YouTube+Videos

Post the YouTube video link here along with a single paragraph summary of the video and two paragraphs on why you selected this site and how it could benefit teachers, parents, specialists who work with ELLs. Do not forget to browse your colleagues’ posts and respond here to two posts with reaction statements.

HELLO EVERYONE. YOU CAN POST THE ACTUAL VIDEO IN WIKI OR OTHER REALATED DOCUMENTS BY CLICKING ON EDIT, THEN WIDGET IN THE TOOLBAR ABOVE, THEN VIDEO AND THEN SELECT YOUTUBE. FOLLOW THE INSTRUCTIONS ON HOW TO OBTAIN THE EMBED LINK AND COPY AND PASTE IT IN THE BOX. THIS WILL ALLOW YOU TO DISPLAY THE ACTUAL MOVIE WITH THE PLAY OPTION RATHER THAN PROVIDE A LINK.

DR. GRAZIANO FOR EXAMPLE:

media type="youtube" key="KHhLbUBHBfA" height="221" width="306"

POST BELOW -

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I found this video and thought it was absolutely perfect for this assignment because it focuses on SIOP model, which we just went over last week. The video first starts off by talking about the dramatic increase of Ells in our schools and how it is forcing teachers to approach the learning context in different ways. The narrator states that there is approximately one Ell per every five students in every school and they are consistently underperforming in the academic setting. This in turn has employed teachers to use research-based practices known to be effective for Ells. The main practiced discussed in this particular video is the SIOP model ( Sheltered Instruction Observation Protocol). After using the SIOP in the classroom shown in the video it proved that students of teachers trained in the SIOP performed better than other students of teachers with no SIOP background. It was also found that in school districts where the SIOP is in place, the students are doing significantly better on their standardized tests and are learning English at a faster rate. The SIOP takes what we, as teachers, know about best practice and offers teachers a comprehensive model for planning effective lessons.

I chose this video for a couple of different reasons. First off, I thought it was a great video that provided more information on the SIOP model, which we just learned about last week. I believe it supplies us with more information on what exactly the SIOP entails and how it benefits both students and teachers. I also chose this video because it shows that teachers can help Ells succeed, not only by differing assessments, but also by an improved lesson plan format. This model, as stated previously, is a great tool in the classroom because it benefits both the student and teacher. The student gains so much from this model, but what they acquire the most from it is their academic success. It is set up in a way for them to easily obtain the information they are learning and to put it to great use, while achieving their academic goals. This model also provides efficient and successful lessons for the teacher when working with Ells.

=Shalina Hubbs' Response: = ====I like the video because they speak directly to the students to find out the problems they are experiencing in the classroom. The teacher speak to quickly, doesn't give directions or offer explanations, etc; these are valid reasons a English Second Language Learner would have difficulty in class.====

I also like that the SIOP model was referred to a good teaching practice. I think the SIOP model is a benefit to every student in the classroom, rather than a tool only to be used for teaching English Language Learners. The fact is that the model forces the teacher to consider the students in the classroom. It is a tool that can be used to help prepare the teacher for teaching to the actual students in his/her class and to reflect on how the lesson planning went.

Lauren Tucker's responce: I liked the this video directly addressed the SIOP modle. It would be a great way to introduce this teaching modle to parents and specialist in the school. It was brief enough to start a converstation on the SIOP modle with parents and allow teachers to discuss how they use this in their own classroom. I would have liked to see a more direct example of how the SIOP modle can structure a class lesson.

BRANDI PINEDA media type="youtube" key="wam5PscoSjU" height="390" width="480"

**Jose Vazquez's Response:**
I was having so much fun watching this. I will try this game when I have my own classroom, but during the time being I can't since one of my cooperating teacher isn't big on noise. This is a great game to review. It wasn't until I started student teaching that when you had "er" or "more" you are creating comparatives and superlatives( I didn't know they had names haha).

=//Shalina Hubbs' Response: //= ====This looks like a great game. I can see there are a lot of options a teacher can use to play this game. The game is also flexible for a wide range of grade levels and age groups. The possibilities are endless. I can see myself using this with grammar, language arts, math, history and even science. This is a great assessment tool because students can see each other work in progress. The game could be leveled for peer support and used for review.====

Becky Binder's Response: I think that this game was good for a small group of students. I think that this game would not be good for a large group of students. If there were more students, all students would not be paying attention during the game to all of the words. Also when she asks them to make sentences the students would probably only get the chance to make one sentence and may not pay attention to other student's sentences. This activity is fun, but only in a small group setting.

