Why do ELLs Take the MAP Test?

In New York City, the MAP test, or Measures of Academic Progress, is a standardized assessment that is given to English language learners (ELLs) to assess their language proficiency and academic progress. The test is used to identify the language skills and academic needs of ELLs and to help educators plan instruction and support to meet the needs of these students.

ELLs in New York City are required to take the MAP test because it is one of the tools that the school district uses to measure the progress of these students and to ensure that they are receiving the necessary support and instruction to succeed academically. The results of the MAP test can help educators determine which instructional strategies and interventions are most effective for ELLs, and can also help them track the progress of these students over time.

It is important to note that the MAP test is just one tool that is used to assess the language and academic skills of ELLs in New York City. Other assessments, such as classroom assignments and assessments, teacher observations, and other standardized tests, are also used to measure the progress and needs of these students.

Click here for more information: NWEA

VIDEO POEM: Why are Muslims so...

 

VIDEO POEM: Light Skinned Latinas

 

LESSON PLAN: Creating Found Poems

Lesson Plan: Creating Found Poems

Objective: Students will be able to create their own found poems by selecting and arranging words and phrases from a provided text.

Materials: Examples of found poems
A variety of texts (e.g. newspaper articles, poems, speeches)

Warm-Up:

Begin the lesson by asking students what they already know about found poems.

• Explain that a found poem is a type of poetry that is created by selecting and arranging words and phrases from a pre-existing text to create a new poem.
• Show students examples of found poems to give them an idea of what they might create.

Direct Instruction:

• Provide students with a variety of texts from which they can create their found poems.
• Explain that students should read through the texts carefully and select words and phrases that resonate with them.
• Demonstrate how to arrange the selected words and phrases into a poem, paying attention to the rhythm and flow of the language.
• Encourage students to experiment with different arrangements and to use their own creativity to make the found poem their own.

Guided Practice:

• Have students work in small groups to create their own found poems using the provided texts.
• Encourage students to share their found poems with their group members and provide feedback on each other's work.

Independent Practice:

• Have students create their own found poems individually using a text of their choice.
• Encourage students to share their found poems with the class and discuss their creative process.

Closure:

• Ask students to reflect on the process of creating their found poems.
• Ask them to share what they enjoyed about the activity and what challenges they faced.

Assessment:

• Evaluate students' found poems based on their creativity, use of language, and ability to effectively convey a message or emotion.
• Use a rubric to assess students' work and provide feedback on areas for improvement.

Extension:

• Have students create a found poem using multiple texts, blending the language and ideas from each to create a unique poem.
• Encourage students to share their found poems with a wider audience, such as by publishing them on a class blog or website.

How Do You Create a Welcoming Classroom Environment

 

There are several things you can do to make a classroom inviting for English language learners:

1. Create a welcoming and inclusive classroom environment. Greet your students with a smile, use their names, and encourage them to participate.
   
   
2. Use visuals and other multimedia resources to support language acquisition. Display pictures, charts, and videos to help students understand new concepts and vocabulary.
   
   
3. Differentiate instruction to meet the needs of individual learners. This may involve providing additional support, modifying assignments, or using different teaching methods.
   
   
4. Encourage student interaction and collaboration. Pair or group students together to work on projects or activities that allow them to practice their language skills.
   
   
5. Use authentic materials and resources, such as real-life videos, articles, and podcasts, to engage students and expose them to authentic language.
   
   
6. Provide opportunities for students to use their home language in the classroom. This can help them feel more comfortable and supported as they learn a new language.
   
   
7. Offer extra support and resources, such as tutoring or language clubs, to help students feel more confident and successful in their language learning journey.

How to Write Language Objectives

 

ENL GRATITUDE LETTER LESSON

This is a Google Slides lesson perfect for ELLs at the Entering, Emerging, and Transitional level. The lesson targets are:

LT 1: I can define the word grateful

LT 2: I can identify things or people I am grateful for.

LT 3: I can write a letter to someone expressing my gratitude.

The lesson can take up to 45 minutes.
This lesson has both Spanish/English translations.
This lesson works well for ENL standalone classes.

Click the graphic to take you to Teachers Pay Teachers.

Lesson: My Life Project for High School ELLs

Click on the link to the MY LIFE project which will take you to the Teachers Pay Teachers site. This is an excellent project that High School ELLs really enjoy. They get the opportunity to write and speak English through out this project as well as share their unique backgrounds with peers.

• This lesson can be extended for 4 days. Day 1 and 2 ELLs will complete their slide presentation.
• Day 3 ELLs can present to the class. This is an excellent opportunity to practice speaking.
• Day 4 ELLs can complete a reflection based on their experience with the project.
• Reflection Google Form

5 Apps for ENL Teachers

Tool 1: https://translate.google.com/

No account required.
When ELLS are learning new vocabulary in English, Google Translate is a great tool to have them translate their answers in their home language. This tool helps non-English speaking students to stay on task with the rest of the class.

Tool 2: https://kahoot.it/

Free account is available with limited features. Kahoot is an excellent app that is useful to review work in any subject. This is a great app for ELLS to learn new vocabulary and to review vocabulary. You can add photos or pictures and students identify the word or can review the meaning of the word.

