All Discussions Tagged 'English' - Classroom 2.02024-03-28T12:08:25Zhttps://www.classroom20.com/forum/topic/listForTag?tag=English&feed=yes&xn_auth=noSupporting English Language Learners in your Classroomtag:www.classroom20.com,2016-03-09:649749:Topic:11001292016-03-09T19:11:42.667ZEd Vectushttps://www.classroom20.com/profile/EdVectus
<p><span>To create an safe, inclusive environment for all students, it is vital for teachers welcome English Language Learners by acknowledging their first language, culture and past experiences. Here are a few tips on how to help these children adapt to their new learning environment:</span></p>
<p>1. Encourage first language use.</p>
<p>2. Support all attempts to communicate.</p>
<p>3. Model and use gestures, concrete and visual representations.</p>
<p>4. Break down information into small,…</p>
<p><span>To create an safe, inclusive environment for all students, it is vital for teachers welcome English Language Learners by acknowledging their first language, culture and past experiences. Here are a few tips on how to help these children adapt to their new learning environment:</span></p>
<p>1. Encourage first language use.</p>
<p>2. Support all attempts to communicate.</p>
<p>3. Model and use gestures, concrete and visual representations.</p>
<p>4. Break down information into small, manageable chunks.</p>
<p>5. Encourage student to share and build on prior knowledge and learning.</p>
<p>6. Have an older student or student with a shared language buddy up.</p>
<p><span>It is critical that English Language Learners be supported in order to build their self-confidence. By recognizing the differing cultural backgrounds of one another, children will be better able to empathize and adopt an open-minded attitude that will remain with them for the rest of their lives. As teachers, we are given an incredible opportunity to encourage a loving, compassionate and curious mindset in our students that will infuse them with wisdom and experience as adults.</span></p> How to teach the adults Englishtag:www.classroom20.com,2015-05-16:649749:Topic:10670662015-05-16T00:26:38.196ZLiu Honghttps://www.classroom20.com/profile/LiuHong
<p>Hey, everyone! I'm a new English teacher for adults. My students are over 50. They can't remember the new words easily. How should I do to help them learn with ease?</p>
<p>Hey, everyone! I'm a new English teacher for adults. My students are over 50. They can't remember the new words easily. How should I do to help them learn with ease?</p> Diversity Within English Functional Skills Classestag:www.classroom20.com,2014-12-04:649749:Topic:10449742014-12-04T13:23:04.193ZJosef Jameshttps://www.classroom20.com/profile/JosefJames
<p>Hello 2.0 community!</p>
<p></p>
<p>I, trainee teacher, am looking for help with the embedding of current affairs within my English classes to make them more appealing to students. Additionally it will teach them about up to date affairs, that could effect their everyday lives.</p>
<p></p>
<p>The group are hard to keep engaged, my thoughts were that injecting something current to them, they may engage further! Also wanting to celebrate equality and diversity is a life skill we should all…</p>
<p>Hello 2.0 community!</p>
<p></p>
<p>I, trainee teacher, am looking for help with the embedding of current affairs within my English classes to make them more appealing to students. Additionally it will teach them about up to date affairs, that could effect their everyday lives.</p>
<p></p>
<p>The group are hard to keep engaged, my thoughts were that injecting something current to them, they may engage further! Also wanting to celebrate equality and diversity is a life skill we should all have access to.</p>
<p></p>
<p>Any ideas? The more the merrier!</p> suggestions for teaching grammar with online tools?tag:www.classroom20.com,2013-07-29:649749:Topic:9498312013-07-29T13:22:59.027ZMark Jarmonhttps://www.classroom20.com/profile/MarkJarmon
<p>Can anyone share suggestions/experiences with effective ways of teaching grammar using online tools (grades 6-12). I was recently introduced to Grammardog.com, but have not used it in the classroom yet. </p>
<p>Can anyone share suggestions/experiences with effective ways of teaching grammar using online tools (grades 6-12). I was recently introduced to Grammardog.com, but have not used it in the classroom yet. </p> ESL teaching: simple past tensetag:www.classroom20.com,2013-04-16:649749:Topic:9264542013-04-16T14:51:50.665Zlaurie rallshttps://www.classroom20.com/profile/laurieralls
<p>Are there any ESL teachers out there? I am pondering how to teach simple past tense to elementary school children (3rd-5th graders). We will be using regular verbs (those to which "-ed" is added to create the past tense). How much should I teach the "ed" rule, and how much should I simply give examples and have the children try it out and use transcribed conversations to pick it up? Are there any skits, songs, TPR activities, or other techniques you would recommend? Many thanks!</p>
