Urban charter schools in Massachusetts are delivering for minority, economically disadvantaged, special education and
ELL students in a way that is historically unprecedented in the long struggle for equitable education in the United States.
Not exact matches
The 309 schools included
in the study differed from other city schools
in the following
ways: They had a higher proportion of English Language Learners (
ELL), special education, minority
students, and
students eligible for the Title I free or reduced - price lunch program, as well as lower average math and reading scores.
Fay / Whaley: One of the best
ways to help
ELL students feel comfortable is to provide multiple opportunities for them to talk — with a partner,
in a small group, to someone who speaks their native language, to the teachers.
In many ways, all of our students are ELLs, and we need to think intentionally about how to support each one in learning the languag
In many
ways, all of our
students are
ELLs, and we need to think intentionally about how to support each one
in learning the languag
in learning the language.
Not only is this activity ideal for
students of all ages, but it is an excellent
way to build vocabulary
in ELL / ELD
students and to teach Life Skills.
Provide opportunities for
ELL students to participate
in Book Buddies experiences as a
way to let
students practice their new language
in a gratifying, low - pressure setting (e.g.,
ELL students still get the honor of being a role model and mentor, feeling less pressure since they are reading primary picture books).
Recently, the Annenberg Institute for School Reform highlighted a number of «asset - based» approaches to
ELL instruction, including the International Charter School
in Pawtucket, Rhode Island, a two -
way immersion school where all
students are labeled as second - language learners and help one another learn a second language.
This is but one example of how MSIs are paving the
way for others to learn from and participate
in more multifaceted and asset - oriented approaches to teaching
ELL students.
In short, this path encourages teacher candidates to reframe their initial impulse to correct the errors in ELL students» writing by participating in a legitimate, peripheral way in Ms. Ghanem's thoughtful and sensitive response
In short, this path encourages teacher candidates to reframe their initial impulse to correct the errors
in ELL students» writing by participating in a legitimate, peripheral way in Ms. Ghanem's thoughtful and sensitive response
in ELL students» writing by participating
in a legitimate, peripheral way in Ms. Ghanem's thoughtful and sensitive response
in a legitimate, peripheral
way in Ms. Ghanem's thoughtful and sensitive response
in Ms. Ghanem's thoughtful and sensitive responses.
The idea of all kids learning the same information at each grade level sounds great until you consider that
students with special needs,
ELLs (English Language Learners) and really every single child does not learn
in the same
way or at the same pace.
By inviting
students to observe and participate
in the teacher's own writing process,
ELLs can better understand
ways to approach the task of writing.
ELL students» cultural backgrounds can impact their writing
in a variety of
ways.
But this good old fashioned
way of working with my
students to learn vocabulary (We studied different types of syllables, affixes, roots and derivatives
in my
ELL Language Arts Class.)
Then, think about the
ways in which she supports her
students to work toward speaking and listening standards while having these content conversations
in Getting Started with Academic Discussions &
ELLs.