Elizabeth Franks, Ed. D. & Barbara Tedesco, M.A.T.ejf24bb@aol.com babted@aol.com

WIDA Certified Consultant

Language & Literacy Associates for Multilingual and Multicultural Education LLAMAME, LLC www.education4ells.com

http://www.facebook.com/pages/education4ells/233538066164

Consortia: Plumsted, Lacey, Barnegat,

Eagleswood, Pinelands, Tuckerton,

Beach Haven, LBI & Berkeley,

Sheltered Instruction (S.I.)

Day 1

Franks/Tedesco

Parking Lot

1. Write down anything that you have a question about without putting your name on the paper.

2. Stick it aka “park it” on the sheet labeled “Parking Lot” at any time of the day.

3. Use digital tools to ask questionshttp://padlet.com/ejf24bb/parkinglot

Objectives

Content

• relate important ideas in Second Language Acquisition (SLA) to teaching English Learners (ELs)

• develop an awareness of the organization and structure of the World-Class Instructional Design and Assessment (WIDA ) English Language Development Standards (ELDs)

• identify ways to adapt text to enhance language and content learning

Language

• answer comprehension questions and discuss the process of SLA in full group

• develop a shared vocabulary in relation to ELs

• discuss strategies to enhance language and content learning for ELs in pairs and small groups

• discuss the descriptors of the English Language Proficiency (ELP) levels of WIDA ELD standards

Participants will:

• Academic Language

• English Language Proficiency Levels

• Sheltered Instruction

Our KEY words/phrases

Getting to Know You

Introduce yourself to your partner and explain how

you got your name. (Think, Pair-Share) (S.E.E.D.

activity)

“Identity Theft” by Cassandra Lawrence -Voices, New

Jersey Teachers of English to Speakers of Other

Languages and New Jersey Bilingual Educators

(NJTESOL/NJBE) Newsletter

Volume 37,NO. 4 – Fall 2008

http://www.nabe.org

PERSPECTIVES

Equality vs. Equity

Supports vs. Universal Design

Office of Civil Rights Guidelineshttp://www2.ed.gov/about/offices/list/ocr/ellresources.html

Equal access for ELs to the full range of district programs, include special education, Title I, gifted and talented programs, and nonacademic and extracurricular activities.

Dear Colleague Letter

http://findit.ed.gov/search?utf8=%E2%9C%93&affiliate=ed.gov&query=dear+colleague+letter+for+English+language+learners&commit=Search

Comparison of Demographic Information

New Jersey Your district

Number of language minority students

283,425 50 of 1406 (P)187 of 4128 (L)5 of 1142 (E)30 of 70 (BH)2 of 231 (LBI) * probably 1793 of 2159 (B)

Number of English learners 70,119 as of Oct. ‘15 Increase of @ 15,000 students in the last 5 years. 2,680

unaccompanied immigrant youth released to sponsors in NJ from Oct. ’13 to Sept. ’14

19 (P)30 (L)7 (BH) * probably 123 (BH)15 (LBI)20 (B)

Number of languages represented by New Jersey students

166Spanish; Chinese; Portuguese;

Tagalog; Italian

3 (P)3 (L)2 (E)1 (BH)2 (LBI)17 (B)

Total districts serving Englishlearners

@ 5 out of 6 school districts/charter enroll ELs Spanish, Chinese, Turkish (P)Spanish, Chinese, Czech (L)Spanish, Hindi (E)

National Clearinghouse for English Language Acquisition and Language Instruction Education Programs

NJ Public School Student and Teacher Data

% of teachers with 8+ hours of PD @ ELs 24.5% (NCES)Ongoing sustained professional development needed!

NJAC 6A:15-1.8…inservice training for bilingual, ESL, and mainstream teachers;

administrators who supervise bilingual/ESL programs;and administrators and any personnel

who observe and evaluate teachers of ELLs; instructional strategies and appropriate

assessments to help ELLs meet the CCCS and the WIDA English language development

standards. All bilingual and ESL teachers shall receive training in the use of the ESL

curriculum.

Activity

• Go to one of the areas posted around the room based on what is your favorite leisure time activity.

