EEIS News

EEIS News, Volume 26:1 (March 2004)

by User Not Found | 11/03/2011
In This Issue...

Curriculum Integration Through the Ballot Box
Message from the Chair
Message from Chair-Elect
Message from the Outgoing Chair
Working with Non-English Speakers from Day-1
Discussion Group List for TESOL's 2004 Convention in Long Beach
In Touch...Online
Unable to Attend TESOL 2004 in Long Beach?
EEIS Statement of Purpose
Be a Part of the EEIS Button Project!
Important TESOL 2004 Dates to Remember
About This Member Community


Curriculum Integration Through the Ballot Box

By Herschelle Adams, herschelle_adams@fc.dekalb.k12.ga.us

Highly touted multidisciplinary strategies are de rigueur in and out of English to speakers of other languages (ESOL) classes, but how many of them result from elections? Yes, elections. Voting. U.S. electoral lessons should not be limited to social studies classes, and they definitely do not have to be boring. In an engaging manner, the following political lesson for ESOL students included all major subject areas--language arts, reading, mathematics, science, and social studies--as well as exploratory classes such as art, music, and computer technology. Additionally, as outlined by Armstrong (1994), all eight of Howard Gardner's multiple intelligences (see Table 1) were incorporated into the unit, and a number of Georgia's ESOL Quality Core Curriculum (QCC) Standards were practiced, including Standard 15: explores a variety of areas to develop awareness of American culture (Georgia Department of Education, n.d.).

Table 1: Howard Gardner's Multiple Intelligences

1. Linguistic intelligence

word smart

2. Logical-mathematical intelligence

number/reasoning smart

3. Spatial intelligence

picture smart

4. Bodily-kinesthetic intelligence

body smart

5. Musical intelligence

music smart

6. Interpersonal intelligence

people smart

7. Intrapersonal intelligence

self smart

8. Naturalist intelligence

nature smart

Election Day Classroom Exercise

At the beginning of every month, my first, second, and third grade ESOL students update their calendars with appropriate pictures depicting important dates for that month. Election Day was the first significant November date in 2003, and it was represented by a picture of a hand holding a ballot over a ballot box. Students colored the Election Day icon, cut it out, and glued it on the appropriate date; but not one student knew what the picture represented. Thus, the Election Day multidisciplinary unit began with art. A lively discussion about the drawing ensued, which provided the opportunity to identify and define new vocabulary words related to it. Definitions were kept simple (e.g., vote = I pick who or what I want). The children drew and colored larger versions of the ballot icon and labeled them with their increased vocabulary--ballot, ballot box, and so forth. More excitement was generated when a large cardboard box was transformed into a ballot box decorated with students' Election Day pictures.

Students became citizens and put the ballot box and democracy to use by exercising their right to vote in a classroom election with following six categories:

  1. favorite fruit
  2. favorite vegetable
  3. favorite season
  4. favorite meal
  5. favorite ice cream
  6. favorite school subject

Ballots were issued, read silently and orally, and discussed when questions arose. In the media center, the school's media specialist conducted mini lessons about questions concerning the current president and vice president of the United States. As a result, research and reference skills were developed. Later, through computer technology, students virtually toured the White House and voted for their favorite room. Real items or pictures of the ballots' items were shown using picture dictionaries, manipulatives, and other resources. Students worked collaboratively and assisted each other with finding the ballots' items. Only one category at a time was explored and voted on, and each citizen (i.e., student) wrote the class's favorite, or winner, at the bottom of each ballot. Students were thrilled to discover sometimes that their individual favorites were the overall favorites. Perhaps a more poignant lesson, however, was a student's disappointment that his or her choice was not the class's favorite--everything I choose might not be the majority's choice, but I should accept defeat graciously.

Incorporation of Different Subject Areas

Language arts goals such as improving speaking, listening, spelling, vocabulary building, and using and evaluating correct writing and grammar skills were reiterated and honed throughout the election. For example, students defined the word adjective and applied its concept as they described--orally and in writing--things on the ballot, such as the fruit (the red, juicy, hard, delicious apple is my favorite fruit). Students kept their ballots and other materials pertaining to the elections in their classroom ESOL folders.

