching English Learners. It's hard and very frusturating. When I talk to them and ask a question, it sounds like I'm speed talking and it takes time for students to process what it is exactly I'm saying or asking. Responding is an entirely different challenge. 

Over time it gets easier, especially since most students learning English are submerged in an English speaking environment. I have found that speaking fluently tends to come after the student has solid a foundation with listening and reading. 

I've been working with a young boy from Korea. Last year he came late in the school year and over the summer he had some regression in the English language like most English Learners do. His parents and teachers are both concerned. As I brainstormed on ways to help this little guy, it clicked....teach him how to speak. Sounds reluctant, isn't that what I have been doing!?!  

This time we did things a little differently. I found an engaging big book with fun vibrant colors. We discussed the pictures and we introduced new vocabulary by looking at the pictures. Then I said something about the picture and had the boy repeat exactly. We focused on the fluency of repeating what I said. Lastly, it was his turn to come up with a sentence about the picture. Having previously modeled this exercise, made it much easier for him. We will continue these type of modeling exercises to see how well we can gain fluency in speaking. Our next discussion will be the fun illustrations of the work from Dr. Suess! 

MAISA

It's the same struggle each year...what to teach ESL students in the small amount of instructional time provided. What is effective and purposeful?!? So much has changed. The WIDA Access Test, Common Core and our resources available are limited. The good news for ESL Teachers and ALL teachers is MAISA. Log onto Oakland Schools MAISA and filter your search for Elementary ESL.  Oakland Schools  MAISA offer curriculum maps for teachers to follow.  These maps align with Common Core.  I look forward to using this resource throughout the school year to drive my instruction for my level 1 and level 2 English Learners ( EL's).  Check it out!

Fontas and Pinnell PD

Today I'm receiving professional Development on Fontas and Pinnell. The goal of the training is to help ensure all teachers are on the same page and testing is consistent. As you can see from using Soapbox, many of us are torn on when to stop assessing a student.  After further discussion, it's 

important to note that In the Fall and Spring, teachers should test until the student reaches their placement level. Placement level is the level at which teachers have obtained enough information to determine a student's instructional needs. 

My first thought as an ESL Teacher is how fast a student learning English may change levels, which can make a student's instructional needs change rapidly. I encourage classroom teachers to test ESL students again after he/she becomes more fluent with English and has adjusted to his new environment. 

Kicking off the 2014-15 School Year

Well my summer is officially coming to a haunt, which means its time to get back to work.  Each year I enter refreshed and motivated to try new ideas. The down fall to this, is I create an overwhelming "to do" list. This year I would like to try a new approach.  That is...Try new ideas one at a time, instead of creating a large "to do" list that never makes me feel good. I want to feel good this year, not overwhelmed.

I wish all teachers a happy start to the 2014-15 school year.  I hope you are refreshed and ready to tackle one goal at a time. I would love to hear about some of your new school year goals. What do you plan to tackle this year? Please share!

Dropping the "s" Sound at the End of Words

Interesting Observation of the Day!

I like to give my EL Students plenty of opportunities to read out loud.  This helps students with reading fluency, pronunciation and allows me the opportunity to observe how they are doing.  I am noticing more and more that my students (especially my Asian speaking students) are omitting the plural "s" sound at the end of a word.  For an example, as a student is reading and  comes across a word such as "soldiers" they  pronounce it in the singular form and say "soldier". I know this has a lot to do with how their native language uses plural nouns but I find this very interesting.  Does anyone have an interesting way to teach plural nouns to EL Students?

Reading Strategies for the English Langague Learner

The great news about teaching English Language Learner Students (ELL) reading strategies is that, what is great for your struggling reader, is also great for your ELL student. Just like your struggling reader, your ELL student will benefit from learning to connect prior knowledge, make inferences and find meanings to keywords when reading. ELL students need support with academic languages and identifying vocabulary throughout the text.  Many teachers find the Close Reading Approach  beneficial when teaching students reading comprehension. The English Language Learner benefits by teacher modeling.  When ELL students hear the teacher think aloud, they are able to see reading strategies being used.  It is also a great form of visible thinking for students. Visuals and graphic representations help our ELL's organize their thoughts and make better understanding of what is being read. Graphic organizers help students to support their evidence and claims when reading.  They are also a great tool to use for retelling.  Knowing that all students benefit from the same intervention strategies is very helpful when planning differentiated instruction for all students in the general education classroom.

