BAP034 – Part I of Activities for the Newcomer Classroom with Kenzie Twitchell

So what do we do in the Newcomer classroom after the first days of school?

Kenzie Twitchell is here to help us work through some standard routines that will have your students speaking, reading, comprehending and writing in English as quickly as possible.

You can listen to the show on Soundcloud, ITunes or right here:
Listen to “BAP034 Part I of Activities for the Newcomer Classroom with Kenzie Twitchell” on Spreaker.

Kenzie is going to be the person in charge of the ESL program at her campus.  She has experience working with language learners in general education classes but this year she will have an entire class of Level 1, Beginners.  Kudos to Kenzie for reaching out and trying to find the best practices for her new class!

Kenzie and another new teacher, Brianna Christine both watched a Beginning of the Year video I released on Youtube.

If you are new to teaching emergent English learners, you’ll love that video because it includes the five things I recommend to get your year off to a great start.  I highly recommend you watch that video if you have not already seen it.

Both ladies had the same question.  “So then what??”

So Kenzie and I set out to discuss what I believe to be the best practices for engaging and inspiring ELs to use the target language while building literacy as well.  Of course, you should be following the curriculum for your class.  But there are ways to deliver the content that honor what your students bring and align with Balanced Literacy.

For the last several years I have had students with low levels of literacy in their target language.  Kenzie also has had some experience with SLIFE (Students with Limited or Interrupted Formal Education).  So our discussion was one that takes those students in mind and also differentiates for the learner that has high levels of literacy.

In this show we discuss free voluntary reading (FVR) and how critical it is for our ELs (all students) to read for pleasure and read as much as possible.  The issue is that our students may not be able to read independently yet.  So we can use Language Experience Approach to help students gain literacy.  This approach is a way to engage students in reading and writing in English and offers a great opportunity for oral language practice.

Brianna was somewhat familiar with LEA but had more questions. Here is a video of me doing LEA.  This video actually offers a non-example and an example lesson:

The goals for English Language Development students are

  1. Get as many sight words as you can
  2. Get as much phonemic awareness as possible.

The goals for me are to

  1. Make my content comprehensible (grade level content)
  2. Develop their academic language
  3. Support grade level learning with opportunities for higher order thinking.

The text we read together needs to be somewhat comprehensible and we can do that by stopping and negotiating meaning in their native language or using other comprehensible input strategies such as visuals and gestures.  In these ways, we can help make text understandable to the student.  But we also need them to track the print so that they can start acquiring sight words and phonemic awareness as they acquire more English.

We can do a lot of grade level debriefing with language experience approach.  Those shared writing texts should remain available to the students for other purposes.

Above all, the students need to understand that it is critical that they read, read, read.  They should understand how many sight words they can gain by tracking print and how much those sight words pay off.  To get buy-in from the students, I show them the graphic above from Samson’s Classroom.  They need to see how much of the typical text is sight words or little high frequency words.  This video shows how my students work together to use our walls to gain English literacy and language.  Like all classes, they are awkward at first about working collaboratively, but you can see how engaged and empowered they become.

If they understand the techniques that build literacy… and they are gaining English comprehension every day… they start to be able to read and speak sooner verses later.

We also discuss the value of the following:

Following Twitter hashtags such as #Ellchat, #Ellchat_BkClub and #BoostingAchievement

Following Larry Ferlazzo on Twitter and also subscribing to his blog.

Finding anything that you can on his book, The ELL Teachers Toolbox .  Get the book or follow Larry for a ton of free resources.  The #ELLTeachersToolbox hashtag is also a great follow.

Follow Valentina Gonzalez, Tan Huynh, Carlota Holder and Emily Francis.  They are all masters at sharing research based, best practices for teachers of English learners!

I mention my training with the Gomez & Gomez Dual Language Model

I mentioned Stephen Krashen and this video by Valentina Gonzalez:

After all of this, Kenzie and I KEEP TALKING for another hour!  So we have a Part II of this topic coming out tomorrow.  In that episode, we talk about where you can take your students now that they are beginning to read and write in English.  We want to make the most of our time with the to support content area learning but also continuing to build their literacy and decoding skills.

Stay tuned for Part II!

I hope this has been helpful.  Thank you again, McKenzie Twitchell and Brianna Christine.

See you in Part II!


