Month: April 2019

💕Friday Freebie

💕Hello Teachers,

In celebration of my 💕💕33rd wedding anniversary 💕💕here is a Friday freebie for all of you teaching math in Spanish or wanting to send home Spanish homework!

https://www.teacherspayteachers.com/Product/Geometria-Trajetas-De-Intercambio-Math-Games-and-Lesson-Plan-28309

This is a 26-page unit that has essential math vocabulary to build a foundation of math understanding. You can use it whole class, with second language learners or struggling math students. 
 
The 15 carefully selected math vocabulary words integrate kid-friendly definitions with rich information about the concept. 

Words included are: poligono, figuras congruentes, simetria, ordenacion, diametro, lineas paralelas, lineas perpendiculares, area, angulos, cilindros, perimetro, rombo, cubo, esfera y cono. 
  
This Math Game packet includes black line masters to reproduce and use as games and activities.
 
This package includes: 7 Math Games:
•Match It Up!
•I Know the Word
•Tic Tac Go!
•And the Answer Is!
•Word Association
•A Game of 20 Questions
•Concentration
 
Also included:
• Flashcard Mania
• Math Games as Homework
 
Reproducible black lines included in this package:
-assessment
-activities to send home
-easy to use teacher
-teacher’s guides
-easy game assembly
-variety of games
-complete game boards and game cards
-activity black line masters


Click here to download!


Happy teaching💕!
from Fun To Teach – Grammar, Language, Math, ESL/ELD, Spanish, Reading, Writing, Centers and more! https://esleld.blogspot.com/2019/04/friday-freebie_26.html

The Unapologetic Advocate: The 2019 TESOL Advocacy Summit and Why You Need to Attend

With the weather getting warmer here in Washington, DC, I’m confident that two things must be right around the corner: my annual Golden Girls marathon, and the 2019 TESOL Advocacy & Policy Summit. As much as I may want to, I won’t discuss the former, and instead highlight why you need to attend this one-of-a-kind TESOL advocacy event.

As I’ve discussed before, TESOL professionals not only have the right to advocate on behalf of the students and peers, but also the responsibility. I can think of no better way to embrace this responsibility than by attending the TESOL Advocacy & Policy Summit. For 3 days in June, TESOL professionals from all over the country descend on our nation’s capital in order to learn about the current policies impacting English learners and then advocate for change on Capitol Hill. Here are just a few reasons for you to attend the summit.

Learn From Policy Experts

Since its inception, the summit has been fortunate to tap into a wide network of policy experts and Washington, DC, insiders, and grow into a robust program featuring nearly a dozen speakers over the course of 3 days. I know that many advocates’ first reaction to going to meet with members of Congress is, “I’m not an expert on all of the issues!” By attending the summit, however, you will get the necessary knowledge to take with you to Congress (and back home) and have the confidence to address the many issues impacting the TESOL field. So, even if you’re not well-versed in the legal challenges facing DACA, or the exact amount of money appropriated to Title III of ESSA, or what appropriated even means, you’ll be just fine, and you’ll leave the summit with the necessary knowledge and tools to become a stronger advocate.

Build Your Advocacy Toolkit

Feeling a little intimidated by the thought of meeting with members of Congress? I get it; but meeting with your representatives is a little less The West Wing and a little more parent-teacher conference. Regardless of your experience level or comfort level with congressional meetings, the summit will give you the tips, tools, and knowledge necessary to hold productive meetings with your members of Congress. You’ll hear from experts (such as yours truly) and past participants to get the low-down on meeting with lawmakers, and to reassure you that anyone can be a successful advocate, no matter if this is your first time on Capitol Hill or your 100th!

Capitol Hill Day

By attending the summit, you’ll cap off your experience with an entire day on Capitol Hill meeting with your representatives in both the House and Senate (and easily get your 10,000 steps in). Worried about what to say? We’ve got you covered! During your training on the first 2 days of the summit, you’ll not only be given tips on how to hold a meeting, but you’ll be given written talking points to go over. It’s that easy! Plus, with the number of attendees growing each year, attendees from the same state often meet with their representatives in groups, so you won’t be alone in your advocacy efforts.

So, what are you waiting for? Space is limited and the summit has reached full capacity in the past. If you’re even just considering whether the TESOL Advocacy & Policy Summit is the right opportunity for you, stop thinking and start planning your trip to DC this June!

