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ESL information, tips, and best practices

Proofreading Tool

Hemingway Editor

Hemingwayapp.com is a free proofreading tool designed for writers.  That means us! Educators write all the time.  We write lesson plans. We write directions. We write prompts, projects, rubrics, letters, emails, educational plans, and even grants.

This app is simple to use.  Copy the text you wish to check, then paste it to replace the sample text in the app. Voila!  Your text analysis is complete in mere seconds.

The Hemingway editor levels text for readability.  This enables you to adjust your writing to a level your audience will understand. This is quite helpful as we all work with students at various reading levels.

Additionally, the Hemingway app identifies adverbs, passive voice, and hard to read sentences.  What a great way to take a closer look at and analyze your personal style of writing!

Since Hemingwayapp.com is such a useful tool, why not give it a try?

Snip from hemingwayapp.com

How Do You Say…?

It’s hard to believe it is already October! The fall foliage outside my window is a reminder of how I can find beauty all around me if I simply look for it. The colors and varied leaves create a patchwork quilt of loveliness just as the traditions, cultures, and languages of our students weave together the tapestry of our schools.

Morning sunshine on fall foliage

When your classroom is chosen to host students of other languages and cultures, how do you step up to the challenge and turn it into an opportunity of learning for all students? How do you communicate with parents when you do not speak their language? This post will offer solutions that will assist you with the following: 1) messaging parents, 2) translating documents, 3) using a translator app for dialogue.


1) Messaging Parents

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One app that I find VERY useful in communicating with EL families is called Talking Points. Teachers sign up for free and create a “class.” You can download this app to your phone and also login from the computer – messages are visible both ways. 

The thing I love about Talking Points is that parents select their language of choice. When you type in English, the text is run through a translator and they receive it in their language. They can reply in their language and you receive the message in English. This app is recommended by the ESL Consortium that I participate in..

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Another app recommended by the ESL Consortium is https://www.classdojo.com/new-index/

While I personally have not used this, the Head Start program in our area uses it effectively.


Keep in mind that everything in these apps is run through a translator. As a result, you will want to keep your sentences short and use about a 5th grade vocabulary when possible. Sometimes parents receiving the messages have lower literacy levels. Furthermore, simplified sentences and vocabulary makes it easier to translate. Beware, too, of multiple meaning or word phrases in English. An example would be to use the phrase “exclude your child” instead of the phrase “opt your child out.”


2) Document Translation

When you are looking to translate documents, there are several ways to go about this if your district does not have a human translator. I use multiple apps/translators and then compare. I also run the translation back into English (from Spanish or other language) to see if it still makes sense. Or, I translate from English to Spanish (or other language) in one app and then take the Spanish (or other language) and translate back into English in a different app to check for accuracy.


Here are some translator pages I use. Most of these have limitations on the amount of text to translate.

https://translate.google.com/  I then backwards check the translation as I mentioned above. This page can also translate uploaded documents.
https://www.spanishdict.com/ is a good option for Spanish. This is also a good place to backwards check the google translation. There is a limitation of how much text you can translate.
https://www.linguee.com/english-spanish is an app I have used mostly for French. It does a good job.
https://www.deepl.com/translator is another I have used mostly for French but seems to do a good job with Spanish as well.


3) Dialogue Translation

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Finally, I highly recommend the Microsoft Translator for your handheld device, whether phone or tablet. Look for the green square icon in the app store. It is a free app. The wonder of it is that you can translate live two way conversations with one device. 

I hope you find these tools helpful. They have worked well for me. If you have others that you use and want to share, please post them in the comments.

If you are struggling in communicating with your non-English speaking parents, I encourage you to reach out to your ESL specialist or someone who can help you communicate with all families in your classroom.

Also, always remember to make time for yourself – to relax, to renew, to refresh. No one else can do this for you.

Quick Reference Guide to English Learner Proficiency and Ability in English

According to the WIDA Scale of English Language Proficiency (Levels 1-6), Engish Learners qualify for support in both receptive language (reading and listening domains) and expressive language (speaking and writing domains). This post provides a quick overview of what students can do at each level. For more detailed information, please visit WIDA’s CAN DO Descriptor page.

Level 1 – Entering Stage

Students at this stage are not ready to actively produce language. They are listening and beginning to respond and show that they understand by using nonverbal signals. Students in this stage demonstrate the following: 

  • Respond in a nonverbal manner 
  • Memorize written or spoken words and phrases 
  • Rely heavily on pictures to understand assessments and text 
  • Demonstrate limited comprehension, especially of written language 

Level 2 – Emerging Stage 

Students can participate in hands-on demonstrations and illustrated stories with more understanding. They can give one-word responses and initiate a conversation by pointing and using a single word. As receptive vocabulary expands, the student can respond non-verbally to a wide range of vocabulary items. Students in this stage demonstrate the following: 