Lauren Hirsch

Brandi Pineda's Response:
====Great video! I think with videos like these more teachers will think outside the box and stop just using standardized testing for assessing students. Especially with ELL students, a test written all in English is not a fair and clear way to document a student's progress. Alternate way 1s assessment are crucial for today's learner(s).====

Elisha Meyers' Resonse to Lauren Hirsch's video
==== Lauren, This video is a great tool that a teacher can use to understand these concepts in a better way. Alternative assessment is a cornerstone of todays' classroom. We have been learning about it all semester :) It is so important for a teacher to use new ways of assessing other than paper pencil tests. This video helps a teacher to do this practically and explains the importance of such assessment. Very good video, Lauren! ==== Tabetha Dillon’s Response to Lauren Hirsch’s Video:  I like video because it focuses on putting assessment upon students and because this video it is all about alternative assessments other than testing. I like that it puts responsibility on students such as self-record keeping, journaling, dialogue between teacher and students, plays, summarizing and portfolios.

I love the idea of portfolios because students can review their own work and review progress made over time. I feel this is a great way to help students review what areas need improvement, see what areas they are improving on, allow parents and teachers to see improvement and practice organization skills.

//** Lauren Tucker **// media type="youtube" key="FkK06hpQmt4" height="390" width="480"

Lauren Hirsch's response to Lauren Tucker's video I really enjoyed this video. I loved that it showed real students in real classrooms. I thought that was really neat and a lot more effective of explaining the different types of assessments and showing how they would work in the class. I agree, teachers could use this video to see how they could incorporate these assessments in their rooms. I really liked the portfolio segment of the video. I think portfolios are such an excellent tool to show the students progress as the year moves on. Excellent video choice.

//Shalina Celeste Hubbs //
media type="youtube" key="7YcJiEvbakA" height="234" width="288" [|Shaping the Way We Teach English] Calise Cardin Response to Shalina Hubbs Video: Hi Shalina. I loved the video you choose to share. It is actually the same one I posted. I was drawn to this video because of the way the information was presented and because it discussed in detail about Alternative Assessments. I really feel strongly about allowing students to share in their learning, by involving them in the assessment process. I feel that portfolios are great resource. Overall great choice and like you i thought this was a helpful video.

Response to Calise's response. Our videos are from the same company but very different. My module focuses on Learner feedback. __**Response to Shalina Hubbs**__: So sorry for the mistake. It was late and I believe that I accidentally posted the incorrect response. My apologies.. Will re post with a response to your video choice. Thanks for letting me know. __**Re-post to Shalina Hubbs** **Video**__- I really enjoyed watching this video. Some key points that I liked were the do and dont's of learner feedback and the questions that teachers should ask themselves when correcting ELL in the classroom. The two key components do and dont's of learner feedback were: It's okay to make mistakes and trail and error learning process. I thought both of these methods can be useful in the classroom. Students should feel comfortable to be able to make mistakes in the classroom and that it is okay. Having a classroom where learners have the freedom to learn through trial and error is an great way to include a community and inquiry based learning. The questions at the end of the are a great to remember. I actually wrote them down. Again great video choice and sorry for my mistake. =Adrienne Hutchinson = media type="youtube" key="Y0rak6I8hTI" height="390" width="480" Here is the link to my You Tube video as well as my summary paragraphs. Enjoy! :) You can also access the You Tube video here...[]

Brandi Pineda's Response: Adrienne, That video was awesome! I love how the students made thier own interpretations with their illustrations! Just today in my EDEL 443 class my instructor was telling us how we should read a book to our students and not show them the illiustration and have them make up thier own. Its exactly the same! It's a grat way to see a student's creativity and thought process really come out. Great video!

Elisha Meyers' response to Adrienne Hutchinson Adrienne, I really enjoyed the video! What a creative way for a teacher to get kids to show their "mind movie." This can be very benefical for ELL students in so many ways too! ELL kids can practice their language skills in quite a few ways because they get to hear the song and then practice writing the lyrics. They also have to utilize vocabulary skills to draw a picture that correlates with the lyrics. Not to mention this is a great way to get kids to be excited about an activity. They can do this with songs that they like and this helps them to develop skills for interpretation. Bravo!

