Great learning has happened at the International Community School Singapore, where Jaime Thomas and I shared theories, ideas and strategies for working with English Language Learners in international school settings. We discussed topics like building empathy, second language acquisition, social vs. academic language, vocabulary development, differentiation and scaffolding.
We got to work with a group of young and energetic teachers, who aimed to better understand and support the ELLs in their classes.
We also got to experience a snapshot of a consultant's job and we thoroughly enjoyed it. It's definitely something we consider pursuing further.
I recently came across a great collection of EDUCATIONAL RESEARCH SUMMARIES, and I found them to be a wonderful resource for anybody who is interested in learning more about research-based educational findings of demonstrated value.
Check them out here: research summaries on www.teacherhead.com. By the way, this teacher's blog is worth a shout-out.
This year I enrolled in the ISS WLI Certificate program, under the guidance of the world-known and absolutely wonderful Dr. Virginia Rojas, and now, when I am only one week away from completion, I can say that this has been one of the most rewarding professional development initiatives I ever engaged in. The program as a whole has radically enriched my expertise and my understanding of ELLs and their needs in the international schools' world of the 21st Century, but it has also taught me valuable principles of curriculum and assessment development, applicable to all learners.
I decided to share the infographic I created as a summative project for the 2nd course I took within the program, Teaching English as an Additional and Academic Language (TEALL). The infographic is founded on the Six Key Principles for ELL Instruction created by Stanford Graduate School of Education.
My infographic developed the Six Key Principles into a comprehensive framework for curriculum and assessment development in international schools, with a focus on integrated ELL education. I am happy and grateful to say that the presentation I made based on this infographic has helped me move on to the position of Curriculum and Assessment Coordinator at my current school.
You can find it in a larger format here.
We just finished a unit on Sharing the Planet in Grade 1, where we basically focused on mini-beasts (invertebrates). One way we integrated science with literacy during this unit was by writing a pattern poem about a chosen mini-beast. I knew that my little ELLs will need a lot of scaffolding, so this is how it all went:
1. We read a book about snails.
2. We co-created a mind-map to show what we learned about snails after reading the book. We used verbs to make sentences.
3. We summarised our learning individually.
4. We each chose a mini-beast and we brainstormed adjectives, adverbs and verbs that were describing our chosen mini-beasts. We created a mind-map for each part of speech. The names of mini-beasts and the parts of speech were colour-coded to match each other. Adjectives, adverbs and verbs were introduced through questions.
Adjective: How are...?(Look)
Adverb: How do... move? (-ly)
Verb: What can... do? (-ing)
5. We introduced the poem pattern.
6. We drew our mini-beast. Then, we selected adjectives, adverbs and verbs that best described it, using a graphic organiser. Then, we wrote one or two poems following the pattern. We also edited them.
7. Finally, we published our poems.
So proud of my kiddos!
It's inevitable. After a holiday, everyone talks about it. The holiday!
I had already heard a lot of holiday stories from my Grade 1 students, so when Grade 4 came, I didn't want them to tell me all about their holiday as well. Instead, I asked them to write about it. I was expecting a bunch of stories starting with, or ending in, "I had an amazing/great/fantastic/ awesome vacation.", and then a bunch of details, maybe some dialogue, some "show, not tell"... Travels, shopping, restaurants. Beaches. Maybe some feelings.
Instead, I got this.
From a girl who is just learning English.
And it went straight to my heart!
I had the worst holiday that I never, ever had.
I was seating on my chair, reading a book,
my body almost iron.
I was looking at my brother playing a game.
The name of the game - 'Rainbow Six Maruchiplay Kajuaru",
my body almost a mummy.
I ate many fruits.
Their names were apple and orange,
my body almost fruit juice.
I made many, many cakes.
Cheese cake, chocolate cake, strawberry cake, orange cake, and blueberry cake,
my body almost cake.
I sent the cakes to my Japanese friends.
They said their "Thank you!"s every time.
When I wanted to say "You're welcome!",
the words that I said were "Thank you!" too,
my brain almost nothing but "Thank you!"
I went to ballet.
It's sometimes like gymnastics.
After gymnastics, we danced our dance for the May show.
My body was so hard!
My feet reached up to my head.
We went to my mom's friend's house.
He owns a jewellery shop.
He had many, many stones and many, many pearls.
He showed us the blood stone.
The most expensive one.
I like to read a book, but I don't like to read all day.
I don't like to watch someone play games. I like to play them.
I like fruit, but not when it's too much.
I don't want to make cakes anymore.
Why does everyone just say "Thank you!", "Thank you!"?
I don't like stones and I don't want to see the blood stone.
This week was so long.
It's the worst holiday that I never, ever had.