<p>Are there any ESL teachers out there? I am pondering how to teach simple past tense to elementary school children (3rd-5th graders). We will be using regular verbs (those to which "-ed" is added to create the past tense). How much should I teach the "ed" rule, and how much should I simply give examples and have the children try it out and use transcribed conversations to pick it up? Are there any skits, songs, TPR activities, or other techniques you would recommend? Many thanks!</p> Tech Tool for Timed Writingtag:www.classroom20.com,2013-02-27:649749:Topic:9152342013-02-27T19:08:53.749ZErich Tuschhttps://www.classroom20.com/profile/ErichTusch
<p>On behalf of an English teacher, I am looking for a tech tool that will support a timed writing assignment that can be completed by the student at home. The tool should include some sort of timer that starts when the prompt is open and both saves the work and closes the GUI when the pre-set time has elapsed. Does anyone have any suggestions they could share?</p>
<p></p>
<p>Many thanks,</p>
<p></p>
<p>Erich</p>
<p>On behalf of an English teacher, I am looking for a tech tool that will support a timed writing assignment that can be completed by the student at home. The tool should include some sort of timer that starts when the prompt is open and both saves the work and closes the GUI when the pre-set time has elapsed. Does anyone have any suggestions they could share?</p>
<p></p>
<p>Many thanks,</p>
<p></p>
<p>Erich</p> MS Language Arts, Google Presentation - Collaborative Docs, Graphic Noveltag:www.classroom20.com,2012-11-27:649749:Topic:8946012012-11-27T20:03:07.354ZT. Whitehttps://www.classroom20.com/profile/TWhite
<p><span class="font-size-2" style="font-family: tahoma, arial, helvetica, sans-serif;"><a href="https://twitter.com/tisttwhite" target="_blank">@tisttwhite</a></span></p>
<p><span class="font-size-3" style="font-family: tahoma, arial, helvetica, sans-serif;">An in-class MS Language Arts project based on the 7th grade novel study, <span style="text-decoration: underline;">The Giver</span>.…</span></p>
<p></p>
<p><span class="font-size-2" style="font-family: tahoma, arial, helvetica, sans-serif;"><a href="https://twitter.com/tisttwhite" target="_blank">@tisttwhite</a></span></p>
<p><span class="font-size-3" style="font-family: tahoma, arial, helvetica, sans-serif;">An in-class MS Language Arts project based on the 7th grade novel study, <span style="text-decoration: underline;">The Giver</span>.</span></p>
<p><span class="font-size-3" style="font-family: tahoma, arial, helvetica, sans-serif;">Language Arts focus:</span></p>
<p><span class="font-size-3" style="font-family: tahoma, arial, helvetica, sans-serif;">- summarizing </span></p>
<p><span class="font-size-3" style="font-family: tahoma, arial, helvetica, sans-serif;">- dialogue</span></p>
<p><span class="font-size-3" style="font-family: tahoma, arial, helvetica, sans-serif;">- narrative structure of a graphic novel </span></p>
<p><span class="font-size-3" style="font-family: tahoma, arial, helvetica, sans-serif;">- figurative vs. literal </span></p>
<p><span class="font-size-3" style="font-family: tahoma, arial, helvetica, sans-serif;"> </span></p>
<p><span class="font-size-3" style="font-family: tahoma, arial, helvetica, sans-serif;">Tech Integration:</span></p>
<p><span class="font-size-3" style="font-family: tahoma, arial, helvetica, sans-serif;">- 2:1 </span></p>
<p><span class="font-size-3" style="font-family: tahoma, arial, helvetica, sans-serif;">- Google Docs, collaborative presentation </span></p>
<p><span class="font-size-3" style="font-family: tahoma, arial, helvetica, sans-serif;"> </span></p>
<p><span class="font-size-3" style="font-family: tahoma, arial, helvetica, sans-serif;">Flipped component - Preface and instructions: </span></p>
<p><span class="font-size-3" style="font-family: tahoma, arial, helvetica, sans-serif;"><iframe width="640" height="480" src="http://www.youtube.com/embed/lKCVmPy_2zg?wmode=opaque" frameborder="0"></iframe>
</span></p>
<p><span class="font-size-3" style="font-family: tahoma, arial, helvetica, sans-serif;"> </span></p>
<p><span class="font-size-3" style="font-family: tahoma, arial, helvetica, sans-serif;">Fast forward compiled real-time collaboration of Presentation:</span></p>
<p><span class="font-size-3" style="font-family: tahoma, arial, helvetica, sans-serif;"><iframe width="853" height="480" src="http://www.youtube.com/embed/L0MFGCfuKLk?wmode=opaque" frameborder="0"></iframe>
</span></p>
<p><span class="font-size-3" style="font-family: tahoma, arial, helvetica, sans-serif;"> </span></p>
