Clerisy Architect: Richard Atkins
Length of Workshop: 60 minutes
Danielson Framework: Domain 3 (Instruction)
Grow your ELL toolkit by learning new strategies and ways for scaffolding instruction to make content more accessible for English Language Learners in your classroom. After exploring research-based, field-tested approaches used by seasoned ESL teachers, participants will reflect on their current practices to identify areas to make learning more accessible to all students. The strategies and best practices shared during this training will strengthen Educator efficacy while supporting student success everyday.
- I will better understand the benefits of integrating scaffolding for student success.
- I can identify when and how to utilize one or more of the five scaffolding strategies to adapt my lessons for ELLs.
Publications Highlighted: Anticipation guide. Retrieved from:https://www.readingrockets.org/strategies/anticipation_guide; Billings, Elsa & Walquí, Aida. Topic brief 5: dispelling the myth of “english only”: understanding the importance of the first language in second language learning. New York State Education Department. Retrieved from: http://www.nysed.gov/bilingual-ed/topic-brief-5-dispelling-myth-english-only-understanding-importance-first-language; Cox, Carol. Creating timelines. Retrieved from: https://www.readingrockets.org/article/creating-timelines ; Ford, Karen. Differentiated instruction for english language learners. Retrieved from https://www.colorincolorado.org/article/differentiated-instruction-english-language-learners; Hines, Amy (2006). Using timelines to enhance comprehension. Retrieved from: https://www.colorincolorado.org/article/using-timelines-enhance-comprehension; Kimmins, Dovie L. & Winters, J. Jeremy (2015). Caution: Venn Diagrams Ahead! Teaching Children Mathematics, 21 (8) 484-493.; National Center for Education Statistics. (2019). English language learners in public schools. Retrieved from https://nces.ed.gov/programs/coe/indicator_cgf.asp