Greg Smith's response: This type of game works really well with people learning another language. I used it (or something similar) with all ages when I was teaching in Japan. Younger students usually get into it more, but I've had adults really enjoy it too. It is really simple so its easy to explain, and you can make it tougher by increasing the amount they need to say about each card very easily. nice find! //Douha Kurdi’s Response: // //Hi Stephanie, // //This game is a fun way to introduce ELLs to new vocabularies. I like your idea on using clip-art images along with the vocabulary words; I think this activity will help students during the preproduction, early production and speech emergence stage. I agree with you on giving clear instructions and demonstrating to students what they need to do. As adults we stress about unclear instruction. We can understand how frustrated an ELL can be when teachers don’t explain and demonstrate to students what they would be doing. //
 * //﻿Stephanie Ryne - //** [[file:YouTube ESL Assess Memory Activity - Ryne - EDRL 475.docx]]

//**Jose Vazquez's Response**- // //I agree with you Stephanie. I think that this is a type of assessment we can use with our ELLs or our struggling students to create a semi formal assessment to collect data throughout the year that we can keep in our own records and we can pull it to use in placement in a resource room or to have additional accommodations within a full inclusion classroom //.

Jose Vazquez- This is my attachment with links to three of my favorite videos and the summary paragraphs.

Adrienne Hutchinson's Response: Hello Jose. I enjoyed the video of the teacher incorporating the story of The Very Hungry Catapillar by Eric Carle. I like how the teacher used a puppet to show the students the story. I believe that this may have helped the ELL students to better understand the text. Seeing the story acted out may be more helpful than actually reading the text. This may give them better understanding to the meaning of the text as well as improve their metacomphrension and language skills. Great video Jose...keep up the good work.

April Yost's response to Jose Vazquez's video links: I enjoyed The Very Hungry Caterpillar. I think that this is an excellent way to reach ELL students. I really liked that the teacher allowed the students to help retell the story. I think that this gets them even more involved. It also allows them the opportunity to share thier knowledge! Great video link!! 

Lindsey Prietz Susan H Robbins response I like the messages that the video you chose send. Assessment obviously does need to be used as a ranking scale to a certain extent. I know that we need to see what levels are students are on and scores are used for research purposes etc. But I do agree that assessments should mainly be used for learning, to drive instruction. I also agree with the statemenmt that the learner is in charge. Although I agree with this, I think this should pertain to older students. Younger students are in much need of direction and guidance. When they get a little older many children take on the attitude that school was "made to punish them" :). They too at this age still need tremendous direction. I do understand however that the ultimate sucess is up to the learner. Thank you for your post.

CaliseCardin

Adrienne Hutchinson's Response: Hello Calise. I liked your video about Alternative Assessment. I thought that it was a good method because students can easily display their progress. By doing this, the teacher can make lessons that specifically fit each ELL student's needs. It also made me remember being in Elementary School. In the second grade, I was chosen to work with with English Language Learners (ELLs). At that point they were called English Second Language (ESL), I loved this experience because it gave me patience and helped me meet new friends. There were also benefits to the students who were learning the language. Working with a student, rather than a teacher, gave them more insight. All in all, great video selection Calise!

Margaret Gurn media type="youtube" key="ZQ4lJXxb4jI" height="390" width="480"
 * //﻿ //**

This video shows a type of assessment that I can see us all using with our ESL students. Even though she was working with Kindergarteners, we can adapt this for the older students when assessing their knowledge of the English language. I really like watching their little faces when she asks them how they feel about what they've accomplished - they are so happy! One idea I really want to use from this teacher is how she says she uses different colors for the different trimesters (here I believe we would use it for quarters), so that we can see the different progress wach student has been making throughout the year. Thanks for the posting & have a good one Margaret!
 * //<span style="color: #008080; font-family: Georgia,serif;">Stephanie //****//<span style="color: #008080; font-family: Georgia,serif;">Ryne's ////<span style="color: #008080; font-family: Georgia,serif;">Response: //**

Allison Edmonson's Response: I loved this video. Kindergarteners are so adorable. I love that age, where they are still eager and wanting to learn. I also liked how that teacher was keeping track of her student's progress each trimester by using different colored pens. That's a great idea! What a great video!

Lindsey Prietz' Response: I think that it is very important to set goals for your students. In this video the teacher says "Let's see how many stars you can get." When I give similar assessments (letter naming) I let the student know how many they read last week and let them choose a goal for the current assessment. They love that!

Luis Munoz Luis Munoz Thank you Susan Susan H Robbins response I really enjoyed reading your post. As a teacher it is our responsibility to know the laws when it comes to state testing and English Language Learners, among other things. The video gives important details about making accomodations for English Language Learning students. Accomodations should not be general and should meet the needs of each individual student. I agree that just like instruction, assessment and accomodations should be differentiated as well. Great post, thank you.