ESL Interview Questions

Recently I interviewed for a new ESL teaching position. It was both exciting and nerve wrecking.  I can best describe it as a roller coaster of emotions.  The up was receiving the call that I had an interview. Recieving an interview is worth celebrating.  I feel like it is hard to get an interview now days.  Everything is done online and we no longer apply in person.  You can't get a job without an initial interview.  

The downer was after my interview.  I second guessed all my responses and made myself practically sick by over analyzing everything I said.  Why didin't I respond with this or that!?! What did they think of me?  Did I make a good first impression?  I should have said this...! I wonder when i will hear something?  A person can make themselves nuts after an interview!

The good news for me is after a long interview process, I was offered the position.  I was thrilled.  I was the one!  They chose me!  Then the excitement was followed once again by the downer...I would have to break the news to my current job that I would be leaving.  I guess this is what they call...bittersweet. 

This was especially hard because I truly enjoyed my current teaching position.  I worked with a great group of staff members and was led by a caring and supportive administration.

I now have a new opportunity and me leaving was providing a new opportunity for someone else.  Plus I had to remind myself that change is good.  My colleagues were excited for my new opportunity and they were quick to ask me what were some of my inteview questions.  What a great question.  Especially since we will be interviewing for my current ESL Teaching Position.  So after reflecting on my recent interviews, below are some of the questions I was asked.  Of course these are not word for word.  These questions are restated the best I can remember.  You know what its like to interview...it's a big blur while you are in the hot seat.  

1.  What are ways you reach out to parents, especially those parents that don't speak English?

2. How can you support the classroom teacher?  

3.  Working as an ESL Teacher can be a very islolated position.  How would you reach out to other teachers in the building to provide support for students?

4. Describe a recent lesson you taught.

5. How do you differentiate for small group instruction?

6. What are some best practices in supporting ESL Students?

7. What sets the ESL Student apart from other students in the classroom?

8. How do you teach an ESL Student that is a level one (beginner of English)?

9.How would you handle a situation where your colleagues are not happy about something your principal has asked you to do?

10. Describe your teaching experiences.

11. Why did you choose ESL?

12. How do you incorporate technology when teaching?

Have you had a recent interview or plan to interview canidates for a current ESL Position? If so, please share your questions with us.  

WIDA Blog: Using the CAN DO Descriptors in Grades 3-5

Recently at a PD, we had a lot of discussions about using the WIDA CAN DO Descriptors.  One was how ESL Teachers can introduce these to mainstream classroom teachers.  Many of us agree that utilizing the Can Do Descriptors is great for driving instruction and mapping out a plan of action for teaching and making accommodations.  It is also a great tool to share with teachers so they can better understand their ELL Students.

But, like anything "new" these can be overwhelming.  One ESL Teacher pointed out that she created Can Do Descriptors for each of her students in all four domains and handed them out to classroom teachers.  Having no experience with these descriptors caused some anxiety for teachers.  One suggestion is to start small. Instead of creating Can Do Descriptors for each domain, start with one, such as Reading.  Set up a meeting time to sit down with each grade level and go over how to use these descriptors.  It's important that we support classroom teachers by providing them with the proper tools and training to be successful in teaching ELL Students.

If you or your district have a log in to www.wida.us you can download Can Do Descriptor Name Charts for your own use.  This is a great way to inform teachers and drive ESL support both in and outside the classroom. Also check out the WIDA Blog link below.  I find it to be very helpful.  Please comment and share any ideas or experiences you have with utilizing Can Do Descriptors.

WIDA Blog: Using the CAN DO Descriptors in Grades 3-5