PS: Please reach out if you’d like to bring Seidlitz Education training to your district. We have thousands of happy teachers who can tell you that our trainings make a huge impact on their practice.  I’d love to tell you more about the different offerings.  My email is

Also! I’ll be in Houston, South Carolina and Kansas City in the next few months!  Hope to see you at one of these functions.

Join us in Houston, Texas on Oct 4th for Rapid Literacy.

Join me in South Carolina on Sept 12 & 13 for Boosting Achievement with Carolina TESOL

Join me at MidTESOL18 on Sept 28 & 29th.


BAP026 Language Experience Approach, QSSSA and Filming

This week I have a video of my teaching. At first I thought I had pulled off a great lesson.  Later I realized it was a non-example!

If you’d just like audio, the podcast version is here & in iTunes or wherever you get your podcasts:
Listen to “BAP026 Language Experience Approach and QSSSA (complete with non-example)” on Spreaker.

There is always room for improvement so we might as well embrace the fact that lessons will not go as planned. The video I embed for this podcast has a teaching “fail” in it.  That makes me cringe but reflecting on the way we teach is what will help us improve.  So instead of beating myself up, I tried the lesson again with strategies that I know offer the students more opportunities to speak.  This show is primarily about Language Experience Approach and also the QSSSA questioning strategy that John Seidlitz put together for us.

To read more about Language Experience Approach, check out this article from the Center for Adult English Language  Acquisition on the website:

In the show I mention Abydos International several times.  I recommend their training to everyone who teaches writing.  You can’t go wrong bringing them to your campus for the summer institutes.

I have a trainer’s certification that I like to keep current because the program is so never let it lapse.

So on to Language Experience Approach (Co-Creating Text) and QSSSA:

I used to be uncomfortable with watching myself teach, but I started doing it so frequently, that the benefit outweighed any negative feelings I have about the errors that I see when I review the footage. ** Be sure to get the proper permissions for any filming you may do in class.

So yes, I’ve gotten quite comfortable with the fact that no lesson will ever be 100% perfect.  That’s just impossible because we are human beings.

There will always be room for improvement. So why not embrace that? Why not challenge ourselves the way we challenge our students every day? “Put yourself out there.” We tell them.  But how are they supposed to believe us when we say that failure and errors are part of improving?  That they are opportunities to learn and get better?

I feel strongly that if we want our students to develop a growth mindset about their learning, we need to model that ourselves in our own craft.

This all happened in a super busy semester so I’d been periodically filming myself teaching but hadn’t had as much time as I would like to review the films.    That changed when I made a conscious effort to do a Language Experience Approach lesson so that I could show it to another teacher. I was so happy with how the lesson went until I watched the film.  Now I’m actually using it as a non-example! Ha!

I got some great advice from a former instructional coach, Curtis George.  It was something like “When you watch the film, don’t rip it apart for everything. You will see many errors because you are your own worst critic. Hone in on one thing and keep filming & tweaking your instruction to do your best to improve that one thing. Don’t show the film to anyone until you think you can’t  improve any further on your own.”  That was very freeing advice and has served me well.

After watching my Language Experience Approach lesson, my “one thing” is obvious to me. I needed to give the students more opportunities to speak.

And I live and breathe this stuff!!

The point is, I know I’m decent at sheltered instruction.  For example,  I know the benefit of students speaking and I value the 10-2 strategy where I don’t speak for more than 10 minutes before I allow them to speak for 2 minutes. But sometimes even that is just too long! I’m an ESL teacher for goodness sakes.  I saw a few missed opportunities for them to practice the language or talk about what they think. I saw many opportunities where I could have stopped sooner.

What I realized was that it’s important for me to watch myself teaching more frequently. Seeing myself on film is always going to give me a different perspective. That perspective is valuable and I would highly encourage everyone to give it a try.

The great news is that of course, I started putting things in place so that I gave my students even more opportunities to own their learning. And if you watch the video, you’ll see that it really did pay off.  The student that fell asleep is super engaged when I repeated the lesson with more student talk.

I used QSSSA and it never fails.  Watch the video to get an idea of how that technique goes. Essentially, you provide a sentence starter for answering the question.  But you first offer wait time with a signal.  Then you offer a low stress opportunity to talk/share before you randomly call on someone or have students write something (formative assessment).  QSSSA is widely used and extremely popular among content and ESL educators at every grade level.

