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CHAPTER 3 PROFESSIONAL REFLECTION AND DISCUSSION ACTIVITY GUIDE Discussion Cards for “Teach Me” Reflection and Discussion Activity Copy a complete set of the following discussion cards on paper or cardstock for every four participants. You can add additional examples to this set if you wish. A teacher gives her newcomer ELs a test on English grammar once a week to gauge their progress in learning English. A sixth-grade teacher uses a second-grade text with her newcomers. She claims that the language is at the students’ level and that if she gave them grade-level materials they would not understand texts. A literacy coach walks into a teacher’s classroom. The class has a mix of ELs who are newcomers, children of immigrants, and native speakers of English. All the students are engaged and animated, working on grade-level materials in activities that have them analyze texts and support the conclusions they draw from their reading. As the coach approaches a group, he notices that one student speaks in Spanish to another student while the rest of the group is working. He asks the other two students in the group what the Spanish-speaking students are doing. They say one student is a newcomer who had trouble understanding the assignment, and the other student is explaining what they are doing in the group. Before the coach leaves, he makes a note that students need to use English when they work in groups together. Continued on next page U.S. DEPARTMENT OF EDUCATION • NEWCOMER TOOL KIT • CHAPTER 3 • 21 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 3 PROFESSIONAL REFLECTION AND DISCUSSION ACTIVITY GUIDE Discussion Cards Continued from previous page In a lesson about human rights for high school newcomers, the teacher uses a jigsaw project that addresses the needs of four different types of students through four different texts. The tasks and requirements for each group reading a different text are the same. To complete the activity, students will all share collective findings with new partners and then apply expertise and newly gained knowledge to produce a poster that explains the characteristics of good speeches. The teacher provides students with appropriate scientific language to assist students in discussing their observations of a science simulation. Overall, the teacher in a class speaks about 30 percent of the time and the students talk to each other through carefully constructed activities 70 percent of the time. Continued on next page U.S. DEPARTMENT OF EDUCATION • NEWCOMER TOOL KIT • CHAPTER 3 • 22 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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U.S. Department of Education NEWCOM
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Contents Introduction . . . . . . .
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Chapter 5: Establishing Partnership
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CHAPTER 1: Who Are Our Newcomers? A
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Terms Used to Describe Newcomers
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Cultural Contributions Immigrants b
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IMMIGRANT SPOTLIGHT Paola Moya, CEO
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CHAPTER 1 RESOURCES PROFESSIONAL RE
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CHAPTER 1 RESOURCES Resource List A
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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 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
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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
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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 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).
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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 PROFESSIONAL REFLECTION A
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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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