Larry Ferlazzo’s Websites of the Day…

…For Teaching ELL, ESL, & EFL

September 29, 2015
by Larry Ferlazzo

Two New BBC Interactives About Mount Everest

There’s an uptick in interest about Mount Everest these days in light of the new movie about it.

Here are two new additions to The Best Sites For Learning About Mount Everest:

The top of the world: A timeline of climbing Everest is from The BBC.

What is the real cost of climbing Everest? is also from the BBC.

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September 28, 2015
by Larry Ferlazzo

Pew Unveils New, Big & Interesting Report On Immigration

The Pew Research Center released a big report on immigration to the United States.

Here are news reports (with lots of charts) on it:

Share of Immigrants in U.S. Nears Highs of Early 20th Century, Report Finds is from The New York Times.

The Changing Face of America is from The Atlantic.

In 50 years, most immigrants won’t be Hispanic is from The Washington Post.

I’m adding this info to The Best Sites For Learning About Immigration In The United States.

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September 25, 2015
by Larry Ferlazzo

Special Pope Francis Edition – Ed Tech, Classroom Management & School Reform (Plus Dorothy Day)

As everybody knows, the Pope is visiting the United States this week.

Here are some related resources that might be of particular interested in educators….

First off, you might want to check out this ABC News story, See Pope Francis Use Interactive Screen With School Children.

Pope Francis takes his message of peace and renewal to East Harlem school is from The Los Angeles Times.

You might be interested in three related previous posts:

The Pope’s Canonization Of Junipero Serra Is A Great Teaching/Learning Opportunity – Here’s What I’m Doing

What “School Reformers” — And All Of Us — Can Learn From Pope Francis About Creating Change

Classroom Management Advice From Pope Francis

Last, but not least, I have to add this note: Pope Francis talked about Dorothy Day in his address to Congress (see NPR’s In Pope Francis’ Congress Speech, Praise For Dorothy Day And Thomas Merton).  Prior to my twelve years as a high school teacher, and prior to my preceding nineteen year community organizing career, I spent seven years in the Catholic Worker Movement that was founded by Dorothy Day.

Here’s what the Pope said about her:


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September 25, 2015
by Larry Ferlazzo

September’s (2015) Best Tweets — Part Four

'Twitter' photo (c) 2010, West McGowan - license:

Every month I make a few short lists highlighting my choices of the best resources I through (and learned from) Twitter, but didn’t necessarily include them in posts here on my blog.

I’ve already shared in earlier posts several new resources I found on Twitter — and where I gave credit to those from whom I learned about them. Those are not included again in post.

If you don’t use Twitter, you can also check-out all of my “tweets” on Twitter profile page.

You might also be interested in The Best Tweets Of 2015 – So Far.

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September 23, 2015
by Larry Ferlazzo

Examples Of Student Work From My ELL History Classes

I’ve previously written posts about using the 3-2-1 strategy in classes (see The Best Ways To Use “3-2-1″ As An Instructional Strategy) and about using inductive learning (see The Best Resources About Inductive Learning & Teaching).

I thought readers might be interested in seeing some work representative of what’s being typically done in my English Language Learner U.S. and World History classes using those two strategies.

First off, World History students read a chapter on Hunter-Gatherers and, after applying a number of reading strategies, had to create a poster with these elements:

* Three words they thought are critical to understanding the chapter, what they mean, and why they think the words are so important

* Two phrases critical to understanding the chapter and why they think they are important

* One quotation critical to understanding the chapter why they think the quotation is important

* A drawing representing something important about the chapter

Students then shared them in a “speed-dating” style with multiple classmates, including asking each other questions using an academic question-starter sheet (see The Best Resources Sharing The Best Practices For Fruitful Classroom Discussions).

Here’s a photo of one piece of student work:

Three two one

U.S. History students, after completing a chapter on Christopher Columbus and then reading and categorizing a text data set (a series of short passages), they researched additional information about Columbus online, chose what they thought was the most important piece of information in each of the four categories, explained why they thought it was important, and drew an image illustrating it. They then, too, shared and discussed them in a “speed-dating” styles.

Here are a couple of examples of students work:

Three two one

Three two one

Considering that these classes are each a combination of Beginner and Low-Intermediate English Language Learners, and that these were the first times each class had done these types of projects, I think they did well.

And they’ll only get better….

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