Science-oriented skills were developed during the lesson, too. When students went outside to observe and record the changing colors of the leaves, weather and other seasonal and scientific data were discussed and written. The author and students brought into the classroom and displayed clothes and other paraphernalia depicting each season (e.g., sunglasses, swimsuit, and pictures of a beach scene represented summer). Children involved their parents by asking them to locate items and shared their parents' favorite things on the ballot with the class, because "by interacting, [international] parents gain experiences with America's culture and educational system . . . ." (Adams, 2003, p. 40). In a class presentation format, children went to the display area, selected and named appropriate gear, and explained why they would need such items for a particular season. Students who preferred to present with partners worked in pairs. Emergent and beginning-level limited English proficient students were paired with intermediate English proficient students.

Music was a welcome addition to the elections and it was frequently used. For example, the song "You've Got a Friend" (King, 1971), helped the children learn the four seasons:

Winter, spring, summer or fall

All you have to do is call

And I'll be there

You've got a friend

I taught the students gestures and body movements to emphasize the meanings of the song's lyrics.

To incorporate mathematics into the lesson, the ESOL students counted ballots and designed and interpreted data from a bar graph. "Greater and lesser than," "least and most votes," and other mathematical comparison concepts were demonstrated (e.g., The number of students who liked chocolate ice cream was greater than the number who liked vanilla. The least amount of students liked strawberry ice cream.) A few students held and used rulers for the first time as they made the graphs. On the graph paper, all students had the opportunity to draw at least one picture on top of each bar to depict the favorite thing and to choose the color for each bar.

Student Presentation of Election Results

As a culminating lesson, ESOL students invited family members and two school friends to watch them teach the class about democratic elections, and I invited school administrators and teachers. Holding the graph, each student explained a category and the class favorite. They demonstrated how to read the graph and they also explained the artwork. The ESOL students read their compositions entitled, "What I Learned From the Election Day Project," and answered the audience's questions. I videotaped their presentations. (Of course, to relieve anxiety and ensure respectful behavior, the students practiced several times before their presentations.) When the ESOL students saw themselves on television--some for the first time--they offered each other and themselves compliments and constructive criticism. Refreshments were served, including some of the students' favorite things from the activity.

Although my first, second, and third grade ESOL classes participated in the lesson, it can be modified to reflect the interests and abilities of any grade. This multidisciplinary unit would be appropriate at any time of year; therefore, you need not limit it to Election Day. This unit was replete with lessons to help build character. By voting and counting ballots, students learned the importance of intrinsic values such as honesty, integrity, and fairness. They exhibited more self-confidence as they practiced their presentations, which boosted their self-esteem. They were committed to the election project and maintained a strong sense of respect and accountability for themselves and each other. Cooperative collaboration was exercised while the students proudly completed each task. These curricula strategies proved that "once children become vested in their own learning, academic responsibility emerges" (Adams, 2003, p. 39). With enlightening and entertaining ESOL lessons similar to those above--lessons that motivate, educate, and inspire--ESOL classes could continuously be voted a favorite school subject.

References

Adams, H. (2003). A qualitative study of English to speakers of other languages (ESOL) parental involvement in an elementary school setting. Unpublished doctoral dissertation, University of Sarasota, Sarasota, Florida.

Armstrong, T. (1994). Multiple intelligences in the classroom. Alexandria, VA: Association for Supervision and Curriculum Development.

Georgia Department of Education. (n.d.) Quality core curriculum standards and resources. Available at http://www.glc.k12.ga.us

Josel, C. A. (1994). Ready-to-use ESL activities for every month of the school year. West Nyack, NY: Center for Applied Research in Education.

King, C. (1971). You've got a friend [Recorded by J. Taylor]. On Mud slid and the blue horizon [record]. New York: Warner Brothers Records.

