As we settle into second semester, a new batch of content teachers are working with groups of beginning English learners in their classes.  It's an uncomfortable feeling for both teachers and the students.  What are the expectations?  What are the processes in this class?  What's most important?

Research and experience tells us that our beginning English learners need time, exposure, experiences, and direct language instruction.  BUT....the reality is we don't have extended time.  We have one semester to conquer this content.  All of these students need something a little different, yet there is only one you.  Where do you start??

While I have no magic bullet, here's where I recommend all content teachers begin their quest to make their content accessible and their students successful.

1.  Relationships - Smile.  Let your students know you care.  Be honest.  Tell them you aren't exactly sure what's best but, together you...

The other day, I was going through some old flash drives trying to find a file about "look fors" (future blog) and I came across this video I used for my National Board Early Childhood Generalist renewal.  This is a video from around 2006 with me teaching a lesson on using visualization as a reading comprehension strategy in second grade. 

This class had some English learners that were all intermediate to advanced English proficiency.  Most of the class was reading "on grade level" but struggling a bit to get deeper in comprehension of what they read.  

What jumped out to me, watching this video 14 years later, was how some of what we teach today about making content accessible and comprehensible to ALL students hasn't changed much.  What HAS changed is my understanding of how critical interaction and discourse are in the classroom.  This was a wonderful class, but looking back I can see how this lesson could have been much more engaging for all...