Need more convincing? Read the “Top 10 Reasons to Participate in the TESOL Advocacy & Policy Summit,” from past participants.

To learn more about the TESOL Advocacy & Policy Summit, and to register, please visit the summit website.

from TESOL Blog http://blog.tesol.org/the-unapologetic-advocate-the-2019-tesol-advocacy-summit-and-why-you-need-to-attend/

Augmented Reality for Language Learning

Augmented reality (AR) presents us with so many opportunities for language teaching and learning. If you are not familiar with this concept, perhaps the best example is Pokémon Go! This cultural phenomenon continues to be so compelling that it has inspired news events such as this one, just yesterday: “After causing mayhem, Pokemon Go shut down at Minnesota State Fair.”

This viral AR game captured the world’s imagination a few years ago, and I believe the engagement that this technology promotes can be harnessed for similar effect in the language classroom. AR allows us to interact with the physical world around us while our understanding is enhanced through the addition of digital content that is layered on that physical world. This additional content can include any information that might be helpful for a particular experience, such as video, directional guidance, historical content, or a virtual personal guide.

The ability to interact with others while also making sense of this information can result in a variety of meaningful interactive experiences. It can also be done quite easily for those who are willing to experiment a bit. Those who are willing to go a little further can engage students in the creation of compelling, interactive, immersive experiences that support extensive language practice.

Augmented Retail

One of the easiest ways to get started with AR is to use one of the many commercial applications that are freely available as a means of promotion or advertising. So many companies have created interesting approaches to marketing using AR that it is now referred to as augmented retail. These applications tend to be designed to allow customers to interact with their physical space in a way that allows them to envision how potential products would fit in these spaces. There are numerous ways that these can be repurposed for instructional experiences.

IKEA was one of the first companies to embrace this technology in a really interesting way. Learners could use their app, IKEA Place, to imagine different layouts for a room with various furniture placements. Using this as a collaborative activity could really support conditional, hypothetical, and future language structures that are often otherwise difficult to conceive. For a better sense of how this works, you can watch this video of the IKEA app in use.

Houzz offers a very similar experience to IKEA with a collection of 500,000 furniture and home décor objects that can be virtually experienced. Such a large collection of material could create opportunities for learners to recognize and describe an extensive variety of descriptive characteristics associated with such objects, allowing them to engage in extensive vocabulary practice through speaking or writing.

AR-Based Games

On a more sophisticated level, yet still very accessible, instructors and learners can use tools like TaleBlazer or ARIS. These are both location-based mobile game engines that allow users to create their own AR-driven mobile-based games. Taleblazer offers numerous ready-to-play games that users can try out on their own, but the real power lies in the ability to create your own, customized games around course content.

I have taught a class on AR and VR (virtual reality) in which my students created interactive games for students at a local elementary school. These games are extremely interactive and guide learners through scavenger hunts or interpretive guided tours with each step of the process relying upon understanding information and negotiating that information with teammates as a collaborative activity. For a better idea of how you can use Taleblazer, watch these interesting videos, which highlight how different users have used it in very different ways:

You may also be interested in ARIS, which is very similar to TaleBlazer, but currently works only with iOS (Apple) devices.

Creating Augmented Content

If you want to get even more sophisticated, you can create commercial-grade augmented content that is layered upon the physical world, using tools like Augment. With this platform, you can create entire virtual libraries, museums, or worlds to layer upon the physical world around us.

More Resources

For more about the rapidly advancing world of AR, see these links:

How have you been using AR in your language classroom? What are your favorite AR applications or activities? Please share with us in the comments.

from TESOL Blog http://blog.tesol.org/augmented-reality-for-language-learning/

💕Place Value – necessary skills checklist 💕

💕Hi everyone!

I recently watched a group of students playing a computer game that featured place value.  Watching them play the game, I observed who easily played through the levels and who had trouble advancing.  

As a teacher my mind went to task analyzing what was needed as a foundation in order to understand place value.  

With that in mind here is a checklist to determine if students have the necessary skills to understand place value.  



Click here to download this poster!

If students don’t have these skills, STOP and teach these essential building blocks to understanding place value or your students will struggle with this cornerstone of mathematics throughout the year.

Young students can develop a strong understanding of place value when teachers assess their knowledge base before diving into place value.  Make sure your students have the foundation they need to create a strong knowledge of place value.
When you are sure your students have mastery of the above elements, move on to place value and watch them zoom!