• Wait for further directions.

SOCIO-CULTURAL FACTORS AFFECTING SECOND LANGUAGE ACQUISITION (SLA) (*)

Internal ExternalMotivation Motivation

Personality and learning style

Cultural background

Access to the target language

Quality of instruction

Attitude toward target language community

(Reasons for coming)

Attitude of target language community (How

welcoming?)

Age Peers and role models

First language development

Family support/value of education ( + and - )

Level of education in L1

Contrast between L1 and L2

Tolerance of errors (self) Tolerance of errors (by others)

Affective Filter Teacher Classroom Environment

http://www.ritell.org/Resources/Documents/language%20project/Spanish%201.pdf \Language and Country Projects

http://ritell.org/Default.aspx?pageId=1267900

Contrastive analysis

Differences Commonly Observed Among Spanish Speakers • Adjective comes after noun • Superiority is demonstrated by using más “more” • Double negatives are required • Final consonants are often devoiced • Voiceless “th” does not exist in Spanish • Initial consonant clusters are often voiced with a schwa

inserted, e.g., stop is estop • Vowels: ee/I (peeg for pig); E/ae (pet/pat) • Consonants: b/v, ch/sh are often substituted for each other

http://www.omniglot.com Guide to alphabets and writing systems

WHO IS THE EL?AND/OR

1) Immigrant learners with strong academic background

2) Immigrant learners with (limited) interrupted formal

education/schooling (S.L.I.F.E./S.I.F.E.)

3) US born ELs who are literate in their first language and

successfully add English

4) US born ELs who have not mastered L1 or English sometimes called long term

Els (LTELs). They have oral proficiency in English but lack literacy skills.

Who is the EL?

Profile• Attendance/educational gaps• Grades• Assessment of L1• Mobility• Program participation• Length of time in district/country• Achievement in both languages• Family dynamics• Medical• Cultural characteristics/non verbal

A/B

Kinesics

• Haptics

• Tonal http://www.chineselanguage.com/chinese-lessons/id/340/pronunciation--pinyin-4-tones.aspx

• Proxemics

• Occulisics

• Monochronic/ polychronic

Cultural Iceberg

Products

Practices

Perspectives

fashion personal hygiene gender roles

concept of time food holidays morals concept of family

parental involvement in education vacations group loyalties

verbal communication body language societal rules

respect for elders writing contracts music/dance animals/pets

conception of law, rules, and regulations mobility

business transactions table manners discipline

special education

Where do these featuresfall on the iceberg?

Acculturation Process

Euphoria

“Honeymoon” Finds the

new interesting

Tries out new sounds.

Assimilation/integration

Adoption/Adaptation

Improvement in transition skills

More positive experiences in new culture or loses home culture

SpectatorIncreasing participationwith lot of enthusiasm

Culture ShockEncounters problems to American

educational experience Misunderstandings occur related

to language and customsMisses ”home” culture

Anomie or HumorFeels like outsider or uses

humor to adapt

Spends time with own cultural group

How do we learn a second language?

Acquisition- a subconscious “picking up” of rules characteristic of the L1 acquisition process. Leads to spontaneous, unplanned communication. Knowing how to use the language for a purpose (performance).

Learning-a conscious focus on knowing and applying rules of grammar and syntax. Knowing about the language (language competence).

Socio-cultural approach

CALPSAcademic languageCognitively demanding

BICSSocial languageCognitively undemanding

Very little context

Context enriched

Second Language AcquisitionFace time

Re-enact historical event

Use math manipulatives PARCC question

Read chapter from text and answer questions

Phone call

Normal Processes of Second Language Acquisition

• Non verbal

aka Silent Period

• Home language influenceaka Interference

• Translanguaging

aka Code switching

• Fossilization

• Language Loss

Immersion

https://www.youtube.com/watch?v=I6Y0HAjLKYI

Moises

Family

Teacher

Classmates

Principal

Director

12:24

Title III in the Every Student Succeeds Act (ESSA)

Transition year 2016-2017

Title III still requires each state to adopt English Language Development standards that are linked to the state academic content standards.

