NEWCOMER TOOL KIT

Recommendations

Info

CHAPTER 1 RESOURCES PROFESSIONAL REFLECTION AND DISCUSSION ACTIVITY GUIDE STEP ACTION 6 Teachers return to their original Base Groups. There, they take turns (starting with Vignette 1) briefly summarizing their assigned vignette, the associated questions, and the consensus responses from their Learning Group, referring to their matrix as needed. As each person speaks, the others in the Base Group listen and add notes to the empty cells in the matrix. 7 Facilitate a large-group discussion by asking the following questions: • How were the vignettes similar to things you’ve seen in our school? How were they different? • What new ideas or insights did you gain during this activity? • What are the implications for practice? • What do you think you might try or do differently in your classroom as a result of this activity? • What do you think we as a school might try or do differently? U.S. DEPARTMENT OF EDUCATION • NEWCOMER TOOL KIT • CHAPTER 1 • 10 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 Vignette #1 Newcomer Profile: Fathima Fathima is a 13-year-old girl who recently arrived from Indonesia. Fathima speaks Indonesian and Arabic at home with her parents and her little brother. Her mother enrolled her in a dual immersion program upon arriving in the United States with the hope that Fathima will be able to improve her English, as well as maintain her Arabic language. Her mother is pleased that the school district offers a Dual Language program in English and Arabic. When Fathima is with her two best friends, there is a lot of laughter. Today, the trio of girls is performing a play for their classmates. Fathima speaks rapidly and animatedly in Arabic. The story the girls have written is funny, and their classmates seem captivated by the story the girls have created. When Fathima’s character speaks, she interjects English phrases. During the show, Fathima’s character exclaims, “No way!” and “Let’s go!” and “See you tomorrow!” During the girls’ performance, they are expressive and talkative. Their classmates applaud loudly when the performance is over. Later in the morning, the teacher is reading with the class. They are reading a version of the Indonesian folktale “Deer Mouse and the Farmer” in English. Throughout the lesson, Fathima adjusts her hijab and seems distracted. As the lesson progresses, Fathima continues to sit quietly, sometimes appearing not to be paying attention. Each time the teacher asks a question of the students, the English-speaking students call out excitedly, sometimes speaking over each other. Fathima remains silent during this time. As the students leave for lunch, the teacher asks Fathima if she liked the book. She tells the teacher in Arabic that the story reminds her of home. When asked why she did not offer that observation during the lesson, she comments, “I understand the story, but I don’t understand the words.” In your Learning Group, consider and discuss the following questions: • What strengths does Fathima bring to the classroom? • If the teachers were to observe Fathima and her friends performing their play, what conclusion could they make about Fathima as a student and a member of the classroom community? • What changes can Fathima’s teachers make to the lesson that would provide opportunities for Fathima to be more engaged and to participate in the discussion? U.S. DEPARTMENT OF EDUCATION • NEWCOMER TOOL KIT • CHAPTER 1 • 11 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.
Page 1 and 2: U.S. Department of Education NEWCOM
Page 3 and 4: Contents Introduction . . . . . . .
Page 5 and 6: Chapter 5: Establishing Partnership
Page 7 and 8: CHAPTER 1: Who Are Our Newcomers? A
