A huge part of balanced literacy and a workshop setting is conferring with students. Conferring allows for maximum differentiation to meet specific instructional needs for students. But when we serve students who are also learning English, there is a need to accommodate the way we confer. After years of conferring with ELLs and tons of reading in the field, here are my tips for conferring with ELLs.
Enhancing memory retention for all students would be awesome! But how? How can we help kids in our rooms absorb what they are exposed to on a daily basis? I know from my own experience with my two children, if I ask them what they learned today, they usually say, "nothing" or they don't elaborate much.
Advances in brain research have taught us there are specific techniques we can easily employ that will enhance memory retention! What we want to do is help our kids move learned information from working memory into long-term memory. But the problem is if we don't do it in about 20 minutes, the information could be lost! Time is crucial.
By identifying what effective readers and effective mathematicians do, we can use the strengths from one content area to capitalize on the other.
After attending the Title III Symposium in Austin this July, I began to reflect on one session I saw in particular. The presenter was Alex Kajitani, California Teacher of the Year, and his session was titled, How to Connect Math and Literacy: Get Students Reading, Writing, and Speaking in Math Class. Now, I don't claim to be an expert in the area of math, but I know a thing or two about students, reading, writing, and language development. I was immediately taken in because he connected my knowledge of those things with math (something more new to me).
You know that list...that list of all the things you want to get done before the first day of school. We could really make it easier on ourselves as teachers AND better for our students if we eliminated 4 tasks!
1. Decorating the walls with posters, charts, etc.