QSSSA was definitely the answer for engagement and it was KEY to making this lesson more meaningful.  Newcomers, SLIFE or any EL will improve their decoding skills with more reading.  Their fluency improves as they gain more language and have more exposure to text.  But if they are bored, they are often fake-reading.  But when we co-create text, they are engaged because as a class THEY are the authors.  We just need to be sure they all had a chance to talk about it before we write about it.

Hope this was helpful.

Thanks for reading!


Community & Hope: Teaching Refugees and Immigrants after Hurricane Harvey

I’m writing this blog on the floor of an empty house in Northwest Houston. Hurricane Harvey has finally moved off to the east. (satellite image from

I’ve had days of being on high alert, with rising waters, constant tornado warnings, helicopters and boats rescuing people around us.  Waters are still rising at my house but we are relocated now. My nerves were shot for a few days and we are now about to start the long process of dealing with the aftermath of the storm.  But right now, before dawn, I want to reflect and plan how I will help my students process all of this when we return to school next week.

I have an interesting group of students for a situation like this. I am a newcomer teacher so I teach students who have recently relocated to our city.  My NELD classes (Newcomer English Language Development) are students who were attending U.S. schools for only a few days when this hurricane struck. Many are coming from places of war, where they were displaced from their homes and had finally found a place to feel safe and out of harm’s way.  The irony.  Others have moved to Houston for a better life from Latin American countries and still, others have relocated here with family because my school is located in an Oil and Gas corridor.

So what will I do for my class?

I’m still deciding on all the particulars of the lessons but I know what my overarching theme will be for this first unit. Community and Hope.


My principal, Chad Crowson, just sent a heartfelt email to the staff to let us know that we are supported by him and the district.

2017-18 is about community.  It’s about a group of people coming together to support one another in a time of great need.  Stratford is not just a school.  Stratford is people – administrators, teachers, counselors, staff members, students, families, and community members – working together.  Stratford High School will not be defeated by a hurricane.  We’re too strong for that.  We’ll be better because of this.”

I’m so grateful for his leadership. If I carry this message into my classroom and make sure the students hear it loud and clear, I’ve done what all teachers want to do. I have opened my heart to my students so they might lower their walls of anxiety and uncertainty. Our classes must always be a place of refuge.  No matter what is happening in that child’s life, they need to feel safe with us.

So I will start by telling them that I am so grateful. My situation is one of inconvenience only. Our home has not taken on any water yet but as of today, it is still inching toward the door.  This could still change but we are gone from that house and safe.  My mother’s home was not so lucky. She is safe and staying with us.  But I will show them these pictures of her home from Sunday.

We will review the facts that Houston, the 4th largest city in the United States, was brought to its knees after days and days of torrential downpours. Catastrophic flooding took so much from our neighbors and friends. I will allow any student to share what they might have lost or how they count themselves lucky.  No forced sharing and native language is fine. My home is located near them. It is right by the school.  We lost power, and the school is located dangerously close to Addicks and Barker reservoirs, which are at their limits and flooding neighborhoods around them today. (Reservoirs are outlined in green on in this image.)   By the time we are back in school, we will have more information about that situation to discuss.  It is worth showing the students how and why the reservoirs were established and how Hurricane Harvey affected this system.

When we go back to school I may still be staying in this empty house.  Going on the 2nd day of no power, and the threat of the dams near us, we left our home yesterday to take refuge in our old house about 10 miles away. We are in the process of selling this house so we can stay here for 2 weeks. It is empty but it has running water, electricity and wonderful friends who brought us bedding, chairs, a folding table and other necessities.  Again, our situation is a very comfortable one compared to many.  My husband and son are separated from us because the airports are shut down but I’m confident they will be back with us by next week and I can share that while we were very scared, we kept hope that we would be reunited soon.

Our district provided us with this link that includes lessons and resources for our families. I will definitely share these with the students and inquire about their own needs for shelter, food, and assistance.  Houston is responding in a strong way to each other.  Our mayor promised to personally defend undocumented immigrants who may be hesitant to seek assistance.   What a wonderful thing for all of our students to hear. They should know how their leadership feels about every resident of the city.


Once everyone has had a chance to share, and I feel that it is a safe time to do so, I want to draw on a feeling and mindset that many of us shared through this disaster: the feeling of hope. In that, we can discuss the feeling when you think that there is no hope. I want to honor their real situations and feelings. But most importantly, I want to bring it around to the real effects when you do have hope. I want to impart the strong power of hope to all of them.

