BAP052 Aging Out & What We Do Every Day

Here are some answers to FAQ’s on working with SLIFE!  

Listen to “BAP052 – Aging Out & What We Do Every Day” on Spreaker.

You can read the short responses below or listen to this show with more explanation right here.  Actually, as of the publication of this post, the podcast is available in all podcast apps.  Hope you will subscribe!

THANK YOU Metro Nashville Public Schools and Beaufort County School District for offering the Boosting Achievement Book Study to your teachers.  Megan Trcka in Nashville, Alisa Rhodes and Bethanne Barner in South Carolina supported some amazing teachers who were collaborating on their own time to find more learning about working with students who have interrupted or minimal education.

If you’d like to see one of these video chats, you are welcome to watch the Q&A and the positive outcomes shared by McMurray Middle School.

Here are a few of the questions I didn’t answer in my last few video chats:

  1. In the last section of Boosting Achievement, I noticed the emphasis placed on independent reading time in the classroom.  I also noticed the suggestion to slowly build up to 60 minutes. I understand how beneficial this is, but do you have any ideas or suggestions to show that this is beneficial enough to take away from other possibly worthy activities in order to allow for this extended amount of time? 
    • My Answer: This all depends on how much time you have and what your role is for the child.  So if you are the reading teacher, and you have 60 minutes with students, I would absolutely build stamina for sustained silent reading (SSR) of up to 60 minutes.  For example, when I was teaching middle school, I was the SLIFE teacher and I had 4 hours with the students every day.  Reading for 60 minutes was not something I would do every class period, but we did have SSR every day to settle down and from time to time we went longer periods of time.  On occasion, we did read for 45-60 minutes.  More recently, in high school, I did not have the luxury of that much class time.  We STILL had SSR when we first came into class and we worked up to at least 20 minutes. I also counseled students to realize how important it was to read for 60 minutes a day (for several reasons) and I made sure they had resources to do that at home. They can read with, they can read what we wrote together, they can read in their native language, they need to be reading, reading, reading.  As the year goes on we encourage more and more English reading during SSR and we show students how many English sight words they gain and other benefits of reading for longer periods of time.
    • To the part of your question about other worthy activities, Shared Reading, Shared Writing and Oral Language Practice (Language Experience Approach is an example of how you can do all three) are those worthy activities that I feel have to happen in every class.  I feel these MUST happen with students so we can’t spend all of our time in free voluntary reading.  But we partner with these older learners to realize they must do the SSR on their own to help close their gaps.
  2. If you only have 30 minutes twice a week, what is the one that you absolutely must do with those students?
    • As mentioned above, I advocate for Shared Reading, Shared Writing and Oral Language Practice every time I meet with students.  You can do it in less than 30 minutes, your shared writing pieces just happen over more than one class.  See LEA episode to see how to do it and just break it up over your different meeting times.
    • Even if you only have 30 minutes twice a week, I would have students settle down with a choice book.  You might only read for the first 5 minutes but it gives you so much benefit.  Students can share why they liked the book, you can connect to grade level standards like genre, authors craft, and it gives you a chance to remind your students of why they need to be reading ANYTHING for several minutes a day.

  1. How do you deal with an 18-year old that enters and has to take the end of course exam, has 6th-grade education, will age out before he can complete school? What do you focus on?  AND
  2. How do you overcome the difficulty meeting grade level expectations for growth and proficiency with your lowest level and SIFE students?
    • I’m addressing question 3 & 4 together.  If I’m the Newcomer English Language Development teacher, see above.  I’m doing the same things I do for all children.  I make sure we empower kids with the awareness of how quickly their language and literacy can come.  It is CRITICAL that we don’t feel that the child is expected to do this all on their own.  *WE* need to change and offer more comprehensible input and use more sheltered strategies.  But we do make sure the student knows how to advance their language and literacy when they are not with us.
    • Please make sure the student understands that the standardized assessments are not the finish line.  Also, make sure they realize that when they age out.. that isn’t the finish line either.  Find out what their long term goals are and help them see how, with community partners, we can help them get to those goals.  Our building is one step closer to their goals.
    • For content teachers:  PLEASE teach them as much of your content as possible.  Don’t feel that they need to gain proficiency in English or literacy before they can comprehend your content and interact with it.  YOU are the only one that will teach that child biology or social studies or math.  They need to learn as much of your content as possible so they can continue to move forward, even if they fail your class and age out.  Please make sure you or someone is collaborating with that child to realize that they can continue to gain math skills and eventually master the content.  Their language and literacy will also come along if they dont’ give up.  We all need to look at the long game and help that child move forward toward a better life.
  3. Do you ever have bad days in your classroom too? It always seems so nice!
    • Bitmoji ImageMANY bad days.  It’s real life over here.  But I’m grateful for more nice days than bad days.  If you watch that Language Experience Approach video you’ll see a big fail.  A child falls asleep in front of me! And I have had plenty of days where I brought my bad mood to the class or things were not on track.  We take those in stride and just keep trying to improve.