Herschelle Adams has taught English language learners in Costa Rica, Mexico, Peru, and the United States. Currently, she is an ESOL specialist with the DeKalb County School System in Decatur, Georgia.


Message from the Chair

By Michelle De Cou-Landberg, aillon@aol.com

As I sit at my desk, looking out at my snowy backyard and reflecting on the passage of time and the upcoming political conventions, it makes me think of TESOL's spring convention in Long Beach, California, in the United States, where members will gather to exchange ideas, plan for the future, and reconfirm the importance of fostering ESOL/EFL instruction.

This is a particularly critical year for discussing education reforms and how they affect students, as well as many other pressing issues. So, welcome to "Soaring Far, Catching Dreams," at TESOL's 2004 convention in Long Beach and the exciting program that the ESOL in Elementary Education Interest section (EEIS) has prepared for you!

This year the EEIS has planned what I believe to be a solid and well-balanced program, with presentations of interest to all members. The IS is pleased to offer 12 discussion groups, 9 poster sessions, 6 papers, 4 workshops, and 13 demonstrations, in addition to an academic session, author session, and intersection.

Janet Orr, EEIS chair-elect, has been very busy plotting two exciting sessions to be held on Friday, as usual. Come and hear Sandra Fradd's presentation, "Collaboration in Differentiating Differences and Disabilities," in the morning, and meet Elisa Kleven, author/illustrator, who will talk about sources of inspiration for picture books, in the afternoon. EEIS is also cosponsoring an intersession, "Sharing ESL Methods With Mainstream Teachers," with two members of the ESL in Secondary Schools Interest Section.

One of the most important places at the convention is the EEIS Hospitality Booth, located in the Exhibit Hall. Please come and pick up an EEIS convention guide, admire students' artwork, and select a student-made literacy button. Leaf through the EEIS albums, which record rich interest section history, and plan to volunteer at the hospitality booth. Your IS needs you! Contact Ede Thompson, who is in charge of the booth, at ethompson@jessamine.k12.ky.us.

I hope you will voice your concerns and ideas at the Business Meeting on Wednesday, 5-7 pm, at the Long Beach Convention Center, Promenade A, and that you will join us afterward for the traditional EEIS dinner, organized by Dan Doorn.

Finally, I would like to thank everyone who has made this past year so successful: immediate past chair, Keiko Abe-Ford; incoming chair, Janet Orr; and newsletter coordinator, Esther Retish. And a huge thank you, too, to all the unnamed EEIS members who have actively contributed to the development of the interest section; to the 18 proposal readers, whose names are listed in the convention guide; to the EEIS members who sent proposals; and to Judie Haynes, past chair, for her assistance and guidance!

I feel that EEIS members are extraordinarily privileged to be able to meet and exchange ideas with TESOLers from various parts of the world, and we owe thanks to TESOL for this wondrous gift. If you are not able to attend the convention, please keep in touch through the EEIS newsletter, Web site, and listserve. Let us continue to work together to bring excellence to the field of multicultural education, for the benefit of EFL/ESOL educators and students alike!

A safe journey to all!

Michelle De Cou-Landberg

EEIS Chair


Message from Chair-Elect

By Janet Orr, jkorr@erols.com

As TESOL's 2004 convention (Soaring Far, Catching Dreams) approaches, I have begun to wonder how the EEIS can soar in 2004 and catch the dreams of elementary ESL and EFL teachers around the world. The EEIS would like to create more opportunities for its. Members are always looking for ways to soar in their teaching and ways to create environments for their students to soar, too. It is interest section members' professional duty to support one another in these endeavors.

The EEIS is, as of December 31, 2003, the third largest SIG in TESOL, with 1,365 members. EEIS members and their dreams are a driving force within the organization. However, I ask myself, what can the EEIS do to highlight more opportunities for members to soar? A couple of things came to mind:

1. Apply for a TESOL special project to write a position paper, design a pamphlet, create content for the EEIS Web site, or do any other project that would have an enduring impact on the EEIS community. The deadline for application is May 1, 2004. Contact Janet Orr at jkorr@erols.com if you have an idea or would like to join the special project coordinating group.