Over the past few days, I was continually struck by the lift in spirit we would get when family or friends reached out to us. Many offered help for which I am so grateful. But even just messages of concern had a strong effect.

I feel as if our city was just taken through a huge, horrific empathy project for other displaced people in the world. There is so much we can learn if we draw parallels to what is happening to refugees and others. I think it will be good for my students to know that you can make a difference for refugees in many ways.

The UNCHR reports that 65.3 million people are currently displaced from their homes due to conflict or persecution. 

What Can We Do?

I can’t help but make this connection and discuss it with my own children at home.  We see these heart breaking images of families in Houston being rescued by boats and losing everything they have.  But we have to take some comfort in the fact that if they survived this storm, they are being rescued.  Even while some in our city waited on rooftops for the boats to come, they had at least the hope that a boat WAS coming.

That is not the case for so many people in the world right now.  I have students who spent so many years without running water or electricity.  I have a student who was in a Burundi refugee camp without these things for 11 years.  Others that escaped war, persecution, and denial of education to finally come here. How will their perspective add to the collective knowledge and understanding of our class?

And what about the feelings of despair that my students have for family and others that are still in camps or seeking a place of refuge?  We will discuss ways that we can authentically contribute to the problem.  Last year, my students drew pictures and wrote letters of encouragement to children in refugee camps.  This may seem simple but sending out some type of support message is something we can all do tomorrow.  A friend delivered some of our letters said that the messages made such an impact on the people there.  The children in the camp were in awe that children on the other side of the world were pulling for them.  Matthew Garder, a friend, recently recounted a story to me by the actress Arta Dobroshi who was a refugee in a camp in Kosovo. She tells the story of when Richard Gere came there. She couldn’t get to him but just knowing he was there gave her so much hope. And of course, now, she uses her influence to help others as a Goodwill Ambassador. Hope.

Letting refugees know that we stand with them is an opportunity I will give my students again this year because I am keenly aware of the tremendous impact it can have. These messages and gestures of concern can affect the life of the person in need of help…and they also bring hope to the sender.

I will also let them brainstorm other ways we can help.  One of my classes recorded videos of their learning.

The videos show the students learning quickly, some going from non-literate to reading and writing in English and point out teaching strategies and reflections from the students. Those are shared publically in hopes that UN teachers and students in makeshift camp schools can benefit.

We will also look at what others are doing for refugees.  I am so fortunate to know about Techfugees and I will be introducing it to my students next week.   Moved by the plight of refugees in Europe, a number of technology industry people have formed a voluntary team  (which includes Matthew mentioned above) to create the series of non-profit “Techfugees” conferences, hackathons, and work with a global network of collaborators. The U.S. efforts are headed up by Andlib Shah who I had the good fortune to meet and thank at SXSW last year. (See photo)  

I’m grateful to Techfugees because they may not realize the reach of their efforts. Just knowing about this effort gave my immigrant students SO MUCH HOPE over the past two years.  A 24 hour live event by Techfugees founder Mike Butcher, Editor-at-large of TechCrunch and next to me in the photo, was the catalyst for using technology in my classroom. That shift in pedagogy has had a profound impact on the lives of my students and their families.  And they will be happy to know that Mike and the rest of the Techfugee team are pulling for us.

Techfugees helps us see that there is hope. There is always hope.

Back to Us Locally & Our Classrooms

I think it is important to go over community and hope in a global sense because that is what will make all of this more than just lip service to our  newcomer students.  If you are not in Houston, you can still use the events to help your students do the lesson ideas in this post.  Many of my students are not refugees but these conversations are growing all of our students as global learners. Point out Empathy, Grit, Resilience and Growth Mindset. These are character traits all students can use if we want them to be successful in life.

Here in Houston, we have so much community and so much hope.  My students are likely affected by this disaster.  I am grateful to be in a city where we are rising up to help anyone that is in need. People are leaving their homes right now, at 5:30 in the morning to volunteer at shelters, donate clothes and food and help our families rebuild.  We also have the assistance of people from around the world with many funds coming in from kind hearted people far and wide and our residents are ready to make good use of it.  We are so very fortunate.

At some point we will list all the acts of kindness we see in our city right now like Free Ice from H Mart, the Korean grocer.

Or the Mexican bakers who were trapped for days at El Bollio Bakery and used their time to bake bread for victims of the flood. We have so many everyday heroes around us. We have so much hope. All of this can be captured in shared writing with Language Experience Approach so my newcomers can be reading and writing and speaking in English that same day with content that is compelling, culturally responsive and relevant to them.

