1. Newcomers in your school
Stephanie Cobin and Julie Lucas
Department of English Learners/World Languages

2. Working Agreements
Ask Questions and Construct Answers Engage Fully and Embrace Discomfort Integrate and Construct New Information Open Your Mind to Diverse Views and Value Others’ Strengths Utilize What You Learn, Share it, and Feed it Back

3. Introductions and Connections

4. Goals Participants will...
Determine who our Newcomers are
Discuss welcoming practices for Newcomers
Identify your own cultural perspectives
Utilize WIDA’s Can-Do Philosophy
Develop lessons that are multi-level and engaging

5. FOUr Strands that will Run Through this Training
WIDA
Welcoming Environments
Programs and Planning for Newcomers
Instruction and Resources

6. Determine Who Newcomers Are
Goal #1
A welcoming school culture, classroom experiences, help newcomers find ways to express themselves and be engaged. View diversity as additive to your classroom
Determine Who Newcomers Are

7. Walk About Newcomers in your classroom
Take a colored pen
Visit the six different charts in the room
Write at least 2 comments on each chart
#1: Who are my newcomers?
#2: What type of assessments are we using for newcomers?
#3: How are we involving newcomers in the classroom?
#4: What is my classroom experience with newcomers?
#5: How do our newcomers get practice speaking?
#6: What scaffolds and supports do we use?
Pre assessment

8. Walk About - continued Number off by 6’s Go to that chart
Discuss with your group what
you noticed about the comments.
Select a spokesperson to
share out what you noticed.

9. IDENTIFYING newcomers in WCSD
The Home Language Survey
Immigrant Status Report
Newcomer’s Manual for Elementary ELs
Insert graph from Megan
How long are students considered newcomers? How do we place them in a classroom?

10. Language assessments and placement
W-APT/WIDA Screener
WIDA Rubrics
SOPA
QSI
READING LEVEL (DRA, IRI, ETC.)
Elementary Newcomer students in WCSD are mainstreamed to help students acquire English and guide their acculturation. Newcomer’s Centers are not available until Middle School.
What other assessments do you use and why?
Students are considered newcomers for their 1st academic year.

11. the diversity of newcomers
Culturally and linguistically diverse
Special populations such as:
Unaccompanied minors
Students with limited and interrupted formal education (SLIFE)
Refugees
See article in Manual

12. Welcoming practices for newcomers
Goal #2
A welcoming school culture, classroom experiences, help newcomers find ways to express themselves and be engaged. View diversity as additive to your classroom
Welcoming practices for newcomers

13. Snowball When you hear the signal
Write one way to create a welcoming atmosphere for a newcomer on your ½ sheet of paper
Without talking, create a circle with all your colleagues in the room
When you hear the signal, make a snowball with your paper and throw it in the middle of the circle
Step back into the circle
When you hear the signal again, pick a snowball
Be prepared to share

14. More ideas for a welcoming atmosphere
A quick look at the Newcomer’s Manual
First Day, First Week, First Month, Beyond
Teacher Tip Sheet
Parent Tip Sheet
WIDA’s Can-Do Philosophy (Level One)
Can –do look at WIDA Levels Can-Dos for activities and tasks that students Can-Do

15. Identify your own cultural perspectives
Goal #3
Identify your own cultural perspectives

16. Intercultural development
May not have time for the activity – Just take a look at intercultural development
Align some scenarios with different aspects.

17. Step in – step out
Identifying how our own perspectives influence our interactions
What are some things that define who I am?
Get up from your seat and
silently make a circle on
the floor.
List of Questions: One or both of my parents spoke a second language other than english.
I am the first person in my family to graduate from college.
Boys and Girls were not treated the same in my family.
What was comfortable?
What wasn’t?
What were the misunderstandings?
See the similarities where there were perceived differences

18. Goal #4
The WIDA Framework

19. Review of Wida Framework
Nevada ELD Standards
Domains of Language
Features of Academic Language
Performance Definitions
Can Do Descriptors
Supports

20. WIDA Framework Summary Pitch
Work within your groups to create a short elevator, slightly longer escalator, or even longer stairway pitch of your assigned WIDA framework piece.

21. Develop lessons that are multi-level and engaging
Goal #5
Develop lessons that are multi-level and engaging

22. Diving In To Planning
Dive in to your teachers manual and student materials and start planning a lesson you could use with your newcomers using the template provided.

23. “I Spy…….”

24. Sara Kay Spoken Word Poetry What story does your hand tell about you?
Hands learn more than minds do. Hands learn how to hold other hands. …They are the maps and compasses with which we navigate our way through life. Some people read palms to tell you your future, but I read hands to tell your past. Each scar makes a story worth telling.
What story
does your hand
tell about you?
We all have stories about our lives. Our students come to us with their stories. Immigrant children have amazing stories to tell us. We know as language teachers to connect to the lives of our kids to make learning more meaningful.
Reflect on your hand’s story and think about how we as language teachers help our students tell us their stories.
Copy your hand on a piece of paper – write your story on it.
When done – Tell your story and listen to anothers. What’s it like to connect the history of who you are to someone else.
Share what you hear.

25. Goals Participants will...
Determine who our Newcomers are
Discuss welcoming practices for Newcomers
Identify your own cultural perspectives
Utilize WIDA’s Can-Do Philosophy
Develop lessons that are multi-level and engaging

26. How do they count?
“Diversity is sometimes about counting bodies but inclusion is about making sure every body counts.” ~John Krownapple How will you make sure your newcomers count?

27. Class Evaluations