2. Increase linkages between the EEIS and elementary ESL/EFL teachers, possibly through connections with TESOL affiliates (which all have EEIS members). Because it is difficult for some EEIS members to attend the annual convention every year, it would be nice to find a way to create some EEIS links with teachers who can attend. There may be other ways, too--let me hear from you!

I look forward to joining you in Long Beach as we all try to catch our dreams in the TESOL world.

Janet Orr

Chair-Elect EEIS


Message from the Outgoing Chair

By Keiko Abe-Ford, keiko.abe-ford@nifty.ne.jp

Dear EEIS members,

It has been my great honor and privilege to be part of the EEIS leadership over the last 3 years. Those years as chair-elect, chair, and past chair have provided me the opportunity to grow professionally. I also enjoyed working with Judie Haynes (past chair), Michelle De Cou -Landberg (current chair), and Janet Orr (chair-elect), who are active, devoted, and enthusiastic EEIS members and leaders. I believe each and every member of the EEIS is important; each plays his or her part in the activities and advocacy provided by the interest section.

Communication is my constant theme. When people communicate with each other, they build a relationship. It may be a brief association or it may last a lifetime. The quality of interpersonal communication strongly impacts feelings and emotions. Feelings motivate and encourage people to act. Intelligence is also very important in life. However, human communication that builds good relationships requires more. The sharing of feelings, laughter, anger, tears, and worries connects people in a way that mere ideas can never equal. I hope the EEIS will continue to build its membership, services, and relationships. To quote Saint-Exupery, "There is no hope of joy except in human relations."

See you in Long Beach,

Keiko


Working with Non-English Speakers from Day-1

By Dorothy Wyatt, dswyatt@erols.com

The pressure is on teachers to make the most of the time they have with students. Students have so much to learn in a relatively short period of time. Teachers need to help them get up to grade level performances as soon as possible. Time with ESOL teachers cannot be wasted. One method that has been effective with beginning students is Total Physical Response.

Introducing Basic Concepts

Usually by the time I begin meeting with non-English-speaking students, they have had several days in the mainstream classroom. They are getting acclimated and are usually familiar with the school schedule. I pull them out and introduce myself. If students are from a Spanish-speaking country I begin with Spanish. Then I lead them to the area in which we will be working. While we walk, I take big strides, swing my arms, and say "We are walking!" Sometimes students are really taken with this theatricality, sometimes not. When we arrive at our destination, I have simple images for students to color. (No matter what the grade level, they all find it nonthreatening to color; plus they get a respite from the constant barrage of English that they do not understand.) While they color, I introduce color words to them. According to the level of English mastery of the students, I say things like "You are coloring." Then I take a crayon and begin to color something, saying, "I am coloring." Then I say, "We are coloring," while pointing to the students and myself. As they get used to these constructions, I ask "What are you doing?" or "What am I doing?" Usually they respond with "Coloring." As they progress, I get them to use the whole sentence: "I am coloring," "You are coloring," or "We are coloring." I then ask, while pointing to the crayon, "What color is this?" They usually respond with the English word for the color. I make a point of naming the objects that we use and follow up by asking, "What is this?," as I point to scissors, glue, crayon box, and so forth.

First, Second, and Third Person

Each time my students and I walk together to our space, I model the action of walking and the sentences "We are walking," "I am walking," and "You are walking." Then after the students get accustomed to the I, you, and we constructions, I ask them if their class is coloring. Usually they will just say "No," so I model the sentence "They are not coloring." This introduces the third person singular as well as the negative (e.g., "Is your class walking?" "No, they are not walking."). I verbally model other actions along the way by saying things like "I am opening the door," "I am closing the door," or "What am I doing?" And sometimes by this time they say, "You are opening/closing the door." Sometimes I say, "Open the door," and wait for them to respond. Cutting and pasting is another activity that can be used with this continuous present sentence construction. I say, "Cut out these pictures." Then I say, "You are cutting" or "Am I cutting?" and they say "No." Then Ipick up scissors and say, "Am I cutting now?" and they say "Yes" or nod their heads.

