NEWCOMER TOOL KIT

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CHAPTER 1 CLASSROOM TOOL Teaching Students About the Contributions of Newcomers Listed below are links to numerous activities that classroom teachers can use to help students understand newcomers’ experiences and the various ways newcomers contribute to the United States. Biography.com offers background histories of famous people who immigrated to the United States. http://www.biography.com/people/groups/immigration-us-immigrant Edutopia provides suggestions for creating a safe, welcoming environment for students to tell about their family’s immigration stories through digital storytelling. http://www.edutopia.org/blog/teach-empathy-digital-immigration-stories-sara-burnett The Integration of Immigrants into American Society, edited by Mary C. Waters and Marisa Gerstein Pineau, describes many ways immigrants have served and contributed to our society. http://www.nap.edu/catalog/21746/the-integration-of-immigrants-into-american-society The Public Broadcasting System (PBS) teacher site features personal stories, resources, and programs about immigration. http://www-tc.pbs.org/independentlens/newamericans/pdfs/tna5_contribs.pdf • Newcomers of all ages can see what happens when families immigrate together, what it means to be “undocumented,” and how to find help for a variety of issues. http://pbskids.org/itsmylife/family/immigration/ • Blended lessons support literacy skills through a documentary video about four teens who immigrated to the United States. Students develop their literacy skills as they explore a social studies focus on the factors that drive immigration and the challenges immigrants face in the United States, particularly in learning English. http://www.pbslearningmedia.org/resource/midlit11.soc.splimmig/ american-stories-teens-and-immigration/ Teaching Vision contains statistics on U.S. immigration, lessons on Ellis Island, information on the Pilgrims, and much more for grades k–12. https://www.teachervision.com/immigration/teacher-resources/6633.html The American Immigration Council offers a series about teaching immigrant heritage to access a shared past and present. The council’s website provides strategies for developing reading and writing skills, building empathy, and engaging students about immigration. http://www.americanimmigrationcouncil.org/ education/8-tips-teaching-how-write-digital-story-immigration Scholastic Magazine offers lessons plans about immigrants for teachers in grades k–12. Included are ideas on how to conduct an oral history workshop, video resources, an interactive tour of Ellis Island, immigration research topics, and strategies for conducting interviews with immigrant and their families. http://teacher.scholastic.com/activities/immigration/ U.S. DEPARTMENT OF EDUCATION • NEWCOMER TOOL KIT • CHAPTER 1 • 8 No official endorsement by the Department of any product, commodity, service, enterprise, curriculum, or program of instruction mentioned in this publication is intended or should be inferred. For the reader’s convenience, the tool kit contains information about and from outside organizations, including URLs. Inclusion of such information does not constitute the Department’s endorsement.
CHAPTER 1 RESOURCES PROFESSIONAL REFLECTION AND DISCUSSION ACTIVITY GUIDE Purpose “See Me”: Understanding Newcomers’ Experiences, Challenges, and Strengths (Jigsaw) K–12 school administrators and teachers can use this jigsaw activity in a staff meeting or professional learning community to discuss the experiences, challenges, and strengths of students who are newcomers; to examine their own assumptions about newcomers; and to identify ways to support such students. Preparation for Activity • A few days in advance, ask participants to read Chapter 1 of this tool kit. • Make copies of Vignettes 1–4 (one set for each group of four participants) and the Reading Jigsaw Notetaker page (one for each participant). Time Required for Activity 1 hour Instructions for Facilitator STEP ACTION 1 Participants sit in table groups, four per table. The table is their Base Group. Those in each Base Group number off, 1 through 4, to determine which Learning Group they will be in. 2 Participants move to Learning Group 1, 2, 3, or 4 (all 1s together, all 2s together, etc.). Each person in Learning Group 1 receives a copy of Vignette 1; each person in Learning Group 2 receives a copy of Vignette 2, and so forth. There will be one Learning Group per vignette. If there are more than 24 participants, consider forming two Learning Groups per number to create smaller groups in which discussion will be more easily facilitated. 3 Participants read their assigned vignette silently on their own and consider the three questions at the bottom of the page. They may underline text or jot notes on the page if desired. 4 Teachers discuss the reading and their responses to the questions with others in their Learning Group. 5 Each participant receives a copy of the Reading Jigsaw Note-taker Matrix. Within each Learning Group, participants discuss how they will fill out the cells that correspond to their assigned vignette. Once they reach consensus, each participant fills in his or her copy of the matrix. U.S. DEPARTMENT OF EDUCATION • NEWCOMER TOOL KIT • CHAPTER 1 • 9 No official endorsement by the Department of any product, commodity, service, enterprise, curriculum, or program of instruction mentioned in this publication is intended or should be inferred. For the reader’s convenience, the tool kit contains information about and from outside organizations, including URLs. Inclusion of such information does not constitute the Department’s endorsement.
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Page 3 and 4: Contents Introduction . . . . . . .
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Page 13: IMMIGRANT SPOTLIGHT Paola Moya, CEO
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• gain control of their own learn
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Misconceptions (continued) • Deve
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Key Attributes of Dual Language Edu
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their individual needs. The focus o
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CHAPTER 3 CLASSROOM TOOL Subject-Sp
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CHAPTER 3 CLASSROOM TOOL Checklist
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CHAPTER 3 PROFESSIONAL REFLECTION A
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CHAPTER 3 RESOURCES Resource List A
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CHAPTER 3 RESOURCES English Languag
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CHAPTER 3 RESOURCES Institute for I
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CHAPTER 3 RESOURCES U.S. Department
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CHAPTER 3 RESOURCES WIDA. (n.d.). A
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Social Emotional Well-Being and Stu
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Social Emotional Skills Development
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to understand and tap into students
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Integrating Social Emotional and Ac
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CHAPTER 4 CLASSROOM TOOL 10 Teachin
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CHAPTER 4 CLASSROOM TOOL Problem-So
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CHAPTER 4 SCHOOLWIDE TOOL Core Stre
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CHAPTER 4 SCHOOLWIDE TOOL Develop a
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CHAPTER 4 RESOURCES Birman, D. (200
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CHAPTER 4 RESOURCES Karcher, M. (20
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CHAPTER 4 RESOURCES Responsive Clas
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CHAPTER 4 RESOURCES Suárez-Orozco,
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CHAPTER 4 RESOURCES WestEd. (2014).
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Highly successful schools spend tim
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Schools should develop strategies t
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Processes and Strategies to Facilit
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Model and Support Parents’ Engage
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Stories From the Field: Four Blog P
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CHAPTER 5 SCHOOLWIDE TOOL Engaging
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CHAPTER 5 SCHOOLWIDE TOOL Engaging
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CHAPTER 5 RESOURCES Bridging Refuge
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CHAPTER 5 RESOURCES Education Devel
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CHAPTER 5 RESOURCES Mapp, K. L., &
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CHAPTER 5 RESOURCES Short, D. J., &
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U.S. Department of Education
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NEWCOMER TOOL KIT

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