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Multilingual Students Succeeding in the U.S.

Language Magazine – Staff Writer

“Students who speak a language other than English at home have improved in reading and math much more substantially since 2003 than previously reported, according to a study published this month in Educational Researcher. Hidden Progress of Multilingual Students on NAEP by Michael J. Kieffer, associate professor of literacy education at New York University’s Steinhardt School of Culture, Education and Human Development, debunks a common myth that multilingual students and English Learners have made little progress in academic achievement in recent years, and that U.S. schools continue to fail these students.” (more)

New Stanford education study shows where boys and girls do better in math, English

Stanford University – Krysten Crawford

“When Stanford Professor Sean Reardon and his research team set out to take an unprecedented look at how elementary school girls and boys compare in academic achievement, they expected to find similar stereotype-driven patterns across all 10,000 U.S. school districts: boys consistently outperforming girls in math and girls steadily surpassing boys in reading and writing by a wide margin.” (more)

How A Culture of Improvement Goes Hand in Hand With Coaching Teachers

KQED News Mind/Shift – Katrina Schwartz

“Helping high school students with only basic English improve their speaking, writing and listening skills requires that language be a focus of every content area. The ENLACE Academy at Lawrence High School in Massachusetts serves students who have been in the country only a few years and are just beginning to learn the language. English and content are the twin goals of every lesson. “Coaching is a big part of what we do here because our mission and our model is really about building language through content,” said Allison Balter, principal of ENLACE Academy.” (more)

How to Embed Foundational English Skills In Meaningful Work

KQED News Mind/Shift – Katrina Schwartz

“Many teachers are seeking ways to better help their English language learner students, who often have additional challenges to overcome. These students are learning English alongside all the content standards, and some have had their education disrupted by life transitions. The challenges that face them are many, but there are strategies to help them develop language and academic skills.”(more)

4 ways to tie summer reading to the real world

E-School News – Kathy Powers

“Want to hear the story about the most embarrassing moment of my life? My students sure did. I tell that story, much to the delight of my fifth graders, to teach a way to approach plot in narrative writing. Stories are powerful instructional tools, and as humans, our brains are wired to respond to them. Storytelling, which can teach us about ourselves, about possibilities, and about culture, is such a powerful learning tool that it is even being used to teach robots. Though cultural literacy is tricky to teach to middle schoolers, cyber resources—perfect for summer—are now available to help; and nothing tells the story of our culture better than the Smithsonian Institution. I cannot bring all of my students to the museums in D.C., but now, through technology, I can bring the Smithsonian to them through the Smithsonian Learning Lab. The Lab offers more than a million digital images, recordings and texts from across the Smithsonian along with interactive tools to collect, customize and augment them.”(more)

Secret Teacher: we’re not reading – so why do we assume children will?

The Guardian – Staff Writer

“On the rare occasion that the staff in our English department surface from their marking pile long enough to enjoy a cup of tea together, I’ll ask everybody what they’re reading. The answer is usually the same: nothing. Teachers only read the bits of books they have to teach – and even then it’s often one chapter ahead of their students. If there’s a bit of a text they don’t understand or think is boring, they just remove it from the photocopied version before class. It means that teachers are effectively editing texts, and some are not familiar with reading entire books.”(more)