<p><span class="font-size-3" style="font-family: tahoma, arial, helvetica, sans-serif;">Final product:</span><br/> <span class="font-size-3" style="font-family: tahoma, arial, helvetica, sans-serif;">Google Presentation, <span style="text-decoration: underline;">The Giver</span> graphic novel chapters 1-9. <a href="http://stepintoourclassroom7.blogspot.com/2012/11/the-giver-graphic-novel.html" target="_blank">Here</a></span></p>
<p><span class="font-size-3" style="font-family: tahoma, arial, helvetica, sans-serif;"> </span></p>
<p><span class="font-size-3" style="font-family: tahoma, arial, helvetica, sans-serif;"><a href="http://stepintoourclassroom7.blogspot.com/2012/11/the-giver-graphic-novel.html" target="_blank"><img width="571" src="http://storage.ning.com/topology/rest/1.0/file/get/1675739482?profile=RESIZE_1024x1024" width="571" class="align-full"/></a></span></p>
<p style="text-align: center;"></p>
<p style="text-align: center;">Originally posted on <a href="http://theinternationalschoolteacher.ning.com" target="_blank">TIST</a></p>
<p><a target="_blank" href="http://stepintoourclassroom.org/tist/theinternationalschoolteacherheader.png"><img class="align-center" src="http://stepintoourclassroom.org/tist/theinternationalschoolteacherheader.png" height="61" width="429"/></a></p> Creating Student ePortfoliotag:www.classroom20.com,2012-04-06:649749:Topic:8252262012-04-06T23:29:51.262Zmelissagreen1https://www.classroom20.com/profile/melissagreen1
<p> <strong>Your Name and Title: <br></br></strong>Melissa Green, Adjunct English Instructor</p>
<p></p>
<p><strong>School, Library, or Organization Name:</strong></p>
<p><strong><br></br></strong>Ohio University -Chillicothe</p>
<p><strong> </strong></p>
<p><strong>Co-Presenter Name(s):</strong></p>
<p><strong><br></br></strong>None</p>
<p><strong> </strong></p>
<p><strong>Area of the World from Which You Will Present:</strong></p>
<p><strong><br></br></strong>Waverly,…</p>
<p> <strong>Your Name and Title: <br/></strong>Melissa Green, Adjunct English Instructor</p>
<p></p>
<p><strong>School, Library, or Organization Name:</strong></p>
<p><strong><br/></strong>Ohio University -Chillicothe</p>
<p><strong> </strong></p>
<p><strong>Co-Presenter Name(s):</strong></p>
<p><strong><br/></strong>None</p>
<p><strong> </strong></p>
<p><strong>Area of the World from Which You Will Present:</strong></p>
<p><strong><br/></strong>Waverly, Ohio</p>
<p><strong> </strong></p>
<p><strong>Language in Which You Will Present:</strong></p>
<p>English <strong><br/></strong></p>
<p><strong><br/></strong></p>
<p><strong>Target Audience(s):</strong></p>
<p><strong><br/></strong>Instructors who use portfolio evaluation both at the high school and college level. </p>
<p><strong> </strong></p>
<p><strong>Short Session Description (one line):</strong></p>
<p><strong><br/></strong>Using electronic portfolios in the classroom is an effective assessment tool as well as a way to promote real-life application to classroom activities.</p>
<p><strong> </strong></p>
<p><strong>Full Session Description (as long as you would like):</strong></p>
<p><strong><br/></strong>This session will explain how to set up electronic portfolios using the RCampus website which offers free ePortfolios to students. Students are able to load and showcase their work as well as create various tabs to show their education and even personalities. Students can later add tabs and more content and use this portfolio when seeking future employment opportunities. Discussion will include creating a portfolio, creating an assignment for students, and assessing the portfolio.</p>
<p><strong> </strong></p>
<p><strong>Websites / URLs Associated with Your Session:</strong></p>
<p><strong><br/></strong>RCampus <a href="http://www.rcampus.com/eportfoliohomeshellc.cfm">http://www.rcampus.com/eportfoliohomeshellc.cfm</a></p> Using VoiceThreads to Teach College Literature Coursestag:www.classroom20.com,2012-03-13:649749:Topic:8163852012-03-13T21:18:53.413ZVicki Phillipshttps://www.classroom20.com/profile/VickiPhillips
<p>Your Name and Title: Vicki Phillips</p>
<p> </p>
<p>School, Library, or Organization Name: Rasmussen College</p>
<p> </p>
<p>Co-Presenter Name(s):</p>
<p> </p>
<p>Area of the World from Which You Will Present: Tampa, Florida, USA</p>
<p> </p>
<p>Language in Which You Will Present: English</p>
<p> </p>
<p>Target Audience(s): High School, Community and 4 yr college English instructors</p>
<p> </p>
<p>Short Session Description (one line): Engaging Literature students with VoiceThread…</p>
<p>Your Name and Title: Vicki Phillips</p>
<p> </p>
<p>School, Library, or Organization Name: Rasmussen College</p>
<p> </p>
<p>Co-Presenter Name(s):</p>
<p> </p>
<p>Area of the World from Which You Will Present: Tampa, Florida, USA</p>
<p> </p>
<p>Language in Which You Will Present: English</p>
<p> </p>
<p>Target Audience(s): High School, Community and 4 yr college English instructors</p>
<p> </p>
<p>Short Session Description (one line): Engaging Literature students with VoiceThread presentations</p>
<p> </p>
<p>Full Session Description </p>