  • Improved understanding of basic interpersonal communication skills (BICS) 
  • Comprehension of approximately 20% of the academic content they hear 
  • Inability to comprehend most textbooks
  • Limited writing ability (2-5 word sentences) 
  • Large gaps in vocabulary, grammar, and reading comprehension 

Level 3 – Developing Stage

Students at this stage begin speaking phrases and simple sentences. They will make errors in grammar, word order, and word usage as they begin to communicate more freely. It is important to remember that errors are a necessary part of the learning process as students make progress toward fluency. Students in this stage demonstrate the following: 

  • Understanding of most of the non-academic vocabulary used in the classroom 
  • Ability to read and write at the level of their language proficiency.
  • Ability to comprehend some assessments and texts 
  • Ability to understand cause and effect 
  • Difficulty with inferences, word order, word usage, and grammar 

Level 4 – Expanding Stage

Students can communicate their thoughts more completely. They can participate in everyday conversations without relying on concrete contextual support. Some can use language in situations in which little previous context has been established. Students in this stage demonstrate the following: 

  • Ability to express ideas on a wide range of topics 
  • Ability to comprehend at the level of their language proficiency 
  • Ability to write to convey meaning and understanding 
  • Small gaps in vocabulary and/or grammar 

Level 5 – Bridging Stage

Students exhibit a high level of English language proficiency that will allow them to exit the ESL program. They demonstrate proficiency in English in the domains of listening, speaking, reading, and writing on an academic grade level.

Level 6 – Reaching Stage

Students at this stage are at an English language proficiency equal to that of their peers.

April Showers Bring . . . Knowledge

You may have heard the saying, “April showers bring May flowers.” At the beginning of April, it rained, and it rained. Then it rained some more. On one such rainy day, I was chatting about the weather with a cashier at a gas station on our way to a family event in Lewisburg. I said, “Well, it’s raining. Again. You know what they say about April showers. . .” The cashier hesitated and then responded. “Yeah, they ruin trout fishing.”

When I got back to the car I laughed so hard! You guessed it! I know very little about trout fishing. Yet, I LOVED this response! It got me thinking about all the ways rain could ruin trout fishing. It was also a reminder for me that we each have unique backgrounds and experiences. We each have different prior knowledge, perspective, worldview, and understanding of the world as we know it. When working with English Learners (ELs), we need to remember this. Sometimes we need to activate prior knowledge. Other times we need to build background knowledge.

Having the right background knowledge determines whether or not a student may succeed (or not) in a lesson. Ask these questions to promote understanding in ELs and struggling learners when presenting new content.

1. What key background knowledge is needed for the lesson? An example would be an EL in an upper elementary class studying the American Revolution. After introducing the unit with props, the teacher may inform students they will learn more the next day. An EL might ask, “But who won?”

2. What existing background knowledge do students already have? In many countries, students are taught there are five continents. North and South America count as one continent as they share a common indigenous people. Additionally, Antarctica does not count as a continent because there are no indigenous people who live there. In the United States, students are taught that there are seven continents.

3. What background knowledge needs to be “built” for students? How can this be done (pre-teaching, objects and pictures, keywords and concepts)?

4. What background knowledge should be targeted to enable the student to understand the text or lesson? It is too easy to fall into the trap of believing that ELs have “gaps” and “deficits” in prior knowledge. However, their wide range of knowledge, experience, and perspective can be tapped for a rich educational experience. An example would be a knowledge of sea navigation that enables young men to understand mathematical points on a grid.

5. What assumptions should be avoided in order to create a welcoming classroom environment? Consider this scenario. Teachers may assume a Haitian immigrant has a historical background in African American history. Her English is quite good because she attended a private school in Haiti. However, she may only know of Dr. Martin Luther King and not Rosa Parks due to her immigrant status.

What one already knows impacts how quickly new concepts are understood and integrated into thinking and practice. Making connections to existing prior knowledge and building background is important for successful learning outcomes. The worldview, perspective, and experience of English learners can be used to enhance and enrich not only their classroom experience but also that of their never EL classmates.

Links to Resources:

Background knowledge and ELLs: What Teachers Need to Know

How to Connect ELLs Backgrond Knowledge to Content

District EL Grading Policy

This policy is taken directly from the district handbook (July 2020 edition, updated December 2021) and is in compliance with PDE policy at the time of posting.

GRADING POLICY 

Policy in Content Classroom 

English Learners must utilize the same grading system in content courses as other students (e.g. pass/fail is inappropriate for ELs if other students receive a letter grade). 

For ELD courses or instructional periods taught by a licensed ESL teacher in an all-EL setting, any grading system that meaningfully conveys information about progress and/or achievement may be used. In addition to the information that is provided to all students, LEAs must communicate information related to English language proficiency and/or progress to parents at least annually. 

● All EL students should receive grades for each marking period they have been in attendance. 