Britt wadas //Luis Munoz response:// //I really like you post/video it reaffirm some of the concepts we have studied in the previous chapters, as for example the connection between the ELL’s native Language and English. I agree with Michael Kamil, we should allow students to adjust before we start demanding their participation a 100% in English. I work in a bilingual program classroom, depending in their level I allow my students to do just that. This freedom let the students feel welcome and safe in class, after a few weeks their English and/ or Spanish participation grows. This growth occurs without me forcing any particular language, it happens naturally with the interaction between students, and between students and me as the teacher.//

Susan H Robbins <span style="color: #008080; font-family: Georgia,serif;">Susan, I completely agree with you about how we hear in our classes over and over again about how important it is to assess our students immediately following instruction. It is really an extention of the teaching process, in my opinion. Lately I have been reminding myself as I create lesson plans that assessment is ALWAYS happening and that we need to keep that in mind as we begin teaching in our own future classroom. The more activities I come across and create for ESL students (and native English speakers), the more excited I am to actually get my own room so I can implement everything we have been learning. I am glad you found such a good video, because I had a really hard time finding one about assessing! The book might be a good one for us to have on hand as a reference throughout our careers. Thanks again Susan and have a great week!
 * //<span style="color: #008080; font-family: Georgia,serif;">﻿Stephanie Ryne's Response: //**

<span style="color: #ff5500; font-family: 'Trebuchet MS',Helvetica,sans-serif;">**Kevin Chamorro's Response (Susan Robbins):** <span style="color: #ff5500; font-family: 'Trebuchet MS',Helvetica,sans-serif;">I definitely believe that teachers need to realize that assessment is so important, especially when it comes to ELL students. The primary assessment of where they are in their learning in their native language allows for a teacher to have a stepping stone to be able to get to the next step of helping them acquire the English language. Stephanie is right in the fact that assessment is constant, and I have seen this first hand as well. In my student teaching, I was constantly informally assessing my students because that keeps me in the "know" per se and allows me to always know how they are doing and what they need help with. Great video, and I think that this book could be a great resource for anyone and everyone involved with ELL students.

<span style="color: #008080; font-family: Georgia,serif;">Kirsten Shope

Response to Kirsten Shope by Margaret Gurn: The video Module 10 on alternative assessments will be helpful for assessing all types of students. I have seen self-tracking charts used in classrooms and the students love to put those stickers on the chart. The simple act of marking their own progress seems to make them more motivated. The students assessing each others work seems like it could be very beneficial for both student and teacher as long as it is modeled well by the teacher. The instructions for how to assess a classmates’ work would have to be explicit. Portfolios are a good assessment for all levels. In this video the students were in high school, which gives the student much more responsibility than I have seen used. The teacher would have to assess the ability of the students to determine the students’ level of participation. When portfolios are used in the lower grades the teacher keeps track and organizes the work. At any level portfolios are a great way to keep track of yearlong progress. Performance assessment gives the students the responsibility for “teaching” the class. The teacher is there as a facilitator. As with all workings of the classroom, the level of responsibility of the student will depend on their level of ability. I can see that students’ would enjoy taking part in the classroom. These videos will be good to refer back to once we are in the classroom.

Luis Munoz response
Hi Douha, your video is very interesting and informative. I am a 4th grade teacher and while I was watching your video I was thinking “How can I modify this great idea for a 4th grade class?” I like the fact that the students take ownership of their learning, they know exactly what their goal is and what is expected from them. So, I will use it with the smart goals we set up each trimester. I will show them where they start and their academic grow throughout the three months period. Thank you for sharing your video, it will be used.

Hi Luis, I am glad that you found this link useful! I really like how the teacher organizes her assessment to measure students' growth! DOUHA :D

Greg Smith's Response I thought it was a pretty good assessment. It almost made it a game for the students instead of a test so it looked like they really enjoyed doing it. Anytime you can 'trick' the students into having fun doing something you need them to do its a bonus! :p

Response to Tabetha Dillon from Margaret Gurn
This video gives such a good idea of the different types and academic levels of the English Language Learners that will need assessments in our schools. The idea that a student needs to be assessed in their primary language, as well as in English, is an important fact that seems to be overlooked. We so often hear “English only” but how can we help a student in English if we don’t know where they stand in their primary language. I found it interesting in the explanation of how we assess ELL’s, sometimes in similar ways and sometimes the needs are different. It really shows how not all students can be put into the same mold. Thank you Tabetha