As the students progress, we advance to the third person construction with "Is your teacher cutting?" and we get to the point at which the students say, with or without prompts, "My teacher is not cutting." Then we use the third person singular pronouns with "She/He is not cutting/coloring/pasting," depending on the activity being modeled.

Encouraging Complete Sentences

In later sessions, the question "What am I doing?" elicits one-word answers such as "walking," "coloring," "cutting," "opening the door," and so forth. At these times I ask for a complete sentence by modeling (not by saying "a complete sentence"--that would throw them off) "I am" and having them repeat "I am." Then many times they go ahead and supply "walking/coloring/cutting."

When students have a mastery of more vocabulary and a higher comfort level with English, I model more complex concepts such as "We are going through the door/hall/library." Then I ask what we are doing and they usually say, "We are going through the door/hall/library." Other actions to model with English sentences are sitting down and getting up out of the chair.

This method of taking actions and verbalizing them is based on Total Physical Response activities. It is an effective way for beginners to learn and internalize a new language. Relationship building with the students is crucial. ESL teachers need to be gentle and allow the students time and space to absorb the new sounds and associate them with concrete objects and actions. Relationship building with classroom teachers is also crucial, and letting them know that there will be a silent period of at least 1 month, maybe 3, will inform the classroom teachers' understanding of their new students.

Dorothy S. Wyatt teaches ESL in grades K-5 for Henrico County Public Schools in Richmond, Virginia, in the United States. She welcomes comments, questions, and suggestions about the techniques outlined in this article through the EEIS e-list.


Discussion Group List for TESOL's 2004 Convention in Long Beach

#3956 Getting the Most out of the Convention
Wednesday, March 31, 7:30 am
Judie Haynes

#3957 Many Program Models, One Fantastic ESL Practice
Wednesday, March 31, 7:30 am
Leah D. Miller, Andrea Ghetzler, and Joung Sook Kim

#3969 Developing Proposals for Elementary Education Presentations
Wednesday, March 31, 7 pm
Dan Doorn

#3970 Connecting Research and Practice in Elementary ESL
Wednesday, March 31, 7 pm
Sonna Opstad

# 3966 Book Buddies and Cross-Age Tutoring
Wednesday, March 31, 7 pm
Carlyn Syvanen and Katharine Davies Samway

#3964 Language Difference or Learning Disability
Thursday, April 1, 7:30 am
Judith O'Loughlin

#3959 Navigating Among Cultures for ESL Learning
Thursday, April 1, 7 pm
Ming-Chi Own

#3963 ESL Teachers Never Retire!
Friday, April 2, 7:30 am
Michelle De Cou-Landberg

#3971 Convention Tips and Connections
Friday, April 2, 7:30 am
Judith O'Loughlin and Carlyn Syvanen

#3962 Bread, Potato, or Rice in EFL Settings
Friday, April 2, 7 pm
Keiko Abe-Ford

#3968 Exploring Chapter Books in ESL
Saturday, April 3, 7:30 am
Jennifer Brown

#3960 Purple Monsters, Cockatiels, and Other Favorites
Saturday, April 3, 7:30 am
Esther Retish


In Touch...Online

By Judy O'Loughlin, joeslteach@aol.com

The EEIS e-list has had a lively discussion on assessment. One EEIS member queried the list about assessment tools. Another member discussed a test called the Bilingual Verbal Ability Test (BVAT). Much of the discussion dealt with the uses of the BVAT and what diagnostic information it could offer. The discussion volleyed back and forth regarding what this particular test can tell about the student and how one would use this information.

The BVAT is used to determine language dominance before a formal assessment can be conducted for learning disabilities. If the BVAT indicates that the dominant language is the home or native language, the assessment team should conduct its testing in the native language. If a native language assessor is not available or there are no assessments in the native language, modifications in the assessment process and a holistic approach to scoring must be used. This might include an item analysis to determine if the particular test question response was incorrect due to first language interference or lack of experience with the content contained in the item.

