NEWCOMER TOOL KIT
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Chapter 3: High-Quality Instruction for Newcomer Students . . . . 1<br />
Cultivating Global Competencies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2<br />
Guidelines for Teaching English Learners and Newcomers . . . . . . . . . . . . . . . . . . . 3<br />
Special Education Needs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8<br />
Common Misconceptions About Newcomers . . . . . . . . . . . . . . . . . . . . . . . . . .9<br />
High-Quality Core Academic Programs for Newcomer Students . . . . . . . . . . . . . . . 11<br />
Key Elements of High-Quality Educational Programs for Newcomers . . . . . . . . . . . . 14<br />
Classroom Tools<br />
Subject-Specific Teaching Strategies for Newcomer English Learners . . . . . . . . . . . 15<br />
Checklist for Teaching for Global Competence . . . . . . . . . . . . . . . . . . . . . . 17<br />
Schoolwide Tool<br />
Internationals Network’s Core Principles for Educating Newcomer ELs. . . . . . . . . . 19<br />
Professional Reflection and Discussion Activity Guide<br />
“Teach Me”: Instructional Practices That Support Newcomers’ Participation and<br />
Academic Success (Discussion Cards) . . . . . . . . . . . . . . . . . . . . . . . . . . . 20<br />
Resource List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24<br />
Chapter 4: How Do We Support Newcomers’ Social<br />
Emotional Needs? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1<br />
Social Emotional Well-Being and Student Success . . . . . . . . . . . . . . . . . . . . . . .2<br />
Social Emotional Supports . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3<br />
Social Emotional Skills Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4<br />
Social Emotional Development and Informal Social Interactions . . . . . . . . . . . . . . . .4<br />
Social Emotional Well-Being and Bullying . . . . . . . . . . . . . . . . . . . . . . . . . . .5<br />
Four Types of Support for Newcomers’ Social Emotional Development . . . . . . . . . . . . . 5<br />
Integrating Social Emotional and Academic Support for Newcomers:<br />
Examples From the Field . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8<br />
Classroom Tools<br />
10 Teaching Practices for Social Emotional Development . . . . . . . . . . . . . . . . . 10<br />
Problem-Solving Steps for Modeling and Teaching Conflict Resolution . . . . . . . . . . 12<br />
Schoolwide Tools<br />
Core Stressors for Newcomers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13<br />
Addressing Discrimination and Hate Crimes Against Arab Americans . . . . . . . . . . 15<br />
Twenty Plus Things Schools Can Do to Respond to or Prevent Hate<br />
Incidents Against Arab, Muslim, Sikh, and South Asian Community Members. . . . . . 17<br />
Tips on Responding to Discrimination in School . . . . . . . . . . . . . . . . . . . . . 19<br />
Professional Reflection and Discussion Activity Guide<br />
“Support Me”: Creating Social Emotional Supports for Newcomer Students . . . . . . . 20<br />
Resource List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25<br />
U.S. DEPARTMENT OF EDUCATION | <strong>NEWCOMER</strong> <strong>TOOL</strong><strong>KIT</strong> | ii<br />
No official endorsement by the Department of any product, commodity, service, enterprise, curriculum, or program of instruction<br />
mentioned in this publication is intended or should be inferred. For the reader’s convenience, the tool kit contains information about<br />
and from outside organizations, including URLs. Inclusion of such information does not constitute the Department’s endorsement.