Bitmoji ImageBut having a social contract made ALL the difference in the world for our classroom climate. Here is a post on that.  Thanks for that question.  🙂

THANK YOU so much for reading and or listening!  This show and notes are an important place for me to reflect. You’re helping my journey of learning and for that I am grateful.





Summer 2019

I’m the keynote speaker for #MABEMI19 coming up in May. 

Featured Speaker at the Sanibel Leadership Conference in Florida on June 20th

FALL of 2019 – Stay tuned for dates & links:

Coming to Colorado as a featured speaker for COTESOL

I’ll be in Missouri for the MELL Conference in October

I’ll be the keynote speaker for BCTESOL in British Colombia in the fall.



Abydos Breakout: Newcomers Thriving in ELAR Classrooms

Present a 2-hour PD session with no projector?  Yep! That’s how we roll sometimes at the Abydos Conference.  Our founder, Dr. Joyce Carroll (“Dr. Jac” as she likes to be called) encourages us to offer interactive sessions that don’t require reading from a powerpoint.

I am honored to be a spotlight speaker at the event and I take that responsibility seriously. Here’s the session I’ll be giving:

Newcomers Thriving in ELAR Classrooms

We are trained to cite all sources while delivering our sessions.  The learning I’m sharing comes from five texts that I will share through this post.  The first is Acts of Teaching III by Joyce Armstrong Carroll and Edward E. Wilson. This book is a bible for anyone teaching writing.  I am confident that my pre-literate students can participate in the writing process because of what I have learned from this book and the Abydos Institute.  Teachers trained with this text understand that writing is a process and we will spend just a few minutes reflecting on this.


I’ll then move into our content and language objectives.  I’m going to have them posted.  Posting our objectives, and reviewing them with our students, can be an opportunity to use a vocabulary strategy that is tied to our content objective.  (Step 5 of Seidlitz Seven Steps to a Language Rich Interactive Classroom) 

I plan to start with a strategy I learned from Dr. Lora Beth Escalante. In her book, Motivating ELLs, she has great ideas of things we can do with our objectives that can support all learners. 

To set up this activity, I will have several of the key vocabulary words written in a different color.  I will:

  1. Ask students (participants) to choose a word they feel they can define or explain to someone else.
  2. Write that word on an index card or post-it note
  3. Pair up with another person and explain their word
  4. Trade words and find a partner again and explain their new word.
  5. Trade again and so on.

We will use a Kagan strategy called Stand Up, Hands Up, Pair Up and we will repeat that process a few times so they have conversations about the words with several people.

When the group is back together, I will ask for volunteers to explain the vocabulary.  When we do this with students, we can get a formative assessment of what words the students already know and also an assessment from what words were not picked by anyone.  We can explain those word meanings now and clear up misconceptions.

Participants will have a chance to reflect on why this activity is good for all students.

More Work on Objectives

At this point, we will chorally read the objectives.  I’ll model the language first, and then ask the participants to read it with me as I track the print. (Boosting Achievement)

Dr. Escalante has a section in her book about annotating your objectives, we will do that if I have the time or I may just use the QSSSA questioning strategy (Seidlitz 7 Steps) to ask students to think about the meaning of the content objective.  I’ll ask for a signal when they think they can rephrase the content goal to a shoulder partner.  This is when you see participants squinting and really thinking.  Afterward, I will ask them to reflect on that simple tweak to how we review objectives.  Did they have to think and analyze when I asked then to rephrase something?  YES!  Rephrasing is different from just receiving information. Reading is thinking.  We need kids to have more opportunities to process what they are reading.

Another reflection:  Would the Newcomer or SLIFE student be able to participate in the activities so far? They can! And we need to remember that a language learner understands more English every day.