===<span style="color: #80006f; font-family: Georgia,serif;">Elisha Meyers Youtube Video ELL: Here is my link for a great video that shows a teacher doing what it takes to reach her students, even if she has to act silly! [] ===

<span style="color: #80006f; font-family: Georgia,serif;">[[file:Elisha Meyers EDRL 475 youtube video.docx]]
<span style="color: #80006f; font-family: Georgia,serif; line-height: 0px; overflow: hidden;"> <span style="color: #113673; font-family: Tahoma,Geneva,sans-serif;">Lauren Hirsch's response to Elisha Meyer's

<span style="color: #113673; font-family: Tahoma,Geneva,sans-serif;">This was a very interesting and fun video. I loved that the teacher used a lot of hand gestures and facial expressions. These are definitely important ways to help an ELL student understand what the teacher has read. Another thing I liked was the that not only was it a language arts lesson, but it was also a science lesson. It was making the science fun and easy to understand. <span style="color: #133b71; font-family: Tahoma,Geneva,sans-serif;">

<span style="color: #80006f; font-family: Georgia,serif;">Lu McCallum
[] This is a very simple video that gives the ELL/ESL students a wide variety of information that I found would be good for the students and keep them interested in the class. It has to do with Halloween and the growing of pumpkins and how they grow. It keeps the students entertained but at the same time they are learning and being assessed without being tested. I felt that this could be used by teachers, parents and others with a more hands on approach. She shows how to use some of the information/tools in the class as a learning tool and an assessment tool. It was very easy and informative at the same time.

Response from Douha: HI Lu McCallum! This is a great lesson for English Language Learners because it’s not just doing a worksheet to learn about pumpkins, they actually have pictures and cards that they can match. Students can see what they are learning, and are able to use what they are learning by applying the cards to the correct part of the pumpkin. The assessment can be both formal and informal with this particular lesson. I really enjoyed this video. Thank you!

<span style="font-family: 'Trebuchet MS','sans-serif'; font-size: 10pt;">[] <span style="font-family: 'Trebuchet MS','sans-serif';">This video shows a classroom where the teacher has the students using their phones in the classroom to aid them in their assignment. At first, it seems as though they are all simply talking and it looks like they are texting as well, but this is not the case. There are two sides of the students: one side is giving a presentation and the other side is recording the presentation with their cell phones. Each person has a partner in this video. The teacher states that he uses this method so that students can go back to the video and be able to actually see and hear the exact presentation, and in his class as well they have compiled many of these videos and have created an e-portfolio. <span style="font-family: 'Trebuchet MS','sans-serif';">As teachers, I think we forget the vast amount of technology that is available to us. I saw this video and really never thought of having students use their cell phones in class for educational use. That is such a great idea, especially for ELL students. Imagine the types of things that they could record on their phones that could aid them in their education. Also, students will definitely think it is a fun activity because they get to use their own cell phones, which they've always been told never to take out in class. What better way to promote technology in the classroom than to use technology that students use every day of their lives? This can become such a great resource. Of course it doesn't have to be a cell phone, because we all know that students have iPads, iTouchs, and iPods nowadays so those can definitely be useful as well. <span style="font-family: 'Trebuchet MS','sans-serif';">This can also be a great way for students to show what they've learned to their parents. By showing them something that they had learned that day through a recording on their phone, the ELL students will most likely retain the information better because of the fact that they are rewatching/relistening to the recording and they have to explain it to their parents. All adults who are in the lives of students, especially ELL students, today should try and integrate technology in the classroom as much as possible, and this is a fun and interactive way of doing so.
 * <span style="color: #ff5500; font-family: 'Trebuchet MS','sans-serif';">Kevin Chamorro **

<span style="color: #0000ff; font-family: 'Comic Sans MS',cursive;">﻿April Yost's response to Kevin Chamorro's video: <span style="color: #000000; font-family: 'Comic Sans MS',cursive;">﻿I think this project would be great to use in the classroom. I think that all of the student's recording at the same time seemed chaotic, however! There was so much noise that I could not really understand what was going on. I agree with you that the students would probably love an activity like this! It would be useful for ELL students to record and listen to what was recorded. I think this could be more useful if students were seperated or recorded on different days. A great idea would be to take this activity outside so that the students could spread out more. Great video! Thanks for sharing! I think we do get so use to having so much technology that we forget or do not think about all of its uses.

