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Pages and Files
ESL Department Staff
ELL Plan & Program Guide
Sheltered English Instruction
Vocabulary & Academic Language
Language & Learning Objectives
Common Core for ELLs & Mainstream
Language Acquisition Stages
ESL Training & Endorsement Info
ESL Strategies Resources
Middle School Resources
High School Resources
Language & Cultural Info
HartwigESL Class wiki
Mrs. Hartwig's English Class Wiki
August's professional development
Atlantic ESL Introduction
Some reminders for each SEI teacher:
1. Next Thursday, September 8th, at 5:30 is the ELL potluck. It's a great time to meet the families and see a little of their culture. Please be a part of that.
2. If you haven't turned in your teacher bio yet, please get that to either me or Minerva.
3. I will need a list of any ESL training or classes you have participated in. I am compiling this information for our state & federal records, so please email me that list as soon as you can.
4. If you haven't completed the August ESL PD, please complete that by September 16th, which is when your September ESL PD will begin.
>SWBAT identify the major stakeholders within our district ESL program.
>SWBAT identify and share resources found on our district ESL wiki they find helpful to his/her teaching of ELLs.
September's professional development
ESL & the Law
1. First, please read through the points of clarification on the September ESL PD page (at the "ESL & the Law" link immediately above).
2. Then follow the link to the "ESL & the Law Webquest."
3. At the end of the webquest, you will be asked to prepare your ESL PD goal.
4. Finally, before finishing your webquest answers, copy your ESL PD goal to paste into a link on the September ESL PD discussion page.
>SWBAT identify federal, state, and district laws, rules, and plans that govern our district ESL program.
>SWBAT analyze their own ESL professional development needs in order to create a personalized ESL PD goal.
October's professional development
Sheltered English Instruction - What is it and how is it different from plain good teaching?
ESL PD Quick View:
1. Visit Sheltered English Instruction page of our wiki.
2. Open, print, and familiarize yourself with the “ELL Classroom Observation” checklist.
3. Choose and read the article or PowerPoint appropriate to the developmental age and subject matter that you teach.
4. Complete reflection using "ELL Classroom Observation" checklist.
5. Post to the discussion tab.
SWBAT analyze both a classroom observation checklist and an article about instructing ELLs for effective ESL strategies.
SWBAT apply effective ESL strategies, by way of reflection, to their own teaching of ELLs.
November's professional development
The Importance of Explicit Vocabulary Instruction
ESL PD Quick View:
1. Open the appropriate level PowerPoint regarding vocabulary instruction (either elementary or secondary).
2. Analyze the research-based information from the PowerPoint, comparing its concepts to your current instructional practices.
3. Peruse our
AtlanticESL wiki vocabulary page
for resources and strategies for vocabulary instruction.
4. From either the PoinwerPoint or our vocabulary page, choose one specific vocabulary strategy you have never (or rarely) used before that you can use within the next few days.
5. Evaluate the effectiveness of your chosen strategy, considering topic, time, variables that may have affected it, student interaction, and overall success.
6. For this month’s discussion, share with your colleagues which strategy you chose to implement and your evaluation of the strategy by posting at the discussion tab on the
November ESL PD page
analyze research-based information regarding the importance of explicit vocabulary instruction.
choose and apply a vocabulary strategy to his/her instruction and evaluate its effectiveness.
>Through writing/typing, SWBAT evaluate the effectiveness of his/her chosen strategy by way of composing and posting a discussion post at November's ESL PD discussion tab.
December's professional development -
catch up on ESL PD.
January's professional development
the benefits of cooperative learning & small group interaction
ESL PD Quick View
1. Click on the appropriate level article below regarding cooperative learning (either elementary or secondary) and the “General Cooperative Learning Article.”
2. Analyze the research-based information and general “Cooperative Learning” information, comparing their concepts to your current instructional practices.
3. Visit our
AtlanticESL wiki Cooperative Learning page
4. From either the article or another article you find through our Cooperative Learning page, choose one specific cooperative learning strategy you have never (or rarely) used before that you can use within the next few days or so.
5. Evaluate the effectiveness of your chosen strategy, considering content goals, interaction goal(s), time, variables that may have affected student interaction, and overall success.
6. For this month's discussion, share with your colleagues which strategy you chose to implement and your evaluation of the strategy by posting at January's discussion tab.
>SWBAT analyze research-based information regarding the benefits and importance of using cooperating learning strategies.
>SWBAT choose and apply a cooperative learning strategy and evaluate its effectiveness.
>Through writing/typing, SWBAT evaluate the effectiveness of his/her chosen strategy by way of composing and posting a discussion post at January’s ESL PD discussion tab.
February's professional development -
Scaffolding & Visual Aids.
Putting Scaffolding to Work in the General Classroom
1. Click on the appropriate level video link (either elementary or secondary)
the “General Scaffolding Article.”