Your language learners will make more and more attempts at speaking when they have low-stress opportunities to do so.  What would the classroom environment look like for your ELs to feel comfortable?

Setting Up Classroom Routines

This is a great opportunity to discuss some of the ways we work to empower all students and to make them feel safe in our classrooms.

One of my top tips for that is banishing “I Don’t Know” by offering students alternatives to IDK. (Seidlitz 7 Steps)  I’ll have a poster in the room but you might also like to have this printable version of pocket-sized IDK poster (created by Emily Peters of Spring Branch ISD) These can get taped to desks or into an agenda.  I’ll invite participants to use the poster whenever I call on them if they are not ready with an answer.

Reading with Newcomers in the ELAR

I have to start with a quick Language Experience Approach so I can model how we can use shared writing effectively in upper grades with grade level content.  I will use the topic of this morning at the conference as that is a shared experience.   I’m going to use QSSSA & Language Experience Approach just as I do in this post & video. 

I want to be sure we all make the connection to Balanced Literacy and the I Do, We Do, You Do approach to reading and writing.  Once we all see that, it will make more sense when I model other ways to co-create text later in this session. I will also explain some of what I do to help students understand how quickly they can gain sight words.  We need to counsel newcomers on how a person gains literacy.  We want them to attend to print with us and realize that they are gaining sight words every time we read together.  They get some phonetics this way as well.


I’ll then launch into a TRTW.

TALK #1: Consider this statement:  The city was devastated during Hurricane Harvey. But during these dark hours, the people of Houston realized what they were made of.  What does that make you think of?   I’ll do this with a QSSSA.  “This makes me think…”

READ We will read this excerpt from Boosting Achievement on Grit using the Highlight Plus technique Motely offers in her book.  That technique involves asking the reader to look for something and highlight one or two sentences, annotate and be ready to share why they chose that sentence. I’m going to ask them to find a sentence that resonates with them.

TALK #2: We will share with the frame:  This sentence was meaningful to me because…

WRITE: 1 minute quick write on how this applies to our students who have lived through difficult experiences.

We will then reflect on why this strategy (TRTW) and the Highlight Plus strategy makes comprehension easier for students.  (Difficult text can be more comprehensible when you are looking for something.  Also, our SLIFE and newcomers can find a sentence that is easier for them or I can support them to find a sentence while everyone is reading.)

To learn more about the Talk, Read, Talk, Write approach, you can watch this video by Nancy Motely.  It is a great overview.


Prewriting for Opinion/Persuasive Writing

I am going to do this one because it is so important for the ELAR teacher to have practical things to prepare students for writing that will set them up for Argument, Opinion and Persuasive writing,

We will start to expose students to this type of writing with T-Chart, Pair, Defend (Seidlitz 7 Steps)

If you tuned in to last week’s podcast, you saw a lot of this already.  In Episode 51 of the Boosting Achievement ESL podcast,I spent an hour talking about why and how to include emergent writers in this type of writing. I have lots of downloads in the show notes at that link.

In this activity, I will offer the class a statement and ask that they take a side.  They should move to the side of the room they agree with.  I’m going to go with something abstract because that is how our students are tested.  But I usually begin the year with topics that are more concrete and then work up to this.

Once they have taken a side, I will create the T-chart on the board.

It should have sentence frames that we will practice together orally.

Then in pairs, they will come up with their best argument from their opinion.  Those pairs will then gather into groups of four and then six.  I want them to decide on the best arguments.  They are playing “lawyer” and I’m the judge.

We will then get arguments from both sides and I will scribe these in a T-Chart similar to this.

Pair & Defend

Now we are on to the last part of T-Chart/Pair/Defend.  They pair up to debate with a partner using complete sentences.  Up to this point, I have been allowing native language so that all students can participate in using whatever language they have to consider the argument.  But now I want to be sure to meet my language objective, so I’m asking all students to use complete sentences and use respectful language such as the sentence stems and frames I have included on the board.

If we have time, we will end with a shared writing where I will model how to use this brainstorm to pick one side and write a rough draft of a persuasive essay.  I will share with participants that with my students, I would use the graphic organizers and planning pages from Episode 51.

I hope to come full circle and show them that we can do the writing as a shared writing and we are still hitting the standards with my newcomers and SLIFE.  Of course, if your students can do this independently, they could do the writing on their own.  Some students may do shared writing with a buddy.  And some of your higher need students may write a rough draft with you scribing for them or using technology to help them get their ideas down.