My wish for next week is that my students feel a strong sense of community in my classroom, in our school and in their new city.  I also want to drive home the fact that no matter what the situation, what people need most, is hope. If a person has hope, they will keep moving forward.  And moving forward is what we all need to be doing.


Newcomer Teachers’ Guide to a Strong Start

 I’m always scared at the beginning of the year! I worry that I won’t be able to meet all the needs of my new students.  I know this is silly because faith in them and high expectations are the two things they need the most. And we have that covered!

Image result for languagesAlso, many newcomer teachers agree that we have the most grateful students in the building. That is worth remembering if you are feeling nervous.

So no need to be scared!  But still, I like to be sure I am setting up a classroom culture that honors each child and maximizes every instructional minute.  Here are my non-negotiables for the beginning of the year… and oh! We do these with a lot of native language support to ensure comprehension and allow the students to reflect freely about these important topics:

Social Contract Created by the Students

It’s critical that none of the norms are created by me. But I usually have to ask them to be more specific than “respect.”  I might offer examples and non-examples such as tossing books at each other or laughing at someone who is taking a risk.  These are the questions we use which were told to me by someone who attended a Flippen Group training, Capturing Kids Hearts.

  • How do you want to be treated by your peers?
  • How do you think your peers want to be treated by you?
  • How do you want to be treated by your teacher?
  • How do you think your teacher wants to be treated by you?



Also, Dana Baker Larrick offered me these ppt slides that I used with my 2nd year students. Worked great!

Create a “Banish IDK” Poster with the Students

I start with three questions that will allow any student to participate as soon as they are ready.  Questions like these support our English learners in other classes and in their daily life.


Selfie Kahoots

We play a Kahoot I’ve made about myself on Day 1. They then get planning pages to bring in one question about themselves so we can make a class #SelfieKahoot.


There are many more ideas for Back-to-School Kahoots here.  I also have many Kahoot ideas on this site and you can find ESL Kahoot ideas in these blogs on Kahoot’s website.

At least One Structured Conversation with A New Classmate.

This quick video shows one of my newcomer classes on the very first day this week.  We practiced the frame and all were willing to read this frame from their name tent.  “My name_____. My family is from _______ and I speak ______.”  It is a little awkward as it is Day 1 but we are setting the norm of finding and working with different partners in the room.

This is not too bad for the first day! By the end of the year, everyone is very comfortable with one another.  In fact, I get a lot of buy-in from the students by showing them videos of our students the year before. 

They see that everyone is following the Social Contract and they are all collaborating.  When I didn’t have recent video of my own students, I used this video of Gerson Bermudez.  

Your students can analyze the behavior and progress of the students in my class. I have many here.

Through all of this, and throughout the year, I am explaining the brain friendliness of the activities, and also stressing metacognitive strategies so they begin thinking about their thinking. They need to know that it will be easy to speak and understand English in the Newcomer class. And that the more they engage, the faster their progress will be.

I had so many things planned for my first week and we only got to a fraction of them.  No matter. My main goal was to make sure students knew that I was happy to have them in my class. That goal was met.

Have a great back to school season!


Your Walls as a Co-Teacher

Effective uses of environmental print in your Newcomer, ESL or Reading classroom?  Here are some ideas that worked well for us this year.  The 3 minute video at the bottom of this post shows many of these ideas in action.

I am writing this post because I have realized that alone I can’t teach my students all the English they need.  But I’ve also realized that my walls are an excellent co-teacher!  Read on to see what I mean.

Key to all of this is that you create these with your EL (English Learner) students.  Update them as needed with your class based on who they are and what their interests are.  Then use and reuse them with your students all year long.

Some ideas for WHAT to post:

Social Contract

A social contract is created at the beginning of the year to set classroom rules/norms.  A social contract is KEY but it is not created by me. The rules are discussed and agreed upon by the students once I have explained that I can help them learn English VERY quickly with the right classroom norms.  Everyone needs to feel good, honored and safe.  Students discuss how they want to be treated (by me and each other) and how they think I want to be treated.  Native language is fine during the creation of the contract but I write it in English using comprehensible input, students sign it, and it is updated and referenced all year long. It is one of the first pieces of text everyone is able to read.  Flippen Group offers great training on Social Contracts.