2. As you view the video, begin thinking about how you use scaffolding in your daily instruction.
3. Then read and analyze the research-based information in the general scaffolding article entitled “Putting Scaffolding to Work: The Contribution of Scaffolding in Articulating ESL Education” by Jenny Hammond and Pauline Gibbons. I have highlighted information for you, so you may concentrate on pages 10 through 27 where the highlighting is present. As you analyze this information, compare and evaluate the scaffolding you utilize in your current instructional practices.
4. Visit our AtlanticESL wiki
pages for further information.
5. For this month’s discussion, share with your colleagues how you utilize scaffolding strategies in your daily instruction. Do you use many of the “designed-in” elements as described in the article? Do you use any of the “interactional” elements of scaffolding referred to in the article? What challenges have you encountered in scaffolding? What successes have you experienced in scaffolding? What are some of your favorite visual aids that you use to help you scaffold for your students?
>SWBAT analyze research-based information regarding the elements of scaffolding in the general classroom.
>SWBAT evaluate the elements of scaffolding they use in their daily instruction.
>Through writing/typing, SWBAT evaluate the elements of Scaffolding they use in their daily instruction by way of composing and posting a discussion post at February’s ESL PD discussion tab.
March's professional development -
Strengthening Your Comprehensible Input Through Language & Learning Objectives
1. Open and view the PowerPoint.
2. As you view the PowerPoint, begin thinking about how you use general content objectives in your daily instruction and how supporting and developing those further with language in mind can increase the effectiveness of your students’ understanding.
3. After viewing the PowerPoint, visit our AtlanticESL wiki
Language & Learning Objectives
page and review the information provided there.
4. Click on the “Unpacking the Common Core Standards” sheet.
5. With your prior knowledge and new information from both the PowerPoint and Language & Learning Objectives page, use the “Unpacking the Common Core Standards” sheet to develop your own language & learning objectives for one of your upcoming lessons.
6. For this month’s discussion, share with your colleagues your new language & learning objectives and any comments you have about using and/or developing language objectives.
>SWBAT analyze research-based information regarding the elements of using and development language objectives
>SWBAT create language objectives for a specific lesson of their instruction.
>Through reading, SWBAT discover how to develop language objectives.
>Through writing/typing, SWBAT develop language objectives for use in their daily instruction by way of
using a graphic organizer
to compose them and then copying them
a discussion post at March’s ESL PD discussion tab.
April's professional development -
Comprehensible Input - A Review
1. View the short video of Stephen Krashen explaining and demonstrating comprehensible input. (Yes, it's circa 1980 :) but does a fantastic job of demonstrating the importance of comprehensible input.)
2. As you view the video, begin thinking about ways you consciously increase the comprehensible input in your daily instruction.
3. Then read and analyze the research-based list of user-friendly suggestions on how to increase comprehensible input entitled, “Suggestions for Comprehensible Input for Limited English Proficient Students in the Content Area Classroom,” by Katherine P. McFarland.
4. Visit our AtlanticESL wiki
Sheltered English Instruction
page for further information.
5. For this month's discussion, share with your colleagues 1) the biggest obstacles you feel you face in making your content comprehensible for not only your ELLs but all your students and 2) ways you consciously plan so that you increase the comprehensible input of your daily instruction.
>SWBAT analyze research-based information, both by video and through text, regarding a list of user-friendly suggestions to increase comprehensible input in the content-area classroom.
>SWBAT evaluate the elements of comprehensible input hardest to achieve in their daily instruction.
>Through writing/typing, SWBAT evaluate their personal use of the suggestions on how to increase comprehensible input by way of composing and posting a discussion post at April’s ESL PD discussion tab.
May's professional development -
Every year, no matter who we are or how long we've taught, we learn something new about the world of education. Now that the school year is drawing to a close, it is time to reflect on what this year has taught us about the world of second language acquisition and our specific English language students. It is important to consciously reflect on these experiences in order to grow as effective teachers to these learners. To that end, there are two types of reflections that will help our ESL Program at Atlantic Community School District: 1) personal and 2) programmatic. You may combine your reflections in one post on the discussion tab above.
1) In your personal reflection, please give as many specific examples as you can about the successes, struggles, and strengths you experienced this year with your English language learner(s).
*As the personal reflection considers questions aligned with the Iowa Teaching Standards, please remember that your reflection can serve as a quality artifact for your professional portfolio, especially with your specific examples related to each standard.
2) As most know, we have a new ESL Teacher-Coordinator starting next year. Therefore, with this in mind, in your program evaluation please also reflect on the successes, struggles, and strengths of our ESL program here at Atlantic Community School District.
>SWBAT reflect on their own instruction this year as it relates to the Iowa Teaching Standards and English language learners specifically.
>SWBAT reflect on the district's ESL program this year and evaluate ways to improve its effectiveness for next year.
>Through writing/typing, SWBAT evaluate their personal instruction of English language learns, as well as the district's overall ESL program by way of composing and posting a discussion post at May’s ESL PD discussion tab.
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