The Language & Learning Post

Weekly News, Tips and information for the classroom teacher of English Language Learners!
by, Alissa Tubbs
ESL Teacher at Lawrence
kinder

First

FOCUS For the week of Nov. 10th toNov. 14th

Second

Third

Fourth

Fifth

Sixth

We will identify
complete sentences
as being a group of
words that make a
complete thought.

We will use text

supports and peer
support to confirm
our understanding
of class discussion
and learning.

We will use and

reuse new
academic
vocabulary during
classroom learning.

We will analyze text

and explain to
teachers and peers
what we
understand/know
after our reading.

We will use prereading supports

such a vocabulary
and previewing, to
help us understand
text.

We will use text and

academic
vocabulary to
summarize text and
our own
understanding after
reading.

We will use text and

academic
vocabulary to
summarize text and
our own
understanding after
reading.

I will sort sentences

and not sentences
into groups.

I will ask a friend or

the teacher to
repeat directions
when I do not
understand.

I will use the words

my teacher explains
when talking about
math or reading.

I will explain what I

have learned or
discovered after
reading.

I will explain how

new vocabulary was
used in the text, and
how my thinking
changed a<er reading
the text.

I will use text

evidence to support
my understanding of
the text.

I will use text

evidence to support
my understanding of
the text.

ELPS 2A

ELPS 4F

ELPS 1E

ELPS 4K

ELPS 4j

ELPS 4I

ELPS 4I

Key Ideas
Gradual Release of Responsibility
For too long, we have been telling kids what to
do rather than showing them how. Now the way
we deliver effective instruction always involves
modeling and/or guided practice in one form or
another. (Harvey & Goudvis, Strategies That
Work)
This is one of those things that varies by class
because some students need our scaffolds,
supports and modeling longer than others. Its
often compared to riding a bike. When someone
learns to ride a bike they need us to show them
first. Then they try and we hold the bike while
running along side them. Finally they are able to
ride on their own.
I know you all know this, but what I am finding in
my on classroom, is that I dont apply this gradual
release with the simple things. Sometimes I take
for granted that I can just spew a bunch of
directions and a quick explanation, and poof they
should get it!
My two cents this week... model EVERYTHING,
even down to how you expect your students to
walk and talk. Then, slowly pull away from
modeling and hold them accountable for their
independence.
No

Idiom/Figurative Language of the week:

After a long nap, I felt like a million bucks! Now I can finish
my work and go have fun!

Web links and Apps

https://www.gonoodle.com/home
The above site is great for some free brain breaks to get your kids up and
moving. A great tool on those days that they seem dead, you don't have
time for recess, or just when they are driving you crazy!

A Word about VOCABULARY...

Ok you know this one....nonlinguistic representation! How

often to we leave this part out of our instruction. As teachers
we talk , talk, talk all day long. All those graphic organizers,
even though they contain words, are still nonlinguistic
representations. For the ELL student things like generating
mental pictures, drawing pictures and pictographs, and
engaging in kinesthetic activity are just some of the ways we
define the unknown. Dont stop at drawing a picture of a vocab
word. Use these things across the board. (hey there is an idiom
for you!) Classroom Instruction That Works, by,
Marzano,Pickering, & Pollock has a great chapter on this. (I
have this book.. just incase you all want to do a little extra reading :

EVERY CHILD, EVERY DAY!