💕💕💕💕💕💕💕💕💕💕💕💕💕💕💕💕💕💕💕💕💕💕💕💕💕💕
Happy Teaching!

💕💕💕💕💕💕💕💕💕💕💕💕💕💕💕💕
Click here to see the Fun to Teach products.We have a variety of games and activities to help build these essential math skills in young mathematicians.

Reading Numbers 0-19
Reading 2Digit Numbers 
Skip counting by 2 (free)
Skip counting by 5
Skip counting by 10
Skip counting by100

Addition 0-19
Addition with2 digit numbers
Place value with 2 digit numbers
                                                    Place value with3 digit numbers

from Fun To Teach – Grammar, Language, Math, ESL/ELD, Spanish, Reading, Writing, Centers and more! https://esleld.blogspot.com/2019/04/place-value-necessary-skills-checklist.html

5 Ways to Help ELs Develop Pride in Their Heritage

English learners (ELs) offer a rich resource from which mainstream teachers and students can learn about other languages and cultures. If teachers support the diversity in their classrooms, all students will begin to understand and value the many distinct cultures of the world. Teachers should take advantage of this natural resource that is in their classrooms and support ELs from diverse backgrounds to develop pride in their heritage. Following are some classroom practices that you and your colleagues can adopt to help the ELs in your school develop pride.

1. Discover the Strengths and Assets of English Learners to Build Relationships

The authors of Teaching to Strengths: Supporting Students Living with Trauma, Violence and Chronic Stress (Zacarian, Alvarez-Ortiz, & Haynes, 2017) write that every student enters the classroom with assets. Teachers need to discover and focus on these assets and give lots of encouragement and support for what the student can do rather than dwelling on what they can’t yet do. One way to do this is to ask ELs to answer the prompt, “What I wish my teacher knew about me.” Students of all ages and language development levels can participate in this activity. Even kindergarten ELs can take part in this activity by drawing a picture and labeling it, with the teacher’s help. The authors also say that

as educators, our unconditional acceptance carries a message of belonging and emotional safety. It communicates, in words and deeds, that the student is welcome regardless of his background or current situation and is part of the fabric of the classroom and school.

2. Pronounce Newcomers’ Names Correctly

Avoid the temptation to create a nickname or to Americanize a child’s name. Ask parents or a native speaker to help you learn the correct pronunciation of your student’s name. Mispronouncing students’ names can have a long-term impact for students in that it negates their identity. This in turn affects self-esteem and academic achievement.
Pronouncing students’ names correctly shows respect for students and their culture, which can result in helping students to develop pride in their culture.

3. Learn Some Vocabulary and Expressions From Languages of the Students You Teach

Author Andrea Honigsfeld recently posted on Twitter that she recommends that teachers learn 20 phrases and sentences from a students’ home language:

https://platform.twitter.com/widgets.js

This might be possible if most of your ELs speak Spanish. Many educators, however, teach in school districts where students are from 20+ different language backgrounds. If you teach in one of these districts, I think it’s reasonable to learn some phrases and sentences from each students’ language. Start with saying hello and goodbye. Imagine the power of greeting each student at the beginning of the day in their home language. That would make each EL feel welcomed and part of the classroom community.

4. Tie Culture to Curriculum

Tie the cultures of your second language learners to your curriculum whenever possible. We know that all children bring to school a wealth of experiences from their families, homes, neighborhoods, and communities. Children with diverse linguistic and cultural backgrounds have stories and experiences that are unique. They should build on the knowledge their students and families have of the countries they come from and the cultures they represent. I once observed a second-grade teacher whose social studies curriculum included the study of cities. Instead of focusing on two U.S. cities, she chose one from a new ELs’ country. This student was having a hard time adjusting to school in the United States. I was amazed at how much the study of Seoul, Korea meant to him and his family. They became an integral part of the unit and served as a resource for the classroom. Nothing is more powerful than this to support ELs’ pride in their heritage.

5. Actively Encourage the Maintenance of English Learners’ Home Language

Anna Valence concluded in her 2015 Doctoral Thesis that current research finds that the maintenance of students’ home languages is essential for ELs’ social, emotional, and academic growth. She states that “the maintenance of heritage languages is not merely beneficial but is essential to their psychological, cognitive, linguistic, social and academic success” (p. 2).