Other suggestions were made regarding ongoing assessments. These included the use of portfolios, rubrics, observational checklists, and teacher-made assessments. Many participants in the e-list made suggestions for resources where examples of these could be found.

Another recent discussion concerned the use of Total Physical Response (TPR) in the classroom. One member requested more information about this teaching technique and other members stepped forward with descriptions of how they have used TPR and places to find reading resources on the method.

Every month when I receive a list of the new enrolled members in the e-list, I send out a hello-and-welcome message separately through my own e-mail service. I encourage new participants to send a description of who they are and what they do. This often generates more discussion and interaction between members. The list gets approximately four-eight new members every month, and there is usually only one or two members who unsubscribe to the list.

Please feel free to add your comments to any discussion or to start a new discussion at any time. The EEIS had the pilot e-list and it's still going strong. So, here's an invitation from me to you--Please get involved with our list! Send your question, your comment, or just a hello message.

Judy O'Loughlin is the EEIS e-list comanager.


Unable to Attend TESOL 2004 in Long Beach?

If you are unable to attend TESOL's 2004 convention in Long Beach but would like to have your voice heard for TESOL's 2005 convention in San Antonio, fill out this questionnaire. Please mail your responses to

Michelle De Cou-Landberg
1686 Moorings Drive
Reston, VA 20190
USA

Name _______________________________________________

Address _____________________________________________

Telephone number(s) ___________________________________

E-mail address ________________________________________

Sign me up for the following activities for TESOL 2005:
  • ____lead a discussion group
  • Hospitality Booth
  • ____help set up booth
  • ____work in the booth
EEIS Newsletter

____write articles for newsletter

____read proposals

Other

____work on a committee

____make buttons

I would like to suggest the following topics for presentations at TESOL 2005:

__________________________________________________________

__________________________________________________________

__________________________________________________________


EEIS Statement of Purpose

EEIS has adopted the following statement of purpose, as set forth in the Governing Rules: Throughout the world there are millions of children who enter school (pre-K through grade 8) with a need to acquire fluency in English. As the professionals charged with the responsibility of assuring that children from non-English-speaking backgrounds receive the necessary ESOL /EFL instruction to enable them to function effectively in English both interpersonally and academically, we have come together in this Interest Section with the following objectives:

to foster recognition of EFL and ESOL as an academic discipline in elementary education; to document the manner in which children are being educated in English; to serve as a vehicle of communication for ESOL educators in elementary education; to educate the public, government officials, and other educators to the need for ESOL instruction at the elementary level, to the nature of such instruction, and to the need for hiring qualified people to deliver such instruction; to develop and establish standards of achievement and performance of students; to stimulate relevant research in the field; to stimulate development and adaptation of appropriate materials at the elementary level; to assure an adequate pool of qualified personnel by encouraging more programs for professional development, including a cultural awareness component which emphasizes cultural understanding and values diversity to advocate the training and certification of ESOL elementary teachers and to monitor programs in which ESOL teachers are employed as aides, while they could be sharing their expertise with homeroom teachers to make the organization more responsive to the needs of ESOL in elementary education.

ESOL in Elementary Education (EE) Mission Statement

Purpose: The goal of the ESOL in Elementary Education (EE) Newsletter is to provide a forum for the exchange of views; research; and classroom methods, materials and practices related to English as a second or foreign language in all elementary education settings.

Audience: The ESOL in Elementary Education Newsletter is oriented to EFL / ESOL teachers and administrators in a wide range of elementary education settings and with varied expertise and experience, as well as for others who work with elementary students.

