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2. Newcomer Tool Kit (PDF) - U.S. Department of Education

   www2.ed.gov/about/offices/list/oela/newcomers...

   : Ideas and resources teachers can use to help students understand, appreciate, and share their own stories about newcomers’ social, cultural, and economic contributions. • Professional reflection and discussion activity: Instructions and handouts for professional learning communities or staff meetings.

3. Newcomer Toolkit | NCELA - English Language Acquisition ...

   ncela.ed.gov/educator-support/toolkits/newcomer...

   Newcomer Toolkit. The Newcomer Toolkit is designed to help U.S. educators; elementary and secondary teachers, principals, and other school staff who work directly with immigrant students—including asylees and refugees—and their families. The Newcomer Toolkit has 5 chapters, and contains an overview, sample tools, and resources.

4. Adult Education & Literacy Resource Collection | Adult ...

   lincs.ed.gov/resource-collection

   Explore a collection of 985 high-quality multimedia instructional resources, informed by research, for use by adult educators. These resources have been reviewed by subject matter experts and recommended and approved by the U.S. Department of Education, Office of Career, Technical, and Adult Education (OCTAE), Division of Adult Education and Literacy.

5. Resources for Learning at Home | U.S. Department of Education

   www.ed.gov/coronavirus/resources-for-learning-at...

   Resources for Learning at Home. Links to the materials below are for convenience as a potential resource for parents, students, schools, teachers, and other educators to use during this challenging time. The Department did not develop them, and we do not control or guarantee the accuracy, relevance, timeliness, or completeness of this information.

6. Good Instruction-Giving in the Second-Language Classroom

   files.eric.ed.gov/fulltext/EJ1156495.pdf

   The following set of instructions uses the principles discussed to conduct a lesson that occurs in three steps. Prior to this lesson, the students have been practicing using the simple past tense and recently practiced asking and answering yes/no questions in the simple past. Step 1.

7. TRACKING THE PROGRESS OF ENGLISH LEARNERS

   www2.ed.gov/about/offices/list/oela/english...

   TOOLS AND RESOURCES FOR MONITORING AND EXITING ENGLISH LEARNERS FROM EL PROGRAMS AND SERVICES 1 SA. TE. D* C HAPTER 8. TOOLS AND RESOURCES FOR . MONITORING AND EXITING ENGLISH LEARNERS FROM EL PROGRAMS AND SERVICES. This is the eighth chapter of the English Learner Tool Kit, which is intended to help state and local education agencies

8. PROFESSIONAL LEARNING COMMUNITIES FACILITATOR’S GUIDE

   ies.ed.gov/ncee/rel/regions/southwest/pdf/REL...

   Pre-Teaching Vocabulary (Second/Third-Grade Combination Class) Pre-Teaching Vocabulary (Fourth-Grade Class) Pre-Teaching Vocabulary (Sixth, Seventh, and Eighth Grades: Newcomer Class) Activities to Promote Word Learning (Second/Third-Grade Combination Class) Activities to Promote Word Learning (Fourth-Grade Class)

9. TEACHING E -SPANISH COGNATES USING THE T 2 PICTURE BOOK ... - ed

   files.eric.ed.gov/fulltext/EJ1110958.pdf

   ns 20 picture books appropriate for age 2 to second grade children. There are many English-Spanish cognates in the Texas. 2 picture books that may be taught through picture book read-alouds. For the present paper, 113. cture books were analyzed for their English-Spanish cognate content. The average number of cognates in the Texas 2x2 books was ...