Then they are in the writing process!

I’d love to end the session reflecting like this if there is time:

  1. Pretend there are NO English learners in the room. Was this lesson supportive to the native speakers?  How?
  2. Consider the students who don’t write in English but they can write in their native language. Could they participate?
  3. Could the student who is SLIFE participate?  What was supportive for this child to participate while they gain literacy?

Use language like:

This technique would benefit ___________ because ______________.

Hope this is stuff you can use!

Reach out – I’d love to hear from you.






BAP051 PERSUASIVE Essays with SLIFE and Newcomers

Teach persuasive writing to SLIFE and Newcomers?  When you can’t even understand their writing yet?  Yes!  We can…and we should!

You can listen to this episode in any podcast app or right here.

If we don’t teach persuasive writing, our ELs will eventually gain enough English to spell better but they won’t have the grade level learning to be successful. You can teach spelling and mechanics but we also need to include ALL students in grade level learning like writing to persuade.

This show is in response to Ms. Locklear who teaches middle grades ESOL in Georgia. THANK YOU, Ms. Locklear for letting me use your question and comments in this show.  In this episode, I show how we get to the point where all students are using graphic organizers and outlines like these:

Persuasive Planning Page Organizer

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Persuasive Outline for rough draft

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Ms. Locklear has been getting advice to use paragraph frames with her English learners and wonders when we can expect ELs to begin to write independently.  She is using paragraph frames and mentor texts, word banks and other supports for her ELs to help them write a persuasive essay.

To frame our thinking, I am going to be referring to two different types of newcomers

Newcomers WITH Native Language Literacy (L1)


Newcomers WITHOUT Literacy in L1

It is so very important to know if your English learner can write in their native language.  If they CAN, there is so much we should be allowing them to do in their L1. I mention Translanguaging and Ofelia Garcia when I discuss how students should use all the language they have to think, brainstorm, get their ideas down.

A big part of my advice has to do with how we teach writing.  I’m a certified Abydos writing trainer. As such, I teach educators to see writing as a process. In the book, Boosting Achievement: Reaching Students with Interrupted or Minimal Education, Anna Matis and I include the writing process and what SLIFE students can be doing at each stage. We cite Abydos International and Acts of Teaching II by Joyce Carroll and Edward Wilson.

I highly recommend that ELAR teachers attend an Abydos Writing Institute.  It is a 3-week commitment but most participants agree that it will change your life!  Once you start looking at writing as more of a process, you see that editing is actually the last part of the revising phase.

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You see… we don’t start with spelling and grammar… we end with that.  Real writers, in the real world, are initially just getting their ideas down. Then they revise their writing until they are ready to publish it.  It’s just before that publishing phase when we edit to be sure we have everything spelled correctly and that grammar and punctuation is just right so that the reader receives it the way we intend them to.  Kids should care about their writing and then they will care about this part.

If you want more specific advice on persuasive writing – taking it a step further to writing argumentative essays, check out this podcast and post by Jennifer Gonzalez. She has a very solid process.  And when you’re reading through it, you might imagine how our ELs should be able to take advantage of most of what Jennifer is doing for her students.

In the show, I go over how I teach persuasive writing to ELs and we continue to reflect on the newcomers with L1 literacy and the ones who do not have L1 literacy.

Using Native Language

What is really important to think about is that our students who DO have native language literacy can do their brainstorming and collaborate in their L1 or a combination of L1 & L2.  Even our SLIFE students can use their L1 to collaborate with others.   This is another reason to have a solid language objective so that we can allow for L1 and not worry about how we are moving their English acquisition.

I begin with pre-writing activities and this is one I do throughout the year.  The activity is called T-Chart/Pair/Defend.  This type of activity can be used in many content areas. In fact, Tina Beene talked about it on my show in Episode 3. She talks about how she shows this to teachers as part of her strategies for teaching ELs in social studies.  I love how Tina talks about helping students see multiple perspectives.   She has this activity in her social studies book and it is also in our 7 Steps to a Language Rich, Interactive Classroom by John Seidlitz and Bill Perryman. They are the ones who gave us QSSSA as well!