Title III also mandates all K-12 English language learners to be assessed annually in the domains of listening, speaking, reading, and writing.

English proficiency is now a part of Title I accountability.

Growth

Academic progress

States must have standardized entrance and exit procedures.

1. Alabama2. Alaska3. Colorado 4. Delaware5. District of Columbia6. Florida7. Georgia8. Hawaii9. Idaho10. Illinois11. Kentucky12. Maine13. Mariana Islands*14. Maryland15. Massachusetts16. Michigan17. Minnesota18. Mississippi19. Missouri20. Montana21. Nevada22. New Hampshire23. New Jersey24. New Mexico25. North Carolina26. North Dakota27. Oklahoma28. Pennsylvania29. Rhode Island30. South Dakota31. Tennessee32. Utah33. Vermont34. Virginia35. Wisconsin36. Wyoming37. South Carolina**Puerto Rico adopted SpanishELD Standards

WIDA Consortium 2016

WIDA/Franks

WIDA ELD Framework

Overlay on Factors WIDA/Franks

The Cornerstone of WIDA’s Standards:

Guiding Principles of Language Developmenthttp://search.aol.com/aol/search?s_it=client97_inbox&q=WIDA%20Guiding%20principles

1. Students’ languages and cultures are valuable resources to be tapped and incorporated into schooling.

2. Students’ home, school, and community experiences influence their language development.

3. Students draw on their metacognitive, metalinguistic, and metacultural awareness to develop proficiency in additional languages.

WIDA/Franks

The Cornerstone of WIDA’s Standards:

Guiding Principles of Language Development

4. Students' academic language development in their native language facilitates their academic language development in English. Conversely, students' academic language development in English informs their academic language development in their native language.

5. Students learn language and culture through meaningful use and interaction.

6. Students use language in functional and communicative ways that vary according to

context.

WIDA/Franks

The Cornerstone of WIDA’s Standards:

Guiding Principles of Language Development

7. Students develop language proficiency in listening, speaking,

reading, and writing interdependently, but at different rates and in different ways.

8. Students’ development of academic language and academic content knowledge are inter-related processes.

9. Students' development of social, instructional, and academic language, a complex and long-term process, is the foundation

for their success in school.10. Students’ access to instructional tasks requiring complex

thinking is enhanced when linguistic complexity and instructional support match their levels of language proficiency.

WIDA/Franks

Standardized test scores according to ELP

PARCC and ELs

GRADE 9

GRADE 10

WIDA’s ELD Standards

1. Social Instructional

Language

SIL

2. Languageof Language

Arts

LoLA

3. Languageof

Mathematics

LoMa

4. Languageof Science

LoSc

5. Languageof Social Studies

LoSS

Academic Language

WIDA/Franks

Four Language Domains

Listening Speaking

Reading Writing

WIDA/Franks

Instructional Cycle

Standards

Curriculum

Instruction

Assessment

Instructional Cycle

WIDA Consortium / CAL / MetriTech

Six Levels of English Language Proficiency (ELP)

6

ENTERING

EMERGING

DEVELOPING

EXPANDING

1

2

3

4

5

BRIDGING

REACHING

WIDA/Franks

Three Criteria to Measure Language Performance

ENTERING EMERGING DEVELOPING EXPANDING BRIDGING

54321 6

R

E

A

C

H

I

N

G

Discourse level Linguistic

complexity

Amount of discourse, types and

variety of grammatical structures,

the organization of ideas.

Sentence level Language forms

& Conventions

Types and variety of grammatical

structures

Conventions, mechanics, and

fluency

Match of language forms to purpose/

Perspective

Word level Vocabulary usage Comprehension and use of the

technical language of the content

areas

WIDA/Franks

Linguistic ComplexityLevel 1 – Single words

Level 2 – Phrases, short sentences

Level 3 – Series of related sentences

Level 4 – Moderate discourse

Level 5 – Complex discourse

Vocabulary UsageLevel 1 – Most common vocabulary

Level 2 – High frequency vocabulary

Level 3 – General & some specific vocabulary

Level 4 – Specialized & some content-based vocabulary

Level 5 – Specialized & content-based vocabulary

Language Forms & ConventionsLevel 1 – Memorized languageLevel 2 – Formulaic grammatical structuresLevel 3 – Repetitive grammatical structures Level 4 – Variety of grammatical structuresLevel 5 – Language comparable to English peers

