Larry Ferlazzo’s Websites of the Day…

…For Teaching ELL, ESL, & EFL

April 17, 2018
by Larry Ferlazzo
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National Geographic’s “Open Explorer” Lets Anyone Create Their Own Expedition

National Geographic has just unveiled Open Explorer.

They call it a “digital field journal” where anyone can document their exploration of anything (they use “your backyard” as one simple example), as well as follow the explorations of others (many are much more involved than a backyard).

You need to register for the site, which takes a few seconds. The buttons to “start your own expedition” don’t seem to work right now, but you can easily get to it by clicking on the “Dashboard” button at the top right of the screen after you register. I’m sure they’ll fix that glitch soon.

You can read more about it at Why We Created This First-of-Its-Kind Digital Field Journal.

I have students in my ELL World History class do a project on Explorers, and I’m trying to figure out if I can incorporate this new tool in it.

I’m adding this info to The Best Places Where Students Can Write For An “Authentic Audience.”

April 15, 2018
by Larry Ferlazzo
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New Resources On Race & Racism

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I’m adding these new resources to various “Best” lists.  You can find links to all of those many lists that relate to race and racism at “Best” Lists Of The Week: Resources For Teaching & Learning About Race & Racism:

Q & A with Ebony Elizabeth Thomas: Why children need more diverse books is from Penn GSE. I’m adding it to New & Revised: Resources To Help Us Predominantly White Teachers To Reflect On How Race Influences Our Work.

TAKING FREEDOM: YES, BLACK AMERICA FEARS THE POLICE. HERE’S WHY. is from The Pacific Standard.

Beverly Tatum speaks at Curry School distinguished lecture series

Using Data to Guide Difficult Conversations around Structural Racism

I’m adding this tweet to The Best Sites To Teach About African-American History:

April 13, 2018
by Larry Ferlazzo
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How Our Intermediate ELLs Taught Our Beginner ELLs About World War One Today

 

I’m a big advocate of creating situations where students can teach their classmates (see The Best Posts On Helping Students Teach Their Classmates — Help Me Find More) , and often have one of my classes act as teachers to my other classes.

I thought readers might find it interesting to hear about what we did today.

My ELL World History class, now taught by Kelsie Burnell, an exceptional student teacher, prepared a lesson for my ELL Beginners on World War One.  Two World History students each taught small groups of two-to-five ELL Beginners.

After students got into their groups, they watched this video, and the “teachers” supported their “students” in creating some sentences describing what they saw:

Then, teachers showed this image of trench warfare and assisted students to use words to label the image (similar to the Picture Word Inductive Model).

Next, teachers helped their students complete clozes/gap-fills about the image, which you can download here.

The teachers then shared a Read Aloud about World War I (that can be found on the same downloadable sheet as the clozes).

Finally, we distributed mini-whiteboards and markers. Students in the small groups took turns reading the cloze sentences and sentences from the Read Aloud, and the other students would write them down on the whiteboard (ideally, without looking).

This is very similar to the sequence of activities student “teachers” often use in our classes.

Feedback from readers on how it can be improved is welcome!

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