Banish I Don’t Know Poster

This anchor chart is the 2nd piece of text we create together. It is critical for newcomers to have a way to respond when they don’t know the answer or need assistance.  (This is actually a great thing to implement in any classroom, for every type of student.)  For non-English speakers, we begin with three responses that students learn quickly.  If called upon, no one is allowed to answer with “I don’t know” or shrugging of shoulders.  They can use the anchor chart for responses like “Could you please repeat the question?” or “May I ask a friend for help?”

We add to the chart and reference it all year long.  As new students come in, we highlight the top three so they can begin participating the moment they are ready.  This anchor chart is chorally read a great deal in the first days of school and we review/use it all year long. This, by the way, is Step 1 of Seidlitz Education’s very popular: 7 Steps to a Language Rich Interactive Classroom.  I highly recommend the book & training for any classroom, not just ESL.  It changed my life.

Shared Writing & Reading

There are many ways to do this.  Here is how I do this in a short, whole group manner: Class discussion of a shared event, then allowing the students to brainstorm ideas to be included in a quick write (as I scribe a bulleted list).  Then I model the quick write which we read together as I make it.  Finally, students copy this piece of text. Everyone is able to read it because they co-created it.   This has been very effective to accelerate writing and reading for new ELs. Marcia Taylor of the Center for Adult English Language Acquisition has written a great piece on Language Experience Approach here. This is the technique I am adapting for my class.

Some ideas for HOW to use what you post:

It’s worth noting that I don’t have my own classroom.  I am one of those teachers that travels with her supplies and teaches in other peoples’ rooms during their conference periods.  You might think anchor charts and environmental print would need to fall by the wayside if you don’t have your own walls.  Nope.  I quickly realized that I needed to find a way to respect the wall space of the host teacher (constant struggle, working on it) but also have environmental print accessible to students.  Some anchor charts stay up but some come up and down all year long. (I put a few hooks in the rooms and I use clothes hangers with clips. Post-it chart paper is pricey but worth it if you can get it.)  Here are a few ideas of how to use these:

Create Them WITH the Students

So yes, I create a different “I Don’t Know” poster with/for each class.  I create a new poster for each class of anything we are doing because the experience of creating the chart is what makes it comprehensible for my newcomers.  It also gives them voice and ownership.

Chorally Read Them, Students Read & Re-Read them for decoding

Emergent readers need multiple exposures to English print. The act of decoding text and recognizing sight-words can be learned in context with your co-created text.  We should explicitly teach the importance of multiple exposures, phonemic awareness, and sight-word recognition.  No need to go deep into that, just be sure the learner knows WHY he is re-reading.

Re-Read them for Higher Order Thinking Tasks

The University of Texas has a great post about benefits of re-reading familiar text.  They include it as a powerful method for foreign language teachers but some of those same principles apply to re-reading our own co-created text in the ESL classroom.  I will often revisit a quick-write and work with the class to analyze what we have written and how we can improve it.  Other activities can include comparing/contrasting posters from different classes on same subject.  Also comparing our English version to their native language version is worthwhile.  There are many ways to revisit text.  Several are in that UT link above.

Partner Read/Read the Room

Just getting up and walking around the room to read familiar text aloud (when they feel comfortable) is a good activity for emergent readers.  I always do this as a structured activity with sentence/response frames for the students to use.  (“I agree with this because…” or “I am not sure what this part means but I think…”)  My goal here is to have them practicing their reading but also using their new language to speak authentically about the text and the experiences.

As long as my students understand the brain-friendliness of re-reading familiar text and interacting with it in authentic ways, I have had no problem getting secondary students to do any of this.

Extension for at Home Reading

Students can take home their copied version for more reading.  I also take pictures of these and turn them into .pdf files so I can print them as handouts.  For some reason, my bad handwriting is more interesting to them than typed print when we are reviewing our shared writing.  Some students are able to copy the anchor charts quickly but other new ELs (English Learners) benefit from a printed copy for at-home reading.

For more on how to work with under-schooled newcomers, see our new book, Boosting Achievement; Reaching Students with Interrupted or Minimal Education.  Anna Matis and I wrote this book based on the work I have done with middle and high schoolers who are SIFE. If you are on Twitter, join us for a global book study that will begin July 9th!  Just follow the #Ellchat_BkClub hashtag to get the questions so you can join the slow-chat conversation.

Thanks for reading this.  Please stay awesome.