Tool 3: www.padlet.com

Free account is available.
Limited to 3 padlets with a teacher account. Padlet can be used as a DO NOW or EXIT TICKET for ELLS and all students. There are options where you can write, record, or video tape your answers. I use this to record our reading practice to show
growth.

Tool 4:www.rewordify.com

Free to use. Allows ENL teachers to change the lexile level of text. Mainly used as a scaffold for lower English proficient students. Students gain a better understanding of the same text their peers are working on.
                  

Tool 5: www.kami.com

Kami is an app that allows students to mark up their pdf files. This is excellent for students to correct answers and to elaborate on answers after feedback is given. It’s a time saver since they are working on the same document.

Lesson: Summarizing and Expanded Sentences

LESSON TYPE: Standalone Lesson for High School Entering and Emerging ELLs

FQ: What strategies can I use to write better sentences? 
LT1: I can write complete sentences.
LT2: I can write expanded complete sentences using descriptive details.
LT3: I can write a summary that includes the 5Ws and descriptive details.

LINK TO LESSON GOOGLE SLIDES

Reflection is a useful tool for ELLs

A taxonomy of reflection can be beneficial for English language learners in several ways:

1. Improving language skills: Reflecting on one's own experiences and thoughts can help English language learners practice their writing and speaking skills, as they need to express themselves clearly and accurately in order to reflect effectively.

2. Deepening understanding: By thinking critically about their own experiences and analyzing them in depth, English language learners can gain a deeper understanding of the material they are studying and how it relates to their own lives.

3. Enhancing learning: Reflecting on one's own learning process can help English language learners identify their strengths and weaknesses, and develop strategies for improving their language skills.

4. Promoting self-awareness: Reflecting on one's own experiences and thoughts can help English language learners become more self-aware and better understand their own motivations, values, and beliefs.

5. Developing critical thinking skills: Reflecting on one's own experiences and analyzing them in a structured way can help English language learners develop their critical thinking skills and become more analytical and reflective learners.

Overall, a taxonomy of reflection can be a valuable tool for English language learners as it can help them better understand their own learning process and improve their language skills. By providing a structured approach to reflection, a taxonomy can also make it easier for English language learners to engage in the reflective process and gain valuable insights from their experiences.

Conversation Guide for Newcomers

At the start of the school year or when newcomers enter my school, I provide them with a copy of this conversation guide. You can modify this anyway you'd like. It's helpful since newcomers tend to be quiet and don't know how to communicate in English. I actually make this part of a lesson or activity. 

Here is a free Google Document copy of the ELLS CONVERSATION GUIDE

There are a total of three pages.

Online Glossaries and Bilingual Dictionaries for ELLS

Learning a new language can be a challenging and rewarding experience, but it can also be overwhelming, especially for English language learners. One way to make the learning process easier and more effective is to provide glossaries, which are lists of words and their definitions.

A glossary is an essential tool for English language learners because it helps them understand the meaning of unfamiliar words and phrases. It allows them to look up the definitions of words as they encounter them in texts, rather than having to guess at their meanings or rely on context clues. This can save a lot of time and frustration for learners, who may otherwise have to stop and look up words constantly as they read or listen to spoken English.

Glossaries are especially helpful for learners who are studying technical or academic subjects, as these fields often use specialized vocabulary that may be unfamiliar to those who are not fluent in English. By providing a glossary, educators can ensure that learners have access to the definitions they need to fully understand the material they are studying.

In addition to providing definitions, glossaries can also help learners improve their vocabulary and expand their understanding of the English language. By looking up words and reading their definitions, learners can learn new words and see how they are used in different contexts. This can help them become more confident and proficient users of the English language.

There are many ways to provide glossaries to English language learners. One option is to include a glossary at the end of a textbook or other learning materials. This allows learners to easily access definitions as they work through the material. Alternatively, teachers can create a list of key terms and their definitions and provide it to learners at the beginning of a lesson or unit. This can serve as a reference for learners as they work through the material. By providing glossaries, educators can make the learning process easier and more effective for English language learners.

Here is a link to GLOSSARIES in a variety of languages. 

Welcome to the ENL TEACHER IN NYC blog

Welcome to my education blog for new teachers working with English Language Learners (ELLs) in high school! If you're reading this, you're likely a new teacher looking for ways to effectively support and engage your teenage ELL students. Teaching ELLs can be a rewarding but challenging experience, as these students come to your classroom with a range of language backgrounds and levels of proficiency in English. However, with the right strategies and resources, you can successfully help your ELL students succeed in your high school classroom.

I will cover a variety of topics related to teaching ELLs in high school, including strategies for differentiating instruction, scaffolding complex content, and building academic language skills. I will also discuss ways to create a welcoming and inclusive classroom culture that supports ELLs' language development and academic success.

I hope that by reading and implementing the strategies and resources shared in this blog, you will feel better equipped to support your ELL students and help them thrive in your high school classroom. Thank you for joining, and I look forward to supporting you on your journey as a teacher of ELLs.