<p> How do we, as instructors, infuse our classes with enthusiasm for literature which the 21<sup>st</sup> c student may not be familiar with or even be interested in reading as most selections are of a style that is sometimes regarded as difficult for the students to read and comprehend? Frequently, in college classes, the students have an assigned text and the readings in the anthology are those that have been pre-selected by the editors of the anthology. The selections are usually pieces done in the early to mid-part of the twentieth century by some of the best known American authors. Often, as instructors, we struggle with how to encourage our 21<sup>st</sup> century students to not only want to read the assigned material but also to want to add substantial comments to a discussion. Fortunately, I discovered Classroom 2.0 and then VoiceThread.com. By creating a VoiceThread to go with the accompanying assignment, I have found a way in which my students not only “get” the story, but they actually become more engaged and better readers and writers on the papers submitted in the class. Another unforeseen benefit was that students who were very reluctant to voice an opinion in class sometimes became much more comfortable voicing their opinion if it was incorporated with social media on a VoiceThread. If you are not familiar with the program, it allows the creator to upload media and add your voice to the media, then participants can choose to upload an avatar or a photo to represent them and then they comment by using their phone to call in a comment or by utilizing a computer’s webcam or some choose to just type in their comments in a text box that is accompanied by the avatar or photo they’ve chosen to insert. They can even use a “pen” icon to underline or make comments on the media that was uploaded. I have also utilized VoiceThreads by teaching my students how to use the program and allowing the students to create their own VoiceThread project in lieu of a final “traditional” type research paper on a significant author. The other students in the class then comment on their peer’s VoiceThreads and the learning just ricochets off from one student created project to the next. It has been an incredible experience, which I would be eager to share with the rest of my colleagues during this conference. Below is an example of one of my VoiceThreads on "The Things They Carried" by author Tim O'Brian and the student comments the story generated.</p>
<p> </p>
<p>Websites / URLs Associated with Your Session: <a href="https://voicethread.com/?#u968628.b1185869.i6394573">https://voicethread.com/?#u968628.b1185869.i6394573</a></p> Math Intervention Classes and Classroom Management Issuestag:www.classroom20.com,2011-01-20:649749:Topic:5845092011-01-20T04:33:27.437ZDenise Stewarthttps://www.classroom20.com/profile/DeniseStewart
<p> BACKGROUND:</p>
<p>I am an English Language Instructional Coach at a high school with a high number of ELLs (40%), Due to not meeting our NCLB API, our entire district is now in program improvement. This means that our strugglers now have 3 periods of English and 2 of math (with PE thrown in to burn off energy).</p>
<p> </p>
<p>PROBLEM:</p>
<p>A fabulous veteran algebra teacher came to me in utter frustration. She said that in her double period math class, she can not get the class to…</p>
<p> BACKGROUND:</p>
<p>I am an English Language Instructional Coach at a high school with a high number of ELLs (40%), Due to not meeting our NCLB API, our entire district is now in program improvement. This means that our strugglers now have 3 periods of English and 2 of math (with PE thrown in to burn off energy).</p>
<p> </p>
<p>PROBLEM:</p>
<p>A fabulous veteran algebra teacher came to me in utter frustration. She said that in her double period math class, she can not get the class to behave. This is a teacher with a solid track record who has had one to one conferences with each student in the class, called home numerous times to explain to parents that their kids are not taking school seriously, has contacted our classroom management coach on numerous occasions to be told what she already knew (and the suggestions were ineffective), had the AP of discipline come more than once to the class, has assigned detention (less than half show up), etc. I mention all the strategies she has tried to date to show that she is at wit's end.</p>
<p> </p>
<p>SUGGESTIONS:</p>
<p>I come to the classroom 2.0 to see if anyone has some suggestions for this teacher. These same kids have intervention English also where behavior is an issue as well. If you know of some approaches that have worked for you or others, would you be willing to share?</p>
<p> </p>
<p>Thanks.</p>
<p> </p>
<p>Denise</p>
<p><a href="http://www.ellteacherpros.com">www.ellteacherpros.com</a></p>
<p><a href="http://www.teachingsuccesseswithells.blogspot.com">www.teachingsuccesseswithells.blogspot.com</a></p>
<p> </p>
<p> </p>
<p> </p>