Vision: As the professionals charged with the responsibility of assuring that children from non-English-speaking backgrounds receive the necessary EFL/ESOL instruction to enable them to function effectively in English both interpersonally and academically, we have the following objectives for our Newsletter:

to foster recognition of ESOL as an academic discipline in elementary education; to document the manner in which children are being educated in English; to serve as a vehicle of communication for EFL/ESOL educators in elementary education; to educate the public, government officials, and other educators to the need for ESOL instruction at the elementary level, to the nature of such instruction, and to the need for hiring qualified people to deliver such instruction; to develop and establish standards of achievement and performance of students; to stimulate relevant research in the field; to stimulate development and adaptation of appropriate materials at the >elementary level; to assure an adequate pool of qualified personnel by encouraging more programs for professional development; to advocate the training and certification of ESOL elementary teachers; to make the organization more responsive to the needs of ESOL in elementary education.

To address these goals, the EEIS newsletter contains:

  • Messages or special announcements from the Chair, Chair-Elect, Past chair, and EEIS officers
  • Articles of relevance to EEIS members
  • information on EEIS e-list
  • reports from committees/important EEIS convention dates

Mission Statement:

Membership in an Interest Section signals members' desire to inform themselves about that particular area of expertise and/or to build upon their current knowledge base in that area by exploring the subject with other TESOL members of like mind.

The newsletter of each TESOL Interest Section presents information about the specialized professional interests of its membership to keep them abreast of current knowledge, practices, thoughts, and materials related to that particular area of expertise.

Adopted January 2004


Be a Part of the EEIS Button Project!

The ESOL in Elementary Education Interest Section is well known at TESOL conventions for its button project. Developed to promote literacy, this project consists of having classes of young children make original drawings about their favorite book on a circular. The drawing is the size of the button. On the back of each button is the child's name and school; convention attendees who take a button are asked to send a postcard to the child who created the buttom.

If you've ever been to a TESOL convention, you may have seen the EEIS buttons. In fact, many TESOL leaders from other interest sections come to us for a button. Buttons run out quickly, though, so be sure to pick one up during the first couple days of the convention.

This year we would like to try to increase the number of buttons made. We purchased a button maker for the EEIS, and it makes 2 1/4 inch buttons. (You can also cut photocopy paper to this size.) If you would like your class to participate in the button project, please obtain the circular pieces of paper designed especially for button makers. Have your students make a drawing about their favorite book and then put their first name, grade, and school on the front of the button and the teacher's name and school on the back. Because many children are disappointed when they do not receive a postcard, this year we will ask respondents to write to the class as a whole in the teacher's name and everyone will share the postcards.


Important TESOL 2004 Dates to Remember Open Business Meeting

Don't miss the EEIS business meeting. It is an important part of being active in the interest section. There is also a tradition of going out for dinner together after this meeting.

The Saturday afternoon meeting is equally important. We need to hear your honest appraisal of the convention and we welcome your ideas to energize our elementary education interest section.

Academic Session

Come hear Sandra Fradd discuss "Collaboration in Differentiating Differences and Disabilities" on Friday morning

Spotlight Session

Meet Elisa Kleven, author/illustrator, who will talk about sources of inspiration for picture books.

Intersection

Along with two members of ESL in Secondary Schools Interest Section, EEIS board member Judy O'Loughlin has organized an intersection that will enable members to exchange ideas for sharing with mainstream teachers.

For more information on these and other sessions at TESOL's 2004 convention, please visit http://www2.tesol.org/tesol2004/ and check out the Online Program Planner.


About This Member Community ESOL in Elementary Education Interest Section (EEIS)

ESOL in Elementary Education fosters recognition of ESOL as an academic discipline in elementary education, increasing awareness of elementary ESOL educators' needs in TESOL and in our field, and developing new professional resources for teachers and their students.

EEIS Leaders, 2003-2004

Chair: Michelle De Cou-Landberg, aillon@aol.com
Chair-Elect: Janet Orr, jkorr@erols.com
Newsletter Editor: Esther Retish, eretish@avalon.net

Discussion E-List: Visit http://www.tesol.org/getconnected/ to sign up for EEIS-L, the discussion list for members of this community, or visithttp://lists.tesol.org/read/?forum=eeis-l if already a subscriber.

Web Site: http://www.cal.org/elem-ESL/