Page 9 and 10: Terms Used to Describe Newcomers
Page 11 and 12: Cultural Contributions Immigrants b
Page 13 and 14: IMMIGRANT SPOTLIGHT Paola Moya, CEO
Page 15: CHAPTER 1 RESOURCES PROFESSIONAL RE
Page 19 and 20: CHAPTER 1 RESOURCES PROFESSIONAL RE
Page 21 and 22: CHAPTER 1 RESOURCES PROFESSIONAL RE
Page 23 and 24: CHAPTER 1 RESOURCES Resource List A
Page 25 and 26: CHAPTER 1 RESOURCES Jacoby, T. (200
Page 27 and 28: CHAPTER 1 RESOURCES U.S. Citizenshi
Page 29 and 30: CHAPTER 2: Welcoming Newcomers to a
Page 31 and 32: It is fundamental to schools’ wor
Page 33 and 34: 3. Communication with students and
Page 35 and 36: 3. Communication with students and
Page 37 and 38: classes for parents, and an array o
Page 39 and 40: Process and Practice Components of
Page 41 and 42: Practice and Process Components of
Page 43 and 44: Practice and Process Components of
Page 45 and 46: CHAPTER 2 CLASSROOM TOOL Connecting
Page 47 and 48: CHAPTER 2 SCHOOLWIDE TOOL New York
Page 49 and 50: CHAPTER 2 PROFESSIONAL REFLECTION A
Page 51 and 52: CHAPTER 2 PROFESSIONAL REFLECTION A
Page 53 and 54: CHAPTER 2 RESOURCES de Vise, D. (20
Page 55 and 56: CHAPTER 2 RESOURCES Plyler v. Doe,
Page 57 and 58: CHAPTER 2 RESOURCES U.S. Department
Page 59 and 60: Cultivating Global Competencies New
Page 61 and 62: These perspectives provide a platfo
Page 63 and 64: process; learning a second language
Page 65 and 66: • gain control of their own learn
Page 67 and 68:
Misconceptions (continued) • Deve
Page 69 and 70:
Key Attributes of Dual Language Edu
Page 71 and 72:
their individual needs. The focus o
Page 73 and 74:
CHAPTER 3 CLASSROOM TOOL Subject-Sp
Page 75 and 76:
CHAPTER 3 CLASSROOM TOOL Checklist
Page 77 and 78:
CHAPTER 3 PROFESSIONAL REFLECTION A
Page 79 and 80:
Page 81 and 82:
CHAPTER 3 RESOURCES Resource List A
Page 83 and 84:
CHAPTER 3 RESOURCES English Languag
Page 85 and 86:
CHAPTER 3 RESOURCES Institute for I
Page 87 and 88:
CHAPTER 3 RESOURCES Robertson, K. (
Page 89 and 90:
CHAPTER 3 RESOURCES U.S. Department
Page 91 and 92:
CHAPTER 3 RESOURCES WIDA. (n.d.). A
Page 93 and 94:
Social Emotional Well-Being and Stu
Page 95 and 96:
Social Emotional Skills Development
Page 97 and 98:
to understand and tap into students
Page 99 and 100:
Integrating Social Emotional and Ac
Page 101 and 102:
CHAPTER 4 CLASSROOM TOOL 10 Teachin
Page 103 and 104:
CHAPTER 4 CLASSROOM TOOL Problem-So
Page 105 and 106:
CHAPTER 4 SCHOOLWIDE TOOL Core Stre
Page 107 and 108:
CHAPTER 4 SCHOOLWIDE TOOL Discrimin
Page 109 and 110:
CHAPTER 4 SCHOOLWIDE TOOL Develop a
Page 111 and 112:
Page 113 and 114:
Page 115 and 116:
Page 117 and 118:
CHAPTER 4 RESOURCES Birman, D. (200
Page 119 and 120:
CHAPTER 4 RESOURCES de los Reyes, E
Page 121 and 122:
CHAPTER 4 RESOURCES Karcher, M. (20
Page 123 and 124:
CHAPTER 4 RESOURCES Responsive Clas
Page 125 and 126:
CHAPTER 4 RESOURCES Suárez-Orozco,
Page 127 and 128:
CHAPTER 4 RESOURCES WestEd. (2014).
Page 129 and 130:
Highly successful schools spend tim
Page 131 and 132:
Schools should develop strategies t
Page 133 and 134:
Processes and Strategies to Facilit
Page 135 and 136:
Model and Support Parents’ Engage
Page 137 and 138:
Stories From the Field: Four Blog P
Page 139 and 140:
CHAPTER 5 SCHOOLWIDE TOOL Engaging
Page 141 and 142:
CHAPTER 5 SCHOOLWIDE TOOL Engaging
Page 143 and 144:
Page 145 and 146:
Page 147 and 148:
Page 149 and 150:
Page 151 and 152:
CHAPTER 5 RESOURCES Bridging Refuge
Page 153 and 154:
CHAPTER 5 RESOURCES Education Devel
Page 155 and 156:
CHAPTER 5 RESOURCES Mapp, K. L., &
Page 157 and 158:
CHAPTER 5 RESOURCES Short, D. J., &
Page 159:
U.S. Department of Education
show all

NEWCOMER TOOL KIT

Create successful ePaper yourself

Delete template?

Save as template?