Language functions with questions frames to scaffold learning and using academic language associated with the function.

This paper points out three different ways that language is involved in the standards: language requirements in the content standards, English language arts standards, and language-convention-specific standards. It calls for a thoughtful integration of these three dimensions.The authors also frame language in the context of the Common Core, focusing on what students can accomplish using language rather than on whether or how students use specific language features. This broader definition encourages the development of cognitive, linguistic, and affective strengths in ELLs and gives students the opportunity to take valuable actions toward academic success.

A seven-week module for high intermediate ESL students who need to develop better listening comprehension and oral skills. The workshop involves short speaking and listening assignments with extensive exercises in accurate comprehension, pronunciation, stress and intonation, and expression of ideas.

This paper makes recommendations for developing mathematics instruction for English Language Learners (ELLs) aligned with the Common Core State Standards. The recommendations can guide teachers, curriculum developers, and teacher educators as they develop their own ways of supporting mathematical reasoning and sense-making for ELLs.Some instructional recommendations discussed in the paper include: Focus on ELL students' mathematical reasoning, not the correctness of their mathematical language use. Shift to a focus on mathematical discourse practices; move away from simplified views of language. Support ELL students as they engage in complex mathematical language. Use ELL students' language and experiences as resources. Provide professional development to enhance teachers' awareness of ways to support ELs as they develop both language and mathematical knowledge.

This free ESL lesson plan on the metaverse has been designed for adults and young adults at an intermediate (B1/B2) to advanced (C1/C2) level and should last around 45 to 60 minutes for one student.

CESA #1 EL OER Project

This presentation introduces students to using a Venn Diagram to compare and contrast two items

CESA #1 EL OER Project

Many ELLs have trouble formulating questions in English. This activity introduces story elements with a focus on asking questions to organize before writing a fiction piece.

CESA #1 EL OER Project

This presentation introduces opinions, vocabulary to express opinions, explaining and organizing reasons to support opinions and partner practice sharing opinions.

This unit shows instructional approaches that are likely to help ELLs meet new standards in English Language Arts. Built around a set of famous persuasive speeches, the unit supports students in reading a range of complex texts. It invites them to write and speak in a variety of ways and for different audiences and purposes. Students engage in close reading of Abraham Lincoln's Gettysburg Address, Martin Luther King, Jr.'s I Have a Dream speech, Aristotleí˘ä‰ĺ䋢s Three Appeals, Robert Kennedyí˘ä‰ĺ䋢s On the Assassination of Martin Luther King, and George Wallaceí˘ä‰ĺ䋢s The Civil Rights Movement: Fraud, Sham, and Hoax, Barbara Jordaní˘ä‰ĺ䋢s All Together Now. The five lesson culminate with student's constructing their own persuasive texts.

The Professional Development Template for EL Students was created for the CESA #1 EL OER Project. Providing professional development is essential when working with and meeting to needs of EL students. Educators are able to personalize this professional development template to meet the needs of their staff and ELs. This template discusses characteristics of an EL student, the language acquisition theory, the WIDA CanDo Descriptors, language learning plans, and how to scaffold lessons.

CESA #1 EL OER Project

This resource was created to support high school ELs (level 1 and 2) in the 20th U.S. History unit about Progressive era. The unit ends with two different activities that can be used for assessment: providing supporting details and compare/contrast.
While creating this resource I used strategies to: build background knowledge and teach new vocabulary with visual support
Also, I suggest accommodations such as limited number of the most important events. Finally, check for understanding with compare/contrast activity.

This paper opens a larger conversation about what must be done to realize opportunities presented by the Common Core State Standards in English Language Arts and the literacy standards in other subject areas. It emphasizes the simultaneous challenges and opportunities for ELLs.The paper emphasizes that texts are approached differently for different purposes. Students need opportunities to approach texts with these varied purposes in mind. It also highlights how ELLs may be well served by opportunities to explore and justify their own textual hypotheses, even if their initial interpretations diverge from those of the teacher.

CESA#1 EL OER Project

This presentation provides an outline for students to write a short informative essay about one state in the United States.

The Text Evidence Analysis Scaffolded Writing Rubric was created for the CESA #1 EL OER Project. This rubric is aligned with 9th grade Common Core writing standards. It is an example of how teachers can create scaffolds using the WIDA CAN DO Descriptors. As a result, ELs of varying language levels will be able to successfully display their knowledge of the 9-12th grade Common Core writing standards.

CESA #1 EL OER Project

This resource was created to help English learners ( English language proficiency level 1, 2 and 3 ) learn about scientific method and its related vocabulary definition. This resource can be used with open notes assessment.

Even among educators who have been successful at educating ELLs under traditional supports and programs, the level of knowledge required to do the job successfully has increased. This paper considers more aggressive and creative capacity-building initiatives that strengthen and integrate the disciplinary teaching strategies with literacy and language development strategies. The authors discuss the value and implications of new partnerships, of structures for collaboration, and of time dedicated to engaging experts from different fields in the design and delivery of teacher preparation and professional development.

This resource was created as part of the CESA #1 EL OER Project to help EL students better access social studies curriculum and textbooks related to the US regions. The sort can be used to see if students understand the meanings of key content vocabulary (landforms, landmarks, etc.) and examples of each. It could also be used as an assessment tool (for level 1 & 2 ELs) to see if students can appropriately sort pictures according to the headings. The matching activity can be used to introduce/pre-teach vocabulary related to the US regions.

This resource was created as part of the CESA #1 EL OER Project to help EL students preview vocabulary related to the book, Henry’s Freedom Box by Ellen Levine. The vocabulary organizer template can be used with other books by changing the vocabulary and picture support.

In this lesson, designed for a heterogeneous group of students that includes English-language learners, students work together to plan a website based on their home knowledge. An introductory lesson outlines the structure and components of simple websites (home page, titles, headings, links). Students take home and complete a bilingual student and family interest survey, then work in groups of four or five to identify common themes among the responses. Each group makes a flow chart to think graphically about the contents of their planned website. Each student keeps a project notebook to record new ideas, summarize group work, and share the project with family members. The teacher can make the planned websites a reality using one of the online website-building platforms in the Resources list.