WIDA/Franks

Overall Organization of Standards

English Language Development (ELD) Standards (5)

Language Domains (4)

English Language Proficiency (ELP) Levels (6)

Criteria to MeasureLanguage Performance (3)

WIDA/Franks

Presentation Name / 41

A. Turn to a partner and complete the following with words and acronyms from the word wall/word bank (some may be used more than once):

_ _ _ _ has established the _ _ _ standards for _ _s in NJ.

There are five _ _ _ standards: _ _ _; Lo_ _; Lo_ _; Lo _ _; Lo_ _

There are four _ _ _ _ _ _ _ : Listening, Speaking, Reading and Writing.

There are six _ _ _ levels: Entering, Emerging, Developing, Expanding, Bridging and Reaching.

There are three criteria for Performance Definitions: _ _ _ _ _ _ _ _ _ _ complexity;_ _ _ _ _ _ _ _ forms and conventions; and, vocabulary _ _ _ _ _.

B. By the numbers: Use number 3, 4 , 5 or 6 to answer the questions

usage, domains, linguistic, language,

Sc, ELP, EL, ELD, LA, SS, Ma, WIDA, SIL

Let’s Review – CHUNK and CHEW

GOT TEA?

Recount Explain

Argue Discuss

Key Language Uses

WIDA NewsCan Do Descriptors

Pre K, K, 1, 2-3, 4-5, 6-8, 9-12 https://www.wida.us/standards/CAN_DOs/WIDA/FRANKS

WIDA/Franks

Strand of MPIsStudent Learning Objective (SLO) Language Objective Language Needed

SLO: 5CCSS:A.CED.2WIDA ELDS: 3SpeakingWritingReading

Create linear equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.

Explain orally how one or more variables are related using gestures, charts/posters, and note cards. Demonstrate understanding by graphing linear equations in two or more variables.

VU: Linear, equation,

inequality, variable,

solution, graph

LFC: Transitional phrases,

compound tenses, ordinal

numbers, specific to word

problem

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives Explain orally how one or more variables are related in L1 and/or use gestures, labels and selected technical words. Demonstrate understanding by graphing linear equations in two or more variables.

Explain orally how one or more variables are related in L1 and/or use selected technical vocabulary in phrases and short sentences Demonstrate understanding by graphing linear equations in two or more variables.

Explain orally how one or more variables are related using key technical vocabulary in simple sentences. Demonstrate understanding by graphing linear equations in two or more variables.

Explain orally how one or more variables are related using key technical vocabulary in expanded sentences. Demonstrate understanding by graphing linear equations in two or more variables.

Explain orally how one or more variables are related using technical vocabulary in complex sentences. Demonstrate understanding by graphing linear equations in two or more variables.

Learning Supports Note Cards

Charts/Posters

Prompts

Gestures

Adapted Text

Teacher Support

L1 text and/or support

Note Cards

Charts/Posters

Prompts

Adapted Text

Teacher Support

L1 text and/or support

Note Cards

Charts/Posters

Prompts

Adapted Text

Note Cards

Charts/Posters

Note Cards

Differentiation

Jumps

L S R W

K

1

2-3

4-5

6-8

9-12

Grade level

EL/ELL student growth principle:

Lower is faster, higher is slower

◦ The lower the proficiency level the greater the growth.

◦ The lower the grade level, the greater the growth.