The activity involves having students take a position.  You offer a statement like “Students should be able to use cell phones in class.” The students move to one side of the room if they agree, and the other side of the room if they disagree.  Once there, we have them collaborate with partners and then groups to come up with their best arguments.  When they share out, we ask for complete sentences so the teacher can begin filling out the T-chart.  It might look like this:

It is crucial that we do these things orally and role play them out so students can internalize how to persuade someone.  I want them to connect this to being in a courtroom.  Each side of the room is a “lawyer” and I’m the judge.  We talk about how our arguments, in written form, can go to an authentic audience like the school board or our principal. But we must first get our best ideas down.

I use QSSSA to support everyone in being part of the discussion, to offer the English to sound scholarly and we also chorally read complete sentences as they are being offered.  I am scribing the arguments they give me on the board as a collective brainstorm.  Lots of choral reading happens here.  We are likely meeting our language objective if it was about producing complete sentences in English or speaking using newly acquired vocabulary.

The next part of this activity is to have students pair up and one person argues one of the points while the other students counter arugues and they go back and forth. They can read from the board or use other arguments.  An important piece here is that we teach students how to disagree respectfully.  You can see that I have included respectful language on my slide/board for the students to use.

Taking it to Writing

I’m going to model this first writing for the class.  I use the T-chart/Brainstorm and show then what it looks like when I write.

There are many reasons to write WITH students so it is important to model writing for the entire class.   I take this brainstorm and create a rough draft on chart paper in front of the class so they can hear me think aloud and make decisions about how to include things. They also see that I am not concerned with spelling or grammar at this point.  I

We use this T-Chart graphic organizer once we decide which argument we will go with as a class.  This is also the graphic organizer I give students to use on their own as we begin to do more and more of these on their own.  Again, this is where our students who DO have native language literacy can be using L1 in their pre-writing.  Our students who do not have literacy can do this with me or I would do more of this whole group if many students in my class are new to literacy.

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This video shows how a group of pre-literate newcomers wrote great essays that began formulaic with paragraph frames and scribes to write their words down but the essays were all very personalized by the end of the process.  Many of these students won scholarships for these essays.

Paragraph Frames?  YES!  But we don’t start there…

To answer Ms. Locklear’s question, YES, use paragraph frames but do not start with paragraph frames.  Start with helping all students understand what persuasive writing is.  Do role-playing like this and look at examples of good persuasive writing.  See if they can pick out the claim and how the “lawyer” is convincing you.  Have students come up with an opposing view and a counter-argument to all the claims you see so they get used to having those in their paper.

As for your spelling, grammar and mechanics. I would follow the work of Jeff Anderson.  Tan Huynh has a great post about Jeff’s approach here.  I’ve learned a lot from him about how we should be lifting GOOD sentences and using those in lessons with students. You only need a mentor text to do this.  You can use a piece of text you find or you can also use some of the shared writing you have done with your class as your SLIFE students understand those writing pieces.

Using Writing Frames and Structures is a great 10 min podcast by Larry Ferlazzo and some folks in the field who are authorities on writing. They discuss the need for frames and writing structures to help ALL  students organize their thinking for different genre.

Here is an example of paragraph frames that would help a student get their ideas down.

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You might also be interested in Episode 37 of this podcast.  I talk about Writing to Learn vs. Learning to Write so I talk alot about content teachers using writing to help students learn their content better. That is very different from learning how to write.

ALSO!  If you want more writing support for newcomers, check out this Twitter moment from a recent twitter chat we did on this subject.  Our PLN has so many ideas for you!

Next Step: Argumentative Essays

This is all important groundwork for these students who will eventually need to write Argumentative Essays.  Those require more evidence and we will soon be in a great position for students to see how they can use evidence to better support their claim. They also need to take personal bias out of the paper and there are other criteria that will help strengthen their papers.

But that will hopefully be another show and if that is your area of expertise, please reach out so I can bring you on the show and we can brainstorm ways to include our English learners.

I hope this has been helpful.

Please reach out if you have questions. I certainly appreciate Ms. Locklear reaching out and letting me gather my thoughts about this for this show.

{{Virtual Hug}}


PS: Hope to see you soon! Join me at one of these events this year:

Summer 2019

I’m the keynote speaker for #MABEMI19 coming up in May. 

Featured Speaker at the Sanibel Leadership Conference in Florida on June 20th

FALL of 2019 – Stay tuned for dates & links:

Coming to Colorado as a featured speaker for COTESOL

I’ll be in Missouri for the MELL Conference in October

I’ll be the keynote speaker for BCTESOL in British Colombia in the fall.


BAP050 When You Create Something!

Are your students creating things?  Are you?

