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CHAPTER 1 RESOURCES PROFESSIONAL REFLECTION AND DISCUSSION ACTIVITY GUIDE Vignette #4 Newcomer Profile: Igor Igor grew up in Russia, where he attended school regularly, was an excellent student, and enjoyed his childhood and early adolescence. When he was 14, his family moved to New York. Igor had studied some English in school, but like the rest of his family, he knew only a few phrases. His father had been an elementary school teacher in Russia, but in New York, with extremely limited English skills, he could only get a job as a janitor in a department store. Igor’s father studied English at night and dreamed of some day working in a school again. Igor and his family lived in Astoria, Queens, where they kept in close contact with the Russian community. At first, Igor attended a neighborhood high school, but a year later, encouraged by immigrant friends of the family, he transferred to International High School, where he was a 17-year-old junior when I met him. At home, the family conversed in Russian, and Igor, his two younger brothers, and his teenage friends spoke Russian with the adults in their circle. Among themselves, they spoke English. A warm, open, and energetic young man, Igor had made friends easily. At school he spoke primarily English, except when he talked with other Russian-speaking students who were new to the school. His English had developed rapidly since his arrival, and he could read fairly well in English. He still did not understand everything in his school texts, but knew how to persevere and be patient. When he wrote in English, he made errors, but, as he put it, he felt he had “come a long way.” Because he was doing well, and he felt that he had enough of a foundation in English to succeed, Igor decided to take the test for his GED rather than stay in school and graduate with his class. In your Learning Group, consider and discuss the following questions: • What strengths and experiences does Igor have that helped him in being a successful student in the United States? • What are some of the consequences for Igor leaving school with a GED? • What advantages might Igor have had if he had stayed in high school and graduated with his class? U.S. DEPARTMENT OF EDUCATION • NEWCOMER TOOL KIT • CHAPTER 1 • 14 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 Reading Jigsaw Note-taker Matrix List the student’s age, grade, and country of origin. At what age did the student immigrate? Fatimah Margaret Emilio Igor How many similar students do we have in our school? How prepared are we to offer them quality learning opportunities? What do we need to learn to be able to do it? Record three key points to keep in mind programmatically from your Learning Group discussion. Continued on next page U.S. DEPARTMENT OF EDUCATION • NEWCOMER TOOL KIT • CHAPTER 1 • 15 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 and 16: CHAPTER 1 RESOURCES PROFESSIONAL RE
Page 17 and 18: CHAPTER 1 RESOURCES PROFESSIONAL RE
Page 19: 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
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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 Robertson, K. (
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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 Discrimin
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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 de los Reyes, E
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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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