Growth = This year’s scale score - Last year’s scale score

Two types of growth to consider◦ Individual student growth◦ Classroom, school or district growth

WIDA Consortium/Franks

Growth on ACCESS

ACCESS 2.0* for ELLs® Overview

• Secure, large-scale test

• Anchored in the WIDA ELD Standards

• Assesses academic language

• Online and adaptive

• New grade level cluster configurations (K, 1, 2-3, 4-5, 6-8, 9-12)

• One third of test items replaced annually

• Administered once per year as required by ESSA (Title III)

• Indicator of student’s readiness to perform on state content test

* Assessing Comprehension and Communication in English State-to-State for English Language Learners

WIDA/Franks

WIDA/Franks

WIDA 2012 ELD standards

www.wida.us

http://www.state.nj.us/education/modelcurriculum/ela/

http://www.state.nj.us/education/modelcurriculum/math/ embedded per grade

level

WIDA/Franks

Creating Differentiated Writing Rubrics

• Categorize students according to Writing Proficiency levels

• Identify CCSS (ELA and other content if appropriate)

• Develop differentiated rubric based on WIDA performance definitions and content

CCS, Minnesota Academic, andELD Standards

SS• Describe complex urban societies that existed in

Mesoamerica and North America before 1500.

ELA

• Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

• Introduce and develop a topic with facts, details, quotation

• Use precise language

• Provide a concluding statement

WIDA• Compare and contrast the two or three of the following cultures:

Aztec, Maya, Inca, Inuit

Level 3 ___/14pts. Level 4 _____/19 pts. Level 5 _____/23 pts.

Topic Compare and contrast two of the cultures

Compare and contrast two of the cultures

Compare and contrast three of the cultures

Linguistic complexity

Intro sentenceOne paragraph that explains 2 sim; 2 diffConclusion sentence (8pts.)

Intro paragraphTwo detail paragraphs (one for each topic)Conclusion paragraph(12pts.)

Intro paragraphThree detail paragraphs (one for each topic )Conclusion paragraph(15pts.)

Language Form and Conventions

Simple sentences with some variety (2pts.)

Variety of sentence structures with some transitional phrases(3pts.)

Variety of sentences with transitional phrases and clauses(4pts.)

Vocabulary2 pts.

General and some specific vocabulary ( e.g. similarities, differences, transitions, culture)

Specific and some content-related (e.g. transitions, recreation, agriculture, religion)

Content relatedvocabulary ( e.g. agriculture, rituals, tools, spear, chisels)

Illustration2pts.

Draw picture of one similarity and one difference.

Draw two pictures that summarize the topic of each paragraph.

Draw three pictures that summarize the topic of each paragraph.

Support Note-taking G.O.Paragraph worksheetPartner

Note-taking G.O.Paragraph worksheet

Note-taking G.O.

What is Sheltered Instruction?

A means for making grade level academic content (e.g. science, social studies, math) more accessible for ELLs while at the same time promoting their English language development.NJAC 6A:15-1.4a/f

Complements format for Universal Design for Learning (UDL) and intervention for Response to Intervention (RtI)

SI and other school reform initiatives

Teacher Evaluation Framework I & RS

Balanced Literacy Response to Intervention (RtI)

Differentiated Instruction (DI) Coaching

Student Engagement Project-based learning

Data-driven instruction Universal Design for Learning

Research on Sheltered Instruction

0

0.5

1

1.5

2

2.5

3

3.5

1 2

Pre Post

Writing Assessment Averages

SIOP

Control

IDEA ELP Group 2003-2004 2004-2005 2005-2006

Mean Mean Mean

Oral ELP Comparison 3.66 3.64 3.66

SIOP 3.67 3.76 4.00**

Reading ELP Comparison 3.95 3.98 3.97

SIOP 3.82 3.91 4.10

Writing ELP Comparison 4.14 4.04 4.02

SIOP 4.06 4.15 4.32**

Total ELP Comparison 3.69 3.61 3.65

SIOP 3.11 3.69 3.88**

NJ SIOP StudyImproving Education for English Learners, California Department of Education,

Sacramento, 2010

Page 282

Sheltered Instruction Observation Protocol ® (SIOP) 8:308 Components:1. Lesson Preparation

2. Building Background

3. Comprehensible Input

4. Strategies

5. Interaction

6. Practice/Application

7. Lesson Delivery

8. Review/Assessment

30 Features

Objectives

Content

• relate important ideas in Second Language Acquisition (SLA) to teaching English Learners (ELs)

• develop an awareness of the organization and structure of the World-Class Instructional Design and Assessment (WIDA ) English Language Development Standards (ELDs)

• evaluate ways to adapt teaching to enhance language and content learning

• identify the indicators of effective instruction used in Sheltered Instruction (S.I.)