There is so much pay off when we create something.  You can download this episode wherever you get your podcasts or just listen to it right here:

Why Should We Create?

To get a sense of why we want our students creating, just consider when YOU create something.  It takes more out of you.  Analysis, application, reflection… so much cognitive heavy lifting happens when we create.

I want to thank you for reading this blog or listening to the podcast.  The show and this website are a great example of what I’m talking about.  Creating blog posts or podcast episodes actually forces reflection.  It is one of the main reasons I do it.  I know that I will be reflecting on my craft or my philosophies whenever I put a show or post together.

How Does This Look in a Classroom?

My friend, Shilpa Palawat gave me permission to use a recent conversation we had as an example.  Shilpa is a 2nd-year teacher.  She, like many of us, feels that she is not doing enough for her students. She expressed to me that she wishes she were more seasoned in her practice so she could be helping the students learn more.


I’m so glad Shilpa came to the Long Island ESOL conference so that we could spend the rest of the day chatting and sight-seeing in New York.

Long Island ESOL 2019

Before I go further, I want to mention that we were at The Long Island ESOL Conference and it was AMAZING.  Put that on your calendar for next year.  It is a 1/2 day conference at Molloy College that happens this time each year.  Andrea Honigsfel and the other organizers are determined to keep the conference affordable and accessible to teachers.  I was honored to serve on the opening panel and share in the break out sessions.

My sessions are summarized right here if you were unable to attend and would like to hear most of what I shared. I have two sessions geared to students who are older or adult learners.  I shared techniques that are proving successful to help accelerate language acquisition and literacy for these learners.

I’m excited to tell you that Emily Francis was also presenting a session in North Carolina on this same day.  I am always sad not to get to hear Emily present.  But guess what!  Emily is ALSO blogging about her breakout sessions so she ALSO has a blog post with videos and links for those of us who could not be in her session.  It is right here.

Building Our Students Up

So during our outing in NYC, Shilpa and I talked about what kind of things she was doing in her classroom.  She was very humble and described how she adapts text for her students and works with them in different ways.  She sounds very dedicated.  One of the most impressive activities, in my opinion, was what she calls Monday Melodies and Tuesday Tunes.  Shilpa is adapting a project I borrowed from Noa Daniel.  PLEASE follow Noa for great ideas about building outside the blocks.  (blocks of time, blocks of curriculum silos, blocks of grading periods, etc…)

Shilpa’s students are delivering a modified version of the project and she reports that they love it.  OF COURSE they love it!  The project asks students to reflect on songs that describe them.

This video is an example of this “Personal Playlist” project one of my newcomers presented last year.

I learned from following Noa that these projects can be built outside of our blocks of time.  Students chose this or another project and these only take 5 minutes of class time on the date the student indicates that they will be ready to share.  So many of my students said these presentations were their favorite part of our year.  They reported that they felt seen and heard. And that they learned so much about each other.

I hope Shilpa realizes that helping students feel seen and heard is one of the MOST important things we can do for young people.  If you think this kind of thing is not as important as academics, I would argue.  Helping students feel important should be at the front of every teacher’s mind.

Consider these messages.  Don’t you agree that if a student believes these four messages, they will eventually find success in what they are trying to learn?  Our founder, John Seidlitz, makes sure that all of our trainings help teachers convey these messages to their students.  I can clearly see how Shilpa is helping her students get these messages from her.

Another way you can help students feel important, in any class, is how you honor them for what they are able to learn and contribute.  We can do that by the way we question.  I again mention the QSSSA questioning strategy.  You might like this article that describes the process.It is a great blogpost by Valentina Gonzales.

The planning pages for the Personal Playlist project are right here.  You can also download them here:

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Don’t forget to follow Noa Daniel and check out her website  I absolutely love her Personal Playlist Podcast and I think you will too!

Hope this show gave you some things to reflect upon.  It certainly did for me.  I very much appreciate that you dropped by!

Thank you again, Shilpa and thanks to Andrea Honigfeld and everyone at Mulloy college.   Here are a few more LIESOL2019 photos just for good measure.  So happy to connect with all of these EduHEROES!



Hope to see you soon!  Don’t forget that I’m the keynote speaker for #MABEMI19 coming up in May.  Join us if you can!

Thursday & Friday, May 9-10, 2019
The Dearborn Inn

 20301 Oakwood Blvd  
Dearborn, MI 48124

(313) 271-2700