Recognizing the Power of Relationships

Recently I was at the CCPCS Shaw campus for a meeting, as I neared the building, I ran into one of my former students who was out walking with the PE teacher.  As I passed them, the student said hello and explained to me that he was taking a break with Mshawr. Shortt.  When I got to my meeting, I mentioned seeing the student and was told that the walk with the PE teacher is a daily activity in support of better health for the student.  This is precisely the kind of commitment to students that extends far beyond the walls of the school building.  Whether or not the student or the teacher realizes it, this will have a positive impact this student for many years to come.  One of the most critical factors in student success is having positive adult relationships at school.  The student is a student with an IEP and will be leaving us at the end of this year for high school, I hope that the love and compassion shown to him by the Shaw team stays with him as he navigates his new environment.  I encourage all of us to check in with that former student or take five minutes to check in with a current student who needs that little bit of extra attention.

For the Love of Our Kids,

-S3

Advertisements

It’s Here! Center City Intervention Handbook

Your now have a one-stop shop for intervention resources!  We have begun the process of compiling all intervention lessons that have been shared into one comprehensive handbook. We have finished the first draft.  This resource includes explicit lessons and will not require you to visit an external page to gather.  The binder includes the following intervention categories (1) Fluency (2) Vocab (3) Comprehension (4) Math & (5) Assessment.  The highlight of the first draft is the 18-Minute Solutions fluency intervention.  Check it out at the link below.

This is a working draft created via LiveBinders so you will always have the most updated version with the link below.

Click here to open this binder in a new window.

http://livebinders.com/play/play?id=1662218&present=true

Take a Stanford Class for Free!

Sign up for:  Seven Essential Practices for Developing Academic Oral Language and Literacy in Every Subject!

This course is for teachers and coaches of teachers working with English learners and other linguistically and culturally diverse students. The main focus of the course is sharpening three instructional practices: using complex texts to develop language, fortifying complex output (oral, written, multimedia), and fostering academic interactions. Language is the lifeblood of literacy and content learning, and we must all improve our teaching and assessment of it. The videos, readings, and assignments in this five-session-five-month course are meant to help you teach, coach, and see results in your students’ academic growth.

FOLLOW THE LINK FOR MORE INFO:  https://novoed.com/developing-academic-language-literacy/home

Determining How Much Background Knowledge to Provide for ELLs

A couple of weeks ago I was involved in a heated debate with two individuals regarding the appropriateness of building background knowledge given the new shifts in the Common Core. I found this really interesting article on the Common Core for ELLs blog about that exact issue.  There are many sides to this debate and the article goes into greater depth about this practice. So, do you or don’t you build background knowledge? READ BELOW to find out.