Social-emotional health and development

2C) Peer social interactions

Provide opportunities for ML children to build friendships and relationships, and meaningfully participate in peer social interactions.

Video: Morning Meeting – A Daily Strategy for Teaching Social and Emotional Learning to 1st Grade Students

Morning meetings are a routine that can support the socio-emotional health and development of Multilingual Learners, provide space for social interactions, and help build relationships across a class community. This first-grade teacher describes her practice with facilitating these meetings in a first-grade classroom.
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Video: Using Reciprocal Teaching to Engage 3rd-Grade Readers

This video shows Multilingual Learners in a 3rd-grade classroom engaged in reciprocal teaching. This small group interaction helps structure student-led discussions about a text and bolster reading comprehension.
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Blog: Lowering the Affective Filter for English Language Learners Facilitates Successful Language Acquisition

This blog introduces the concept of affective filter and lists ways that teachers can establish a classroom environment to minimize stress and support the risk-taking associated with learning a new language at school.
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Video: A Study of DLLs’ Play in an English-Speaking Classroom

In this video, presenters emphasize how important it is for teachers to support Multilingual Learners in interacting meaningfully with their peers. When teachers serve as interpreters, provide words for children, and strategically pair them together, they will have more successful peer interactions and relationships.
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Website Article: Adapting Morning Meeting Greeting for English Learners

Morning meetings are a common part of the instructional day. This article offers strategies on how to make Multilingual Learners feel welcome and included, along with activity ideas that draw on students' linguistic diversity.
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Video: Model Curriculum for English Learners- How Do I Feel? (Kindergarten)

In this video, a designated teacher for Multilingual Learners talks through her objectives for a read-aloud lesson. She builds in practice opportunities for the students to use the language of feelings, the language of sequence, and specific use of pronouns. She also uses instructional tools like graphic organizers and an end-of-unit rubric to support student experiences in reading, writing, speaking, and listening in English. A link to the whole unit plan is available on the video's YouTube page.
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Website Article: Cooperative Learning Strategies

This article introduces many different ideas and structures to help a teacher define group learning roles. This provides Multilingual Learners with opportunities to work with peers and build both content and social language skills.
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Strategy Overview: Collaborative Practice

This set of resources guides teachers in developing the structures and supports that learners need to engage in effective group work. This thoughtful setup can enable Multilingual Learners to engage in positive social and academic interactions with peers.
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Strategy Overview: Persona Dolls

This resource describes the purpose of and process for using persona dolls. The resource also includes a planning template and letters that teachers send to children’s families describing persona dolls in English, Spanish, and Vietnamese.
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Video: Persona Dolls

In this video, educators discuss how they use persona dolls in classrooms with Multilingual Learners. Persona dolls provide children with the opportunity to build their relationship skills and participate meaningfully in social interactions.
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Video: Affirming Language, Culture & Identity

This video shares asset-based strategies for teachers to engage with families, develop the socio-emotional health of children, and set up a classroom environment to support Multilingual Learners. This resource focuses on preschool but the content applies to all grade bands. Examples come from dual language classrooms.
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