Language

• answer comprehension questions and discuss the process of SLA in full group

• develop a shared vocabulary in relation to ELs

• discuss strategies to enhance language and content learning for ELs in pairs and small groups

• discuss the descriptors of the English Language Proficiency (ELP) levels of WIDA ELD standards

Participants will:

• Academic Language

• English Language Proficiency Levels

• Sheltered Instruction

Our KEY words/phrases

Apply your toothpaste to your toothbrush with your non dominant hand and brush your teeth. Be prepared to report out.

Bring a lesson plan you have delivered or plan to deliver with you to the next session.

HOMEWORK

Ticket Out or EXIT TICKET

Write down one thing that you learned today, (the AHA moment) or What you gained a better understanding of today?

Post the “ticket” on the wall chart marked Ticket Out/Exit Ticket.

Literature• The Name Jar by Yangsook Choi

• My Name is Yoon by Helen Recorvits

• No, English by Jacqueline Jules & Amy Huttington

• I’m New Here by Bud Howlett

• Chrysanthemum by Kevin Henkes

• I Speak English for My Mom by Muriel Stanek

• My Name is María Isabel by Alma Flor Ada

• Speak English for Us, Marisol! By Karen English

• Hello, My Name is Scrambled Eggs by Jamie Gilson

• The House on Mango Street by Sandra Cisneros

• The Namesake by Jhumpa Lahiri

• Yoko Writes Her Name by Rosemary Wells

• My Name Is Jorge: On Both Sides of the River by Jane Medina

• Ashok by Any Other Name by Sandra S. Yamate

• The Adventures of Alibaba Bernstein by Johanna Hurwitz

• Lost Names by Richard Kim

Content Related Literature

• Immigrant Kids by Russell Freedman

• At Ellis Island: A History of Many Voices by Louise Peacock

• If Your Name Was Changed at Ellis Island by Ellen Levine

• I was Dreaming to Come to America: Memories From The Ellis Island History Project

Books• Enrique's Journey by Sonia Nazario (2007)

• The Circuit: Stories from the Life of a Migrant Child; Reaching Out; Breaking Through; Taking Hold by Francisco Jiménez

• Bless Me, Ultima by Rudolfo A. Anaya

• So Far from the Sea & How Many Days to America? by Eve Bunting

• Grandfather’s Journey Allen Say

• Passage to Freedom: The Sugihara Story by Ken Mochizuki

• Kira-Kira by Cynthia Kodohata

• Save Me a Seat Sarah Weeks and Gita Varadarajan

• How Many Days to America? Eve Bunting

• A Global Family Portrait Peter Menzel

http://photo.net/photographer-interviews/peter-menzel/

Video

"Which Way Home" is a feature documentary film that follows unaccompanied child migrants, on their journey through Mexico, as they try to reach the United States. We follow children like Olga and Freddy, nine-year old Hondurans, who are desperately trying to reach their parents in the US.; children like Jose, a ten-year old El Salvadoran, who has been abandoned by smugglers and ends up alone in a Mexican detention center; and Kevin, a canny, streetwise fourteen-year old Honduran, whose mother hopes that he will reach the U.S. and send money back to her. These are stories of hope and courage, disappointment and sorrow. They are the children you never hear about; the invisible ones.

Movie/You Tube• I Learn America

http://search.aol.com/aol/video?q=i+learn+america+video&s_it=video-ans&sfVid=true&videoId=98524666EA81D1B141D198524666EA81D1B141D1&v_t=client97_inbox

• Similarities between Spanish and Arabic

https://www.youtube.com/watch?v=AOe4mkzBdCs

• The Good Lie – Nov. 2104

A group of Sudanese refugees given the chance to resettle in America arrive in Kansas City, Missouri, where their encounter with an employment agency counselor forever changes all of their lives.

