New Product - ESOL

ESOL L1S1: Needs Assessments, Portfolios, and Rubrics to Improve Writing by Quang Tran
Surveying literacy needs, developing a writing rubric, and compiling individual portfolios are proposed to help learners see progress over time.

ESOL L1S1: Error Analysis of Learners' Writing Yields Surprising Results by Elaine Jemi-Alade
An error analysis of her learners' writing reminds an instructor of the need to review basics.

ESOL L1S2: Learning English: The Journey Begins With You by Julie Horton
To better meet the needs of new learners, an instructor plans to pilot a revised program orientation booklet and brainstorm with colleagues.

ESOL L1S2: Creating a Classroom Blog by Nina Sheppard
An instructor hopes that creating a class blog will build a sense of community and allow learners to hone their writing skills.

ESOL L1S1: Implementing Needs Assessments by Kerrin Epstein
An instructor proposes developing assessments to determine what her learners need from class and how well the class is meeting their needs.

ESOL L1S1: Student Goal Achievement Through Self-Reflection and Peer Evaluation by Jean Renoll
An instructor seeks to incorporate periodic self-reflection and peer evaluation into a low-beginner ESOL class.

ESOL L1S1: Assessment of Writing Needs and Instruction in an ESOL Classroom by Donna M. Comstock
A writing assessment reveals the need for more frequent informal assessments -- and for a better understanding of learners' long-term goals.

ESOL L1S1: ESOL Resources for Teachers and Students in Northern Virginia by Ruth Bennett
A volunteer produces a public-access cable TV show to familiarize learners with the variety of ESOL programs offered in Northern Virginia.

ESOL L1S1: A Rubric for Guiding Conversation Pullout Sessions by Gregory Byrne
Responding to a need to improve learners' speaking skills, a volunteer creates an innovative standards-based rubric to guide conversation pullouts.

ESOL L1S2: Creating a Wiki for ESOL Teachers by Jennifer Fadden
Developing a wiki for instructors gives them "one-stop access" to program information, instructional materials, and professional development resources.

ESOL L1S2: Developing an ESL Advisory Board by Suzi Smith
The creation of an ESL Advisory Board enables a refugee resettlement program to augment not only educational services but also professional development and volunteer appreciation activities.

ESOL L1S2: Creating a Classroom Google Site by Patricia Murphy
Seeking to extend learning beyond the classroom, an instructor creates a class website where learners can access activities, assignments, and content.