We do not want our students to learn English at the detriment of their home languages. For many years, it was thought that most families lost their home language by the third generation. There is much research that counters that today. Schools can join in the effort to maintain home languages by encouraging families to continue to use first language in their home. The presence of print and music in home language can be ties to bilingualism in second and third generations. How can teachers can support maintenance of home languages in their classroom? Here are a few ideas.

  • Make a separate set of labels of classroom objects for each of the different languages spoken in your classroom. You may have two or more labels on your door with the word door in English and in the different languages. Have ELs teach their classmates to pronounce words in their home language using the labels placed around the classroom.
  • Buy books in your ELs’ home language, even if they do not read yet. They will recognize the written form of their language and feel proud that it is displayed in your room.
  • Set up a center with music and audio books from different languages. Give ELs a “brain break” to listen to music and stories in their home language.
  • Maintain a list of websites that have content material in different languages. Wikipedia and Simple English Wikipedia have translations of most of their entries. If ELs are newcomers and don’t yet read in English, they can read the information in their home language and then learn it in English; there will be more comprehension, and they know the content in two languages.
  • Allow students from the same language background as your ELs to translate or interpret information for new students. This maintains and celebrates students’ first language.

We, as teachers, can do much in our classroom to help our ELs develop pride in their heritage and feel an important part of the classroom community. Are there other ways you help your ELs develop or maintain pride in their heritage in your classroom? Please share in the comments.

References

Zacarian, D., Alvarez-Ortiz, L., & Haynes, J. (2017). Teaching to strengths: Supporting students living with trauma, violence, and chronic stress. Alexandria, VA: ASCD.

Vallance, A. L. (2015). The importance of maintaining a heritage language while acquiring a host language (Master’s thesis). Retrieved from Honors College Theses (34).

from TESOL Blog http://blog.tesol.org/5-ways-to-help-els-develop-pride-in-their-heritage/

💕Friday Freebie✅

💕✅ Hello Teachers!
Here is a great math freebie just for you!

https://www.teacherspayteachers.com/Product/Multiplying-by-8-Math-Games-and-Lesson-Plan-28642Multiplying by 8 – Multiplication Math Games and Lesson Plans


Check out this 26-page package freebie that focuses on multiplying by 8. Teaching elementary students to multiply is quick and effective when students practice their multiplication facts with these fun and engaging reproducible multiplication games, lesson plans and activities.
 
This package includes 5 Math Games:
*Multiplying by 8
*Match It Up!
*Concentration
*Multiplication Bingo
*Flash Card Bingo
ALSO INCLUDED:
*Homework Black lines
*Timed Tests
*Score Graphs

Each multiplication game includes game boards, cards, practice sheets, a 5 minute-timed test and graph for efficient assessment.
Also included are 5 black lines, which can be used to differentiate your instruction, as seat work or sent home as homework. Flash cards also come in this packet.

These games are effective ways to reach and teach your English language learners and at risk students. Differentiate your elementary instruction with this great 26-page multiplication game and activities.
Please follow me and don’t forget to rate this product!
Click here to download this freebie!

Happy teaching!💕 


from Fun To Teach – Grammar, Language, Math, ESL/ELD, Spanish, Reading, Writing, Centers and more! https://esleld.blogspot.com/2019/04/friday-freebie_12.html

🌻🌻Subject and Predicate…Mr. Morton!

p.p1 {margin: 0.0px 0.0px 0.0px 0.0px; font: 16.0px ‘Apple Color Emoji’} span.s1 {text-decoration: underline ; font-kerning: none} 🌻🌻Hello everyone,
p.p1 {margin: 0.0px 0.0px 0.0px 0.0px; font: 16.0px ‘Apple Color Emoji’} span.s1 {text-decoration: underline ; font-kerning: none} Subject and Predicate…who can explain it better than Schoolhouse Rocks?

Mr Morton is who, he is the subject of our tale and the predicate tells what Mr Morton must do!
Share this with your students and enjoy!

Happy Teaching!
p.p1 {margin: 0.0px 0.0px 0.0px 0.0px; font: 16.0px ‘Apple Color Emoji’} span.s1 {text-decoration: underline ; font-kerning: none}

🌻🌻🌻🌻🌻🌻🌻🌻🌻🌻🌻🌻🌻🌻🌻🌻🌻🌻🌻🌻🌻🌻🌻🌻🌻🌻🌻

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from Fun To Teach – Grammar, Language, Math, ESL/ELD, Spanish, Reading, Writing, Centers and more! https://esleld.blogspot.com/2019/04/subject-and-predicatemr-morton.html