=<span style="color: #808000; font-family: 'Comic Sans MS',cursive;">Becky Binder = =<span style="color: #808000; font-family: 'Comic Sans MS',cursive;">media type="youtube" key="XroJtR9gQc8" height="390" width="480" = This is a video showing how to teach using the whole brain teaching method. It emphasizes vocabulary repetition, hand gestures, and then teaching it to the person next to you. It is really quite awesome. The teacher teaches a small chunk of information with hand signals, then has the students teach it to eachother using the hand signals. Then she teaches another chunk of information and repeats. The students get points for actively participating and lose points when they aren't fully participating. The students are so engaged that you know that they must be taking more from this lesson than teaching this lesson in other kinds of formats. I think that this method is great for all learners, but especially for ELLs. This type of teaching emphasizes vocabulary and using hand signals and that can be so helpful for those learning the language. I really enjoyed learning from this video. If you want to see more there are some great videos just look up whole brain teaching.

Lauren Tucker Responce: WOW! What a video! There are many great things that I see and several things that I have questions about. For one, I wonder that it is like to teach next door to this teacher! I like that the entire class is participating in the lesson with hand signals. I can see that they are engaged and working with each other in appropriate ways. I like the repition. I would be interested to see how the students did on an assessment of their new skills. I like that the transitions happened quickly and without distractions. As a visual learner, I would have like to see the teacher refer to the example that she had on the board so students were clear as to which part of the equation they were talking about. I would like to see different types of transition cues to keep the students on their toes. It seemed like the teacher relied upon 2-3 transition cues. Great find Becky! I plan on looking at the other videos to learn more about this teaching style.

Allison Edmonson Response to Becky's video: I absolutley adore this video. I chose a video similar to this one as far as the teacher using "Brain Teaching." What a neat way to teach and I love how all the students were actively involved and eager to learn. The hand gestures and repetition would definitely be good for ELLs as well as being able to work with another peer who speaks the English would greatly enhance their abilities.

Lindsey Prietz' Response: I was hooked watching ths video. I will try this next year with my students. Do you think I could modify tis to fit first grade? IU just like how everyone was involved. I wonder if she does this for each new concept...


 * <span style="color: #ff00ff; font-family: 'Comic Sans MS',cursive;">Allison Edmonson Video and Summary Link ** [[file:youtube ell assessment summary and video.doc]]

Becky Binder Response: Allison, we chose the same way of teaching. This power teaching is the same thing as whole brain teaching. Look up Chris Biffle whole brain teaching and you will find him teaching how to teach like this through teaching like this. He trains the students so fast it is ridiculous. I love this method. The teacher that I am going to teach with for my student teaching wants to try this method so I am very excited about doing it. It is obvious why this sort of teaching would work well for ELLs.

Tabetha Dillon's Response to Allison Edmonson’s Video: It is obvious that this teacher has GREAT classroom management skills. His students are engaged, excited about learning, work well with each other and seem to retain the information. Students are facing the board, engaged, using hand signals and movements throughout the lesson to help retain and remember information and keep them engaged, and know and respond to commands such as “switch” which shows respect and rapport between teacher and students. This would be a classroom that I would like to observe in for a week. I would like to see how long it took to get the students to understand all of the commands and gain the respect and rapport and with what age groups this has worked with, other than fourth graders. I wonder if this is the way the whole school works, or? What a great idea to use with ELL students, since it is hand gestures!

<span style="background-color: #0000ff; color: #ff00ff; font-family: 'Comic Sans MS',cursive; margin: 0in 0in 10pt;">﻿April Yost Video and Summary (Sorry I posted to the main page first!! OOPS!)

<span style="background-color: #ffffff; color: #ff5500; font-family: 'Trebuchet MS',Helvetica,sans-serif; margin: 0in 0in 10pt;">**Kevin Chamorro's Response (April Yost):** <span style="background-color: #ffffff; color: #ff5500; font-family: 'Trebuchet MS',Helvetica,sans-serif; margin: 0in 0in 10pt;">Don't worry, I think this thing is still pretty new to most of us so it's hard to know how to work it. Anyway, I just want to start off saying that I absolutely dislike standardized testing, and I think it's completely unfair to make ELL students take these tests if they do not know the language, let alone the content. It's always good to know what the laws are, even in other counties, because it gives us insight into what types of accommodations can be given to these students to aid them with the test. Recently, I heard that in Nevada they are allowing ELL students to use calculators on standardized tests but they have to have that IEP stating as to why they need the accommodation. Maybe we are taking a step forward in innovating standardized testing? We can only hope right? Great job!