As educators, we constantly seek ways to increase student engagement, encourage meaningful discussion, and enhance academic language development. One powerful strategy that accomplishes all three is Think-Pair-Share, especially when combined with sentence frames. This simple yet effective approach not only supports students in oral language development but also serves as a scaffold for stronger writing skills.

What is Think-Pair-Share?

Think-Pair-Share (TPS) is a collaborative learning strategy where students first think about a question or prompt independently, then discuss their ideas with a partner, and finally share their thoughts with the class. This structured discussion technique allows students to process their thinking, build confidence in expressing their ideas, and refine their language before speaking to a larger audience.

The Power of Sentence Frames in Think-Pair-Share

While TPS naturally fosters communication, integrating sentence frames elevates its effectiveness. S...

Oral language is the foundation of literacy development. Before students can read and write effectively, they must develop strong listening and speaking skills. This connection is especially crucial for multilingual learners, who rely on oral language development to build vocabulary, comprehension, and academic language proficiency. Research consistently shows that oral language skills directly impact reading fluency, comprehension, and writing abilities—making intentional oral language instruction essential in every classroom.

So, how can educators bridge oral language and literacy to support multilingual learners? Here are three powerful strategies to strengthen this connection.

1. Providing a Safe Space for Risk-Taking

For multilingual learners to develop oral language skills, they must feel comfortable speaking in class. Creating a low-stress, supportive environment helps students take risks and practice language without fear of mistakes. Teachers can:

• Encourage a culture of ...

How do you fairly assess what your English learners know? How do you grade students who are not yet proficient enough in English to reach grade level expectations on all assignments?

**WARNING:  This blog is chock full of my own (pretty confident) opinions. :-)   I welcome any and all conversation and varying opinions on this topic.**

When I returned to a classroom environment on a more regular basis, I was reminded how fast the content is delivered and the pace of new terms, new concepts, and new activities.  Having not spoken Spanish, biology, geometry, or theater in quite some time, I know my brain's tired at the end of the day!

A previous blog about newcomers prompted a flurry of follow-up questions about grading.  This topic comes up a lot!

PreviouslyI talked about newcomers getting about 20% of what happens in the classroom and a bit more with supports and a slower pace.  This isn't a research based number.  This is what I've seen daily and year after year.  As we know, there...

I have the pleasure of working part-time in a high school newcomer program.  It’s not easy to promote inclusion and prevent their being isolated, especially with newcomers who are just beginning to learn English.  When I started in this position, I learned that a group of my students are in theater class, and my role would be to provide classroom support. I have to admit, I know how shy newcomers can be, so I wondered how that was going to work.  Now, I can tell you, it doesn’t just work.  They are flourishing.

I’ve spent some time thinking about what works for the students in this class.  Why are they so different in this class?  Risk takers.

Here’s what I’ve noticed.

Classroom Culture – This class is full of students who take risks.  It’s theater.  Students know they need to adapt and adjust to be successful.  The culture of theater is group success and the students do look out for each other.  Native English speaking students reach out to include the English learners.  They try t...

As we settle into second semester, a new batch of content teachers are working with groups of beginning English learners in their classes.  It's an uncomfortable feeling for both teachers and the students.  What are the expectations?  What are the processes in this class?  What's most important?

Research and experience tells us that our beginning English learners need time, exposure, experiences, and direct language instruction.  BUT....the reality is we don't have extended time.  We have one semester to conquer this content.  All of these students need something a little different, yet there is only one you.  Where do you start??

While I have no magic bullet, here's where I recommend all content teachers begin their quest to make their content accessible and their students successful.

1.  Relationships - Smile.  Let your students know you care.  Be honest.  Tell them you aren't exactly sure what's best but, together you will find what works for everyone.  While I'd never suggest tr...

Years ago (1993-2001), I taught in an innovative school that was K-3 and multi-age with 80% of the students in the ESL program and 100% within the school system's designation of poverty level.  I loved my school and I especially loved my teaching team (many of whom are still my friends today).  Our principal encouraged us to think outside the box.  We had so much freedom and the students thrived.  One of the creative solutions from that school was the creation of a teacher position called the "Teacher Without Walls".  See, we had funding for more teachers, but no space to create more classrooms.  The Teachers Without Walls joined forces with the large ESL team and we traveled from classroom to classroom, pushing in, setting up small group rotations, coordinating efforts. 

Our current times reminded me of this experience.  We always said, there's opportunity in chaos.  We are all now teachers without walls.  So, how do we make the best of it??

I've received messages asking for advice ...