● An EL cannot fail based on language; these students need accommodations and modifications to achieve at their personal best. All teachers are required to differentiate instruction and assessment (including grades) to align with the WIDA Can-Do Descriptors that coincide with the ELD level of their EL students. For downloadable copies of the WIDA Can-Do Descriptors visit: https://wida.wisc.edu/teach/can-do/descriptors 

● The classroom teacher gives the grade but should collaborate with the ESL teacher. 

● The classroom teacher adapts, accommodates and/or modifies the content material in order to give the student comprehensible input. 

● The ESL Specialist and the content teacher confer about how best to adapt the material for the EL. 

● The classroom teacher adapts the assessment in order to make it authentic and make it relate to the comprehensible input. The assessments and accommodation may include, but are not limited to, the following: 

1. Oral assessments (interview) 

2. Portfolio 

3. Observation 

4. Anecdotal notes 

5. Projects 

6. Multiple grading (achievement, progress, effort) 

7. Eliminate some distractors from multiple-choice assessments 

8. Give the student more time 

9. Read the assessment to the student 

10. Provide a scribe for the student 

11. Allow the use of dictionaries 

12. Allow the use of class notes 

13. Allow the use of texts 

14. Take-home tests 

15. Conferences 

● After teachers have adapted the material, adapted the assessments, and conferenced with the ESL teacher, the EL, guidance counselor, and parents/guardians, the teachers may then fail an EL for the following reasons:

1. Inadequate effort put forth to achieve 

2. Willful resistance toward learning after all attempts have been made to accommodate the learner

Holidays at Home

Happy Holidays! Have you ever thought about holiday traditions and how they are observed? Celebrations can be specific to countries, cultures, regions, and families. During this holiday season, consider how your ELs (English Learners), as well as your other students, might observe the holidays. Be willing to celebrate similarities and differences. These may include, but are not limited to, the following.

  1. Family traditions – Advent calendars and Christmas wreaths, concerts and cantatas
  2. Cultural traditions – Stockings in the US and clogs or shoes in the Netherlands; Three Kings Day parades in Europe and Latin America and New Year’s Day parades in the US; depending on where you are from, you can either eat a Yule Log for dessert or burn it in your fireplace; the huge Christmas Markets in the cities of Austria
  3. Religious practices – Living Nativity on Christmas Eve (USA) and Las Posadas from December 16-24 (Mexico)
  4. Gift-giving and receiving – USA usually does this on Christmas Eve or Christmas Day and Santa Claus lives at the North Pole, while in the Netherlands, this day is December 5 or 6 and Sinterklaas lives in Madrid, Spain
  5. Clothing – Santa hats and Christmas sweaters are popular in the US
  6. Festive food – turkey with stuffing and cranberry sauce, ham and mashed potatoes (USA); mutton and yams, chicken and rice (Nigeria); roasted pork and stuffed tomatoes (Argentina)
  7. Special recipes – pumpkin or pecan pie, hot cider or eggnog, plum pudding or ginger bread
  8. Festive colors – In the US, festive colors include red, green, gold, and silver. Chinese New Year colors are red (good fortune and happiness) and gold (wealth). Incidentally, Chinese New Year will be celebrated February 1, 2022. When using festive colors, it is important to avoid using red ink when writing one’s name or signing your own. In many cultures, writing a name in red (the color of blood) implies a death wish or the conjuring of a curse for that person.

Personally, I love going to a candlelight Christmas Service on Christmas Eve, hearing the Christmas story, and singing Christmas carols and hymns. My family also hangs stockings on the stair railing (this tradition is particular to our current home) and then opens them after the Christmas Eve service.

The stockings were hung on the stair rail with care . . .

This holiday season, I encourage you to share one or two of your holiday traditions with your class and encourage your students to also share their traditions with you and their classmates.

I wish you all a Joyful Merry Christmas and a Happy Blessed New Year! Feel free to comment below and share some of your traditions. I look forward to reading them!

Jené Conklin

Sources include https://www.whychristmas.com/ and https://www.travelchannel.com/interests/holidays/photos/fun-holiday-traditions-around-the-world.

Welcome to EL Nuggets

Hi! My name is Jené Conklin and I am an ESL (English as a Second Language) specialist and Level II certified teacher in Pennsylvania. I want to welcome you to EL Nuggets, a place for ESL information, tips, and best practices. This blog will provide “Nuggets” and links that will help you work with the ELs (English Learners) in your classroom or area of expertise.

One thing that we can always count on is change. In this constantly changing world, I am always learning something new. To assist in this process and as part of my own personal professional development, I signed up for a course by George Couros entitled Digital Portfolio Master Course. (You can check out this and other of his courses at teachable.com.) The course states that one of the purposes of creating a blog is to communicate, share, and document personal and professional learning and growth. This blog will assist you as you work with ELs and will also help document my personal learning and growth.

Suggestions for topics of interest and any ESL/EL questions you would like answered can be emailed to jconklin@tsd,k12,pa.us.

I look forward to working with you as we explore this venue for sharing and learning.

Jené Conklin

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