• Sesame Street: Spanish Me, English Me (Song Me) http://search.aol.com/aol/video?q=sesam+street+song%3A+spanish+me%2C+english+me&s_it=video-ans&sfVid=true&videoId=74E3B240B46CE7A6922A74E3B240B46CE7A6922A&v_t=client97_inbox

Websiteshttp://njtesol-njbe.org (NJ Teachers of English to Speakers of Other Languages and New Jersey

Bilingual Educators)www.flenj.org (Foreign Language Educators of NJ)http://www.nabe.org (Bilingual Association)http://tesol.org (International Teachers of English as a 2nd Language)http://www.state.nj.us/education/cccs/ NJ Student Learning Standardshttp://www.state.nj.us/education/bilingual/ NJ DOE Bilingual Office

http://www2.ed.gov/about/offices/list/oela/english-learner-toolkit/chap1.pdf TOOLS AND RESOURCES FOR IDENTIFYING ALL ENGLISH LEARNERS

http://ell.stanford.edu/language across contenthttp://www.cgcs.org Council of Great City Schoolshttp://www.cal.org (Center for Applied Linguistics)http://crede.berkeley.edu/ (Center for Research on Education, Diversity & Excellence)http://www.storytellingarts.org/https://www.santarosa.k12.fl.us/esol79new/Gestures.dochttp://www.learnalberta.ca/content/sssm/html/placematactivity_sm.htmlhttp://www.languagelizard.comhttp://ncela.us/files/uploads/11/abedi_sato.pdf J.Abedi, Language Factors in Assessment of ELsReading Lab (SRA) fee requiredhttp://ellevationeducation.com/ Data management system for ESL www.wordreference.com is a language forum with the largest repository of knowledge and advice about the English language, as well as a number of other languages.

Websites (continued)www.ncela.gwu.edu (National Clearinghouse for English Language Acquisition)www.colorincolorado.org (Colorín Colorado)http://www.culturegrams.com (200 countries )www.intime.uni.edu/multiculture/curriculum/Culture/Teaching.htm (Culturally Responsive Teaching)ttps://www.engageny.org/http://crosscultured.com (Cross-Cultured Education)www.everythingesl.netwww.larryferlazzo.edublogs.org/ “a growth mindset”www.Online-stopwatch.comhttp://www.wkyc.com/video/761335511001/0/Fairview-Park-Chunk-and-Chew-working-in-classroomhttp://www.inascd.org/index.php?option=com_docman&task=doc_download&gid=32Chunk and Chewhttp://en.wikipedia.org/wiki/Richard_Rodriguezhttps://itunes.apple.com/us/app/itranslate-translator-dictionary/id288113403?mt=8 $3.99 voice translation; I voice (free); https://itunes.apple.com/us/app/photo-translator-free/id478334807?mt=8 Takes a picture and translates between English and@ 35 languagesApalon Speech & Translatehttps://itunes.apple.com/us/app/google-translate/id414706506?mt=8 Google translate http://www.Njcore.org Educator Exchange of Resources K-12http://schoolreforminitiative.org/doc/kiva.pdf Kiva Panel http://www.loc.gov/ Library of Congresshttp://www.transact.com/ TransAct- Legally-Required Parent Notices in Multiple Languageshttps://www.remind.com/ reminders to students and parents - can be translated

ReferencesAdams, Thomas, W. (1987) Body English: A Study of Gestures. Upper Saddle River, NJ:

Scott, Foresman Co.

Armstrong, N. and Wagner, M. (2003) Field Guide to Gestures. PA: Quirk Books

Axtell, Roger E. (1991). Gestures: The DO’s and TABOO’s of body language around the world. John Wiley & Sons

Banks, J. A. (1998). Curriculum transformation. In J. A. Banks (Ed.), An introduction to multicultural education (2nd ed., pp. 21–34). Boston: Allyn & Bacon.

Carrasquillo, Angela L. and Rodriguez, Vivian (1996) Language Minority Students in the Mainstream Classroom. Multilingual Matters

Cole, Robert W., et al, (2008) Educating Everybody’s Children: Diverse Teaching Strategies for Diverse Learners. ASCD

Collier, Catherine (2005) Pearls of Wisdom. Cross Cultural Development Education Services

Davis, Bonnie M. (2006) How To Teach Students Who Don’t Look Like You. Thousand Oaks, CA: Corwin Press

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