EEIS News, Volume 28:2 (September 2006)

by User Not Found | 11/03/2011
In This Issue...
  • Leadership Updates
    • Letter From the Chair
  • Articles
    • Nurturing Competent Learners: Using an Enrichment Model to Design ESL Curricula
    • “And Now for Something Completely Different”
    • The ABC Song for Older Students
    • A Day in the Life of the Cross-Cultural, Cross-Age Educational Exchange Program in West Virginia
    • Short Collaborative Writing Activities
  • Announcements and Information
    • Announcements
  • About This Member Community
    • Elementary Education Interest Section: Officers and Leaders 2006-07
    • EEIS News—Call for Articles
Leadership Updates Letter From the Chair

Jennifer Brown, EEIS Chair,

Hello EEIS Members,

It's mid-August as I'm writing this, and my thoughts are on the upcoming school year. For many of you, I realize that your new school year has already begun. In my district in upstate New York, we don't begin classes until the Thursday after Labor Day.

I've included a photo of my classroom as it appears today. As often happens with ESOL teachers, I had to change classrooms again this year. The OT and PT teachers who had the space last year haven't cleared their things out yet, so my materials are piled in the center of the room and on top of the windowsills. I'm not sure exactly how much space I'll have as five of us will be sharing this room: Three physical education teachers and a psychological aide have desks along the walls. I'm in limbo as I wait to be able to set up the ESOL portion of the classroom.

One advantage of frequently changing classrooms is that it gives me the opportunity to weed out the instructional materials I no longer need and to revisit those I've forgotten about in long-hidden files or boxes. I think many of you would sympathize when I say I have more "stuff" than anyone else in the building. I work with three grade levels and need to support all content areas of the curriculum. Being able to access a tiara for a social studies lesson or some tongs and a hammer for a science lesson on levers is a big part of how I am able to work with my ESOL students and their mainstream classmates.

For those of you who have had to move your classroom, work as an itinerant, teach in a closet or hallway, gain an unexpected influx of new students, or experience other disruptive events, I want you to know that you are not alone in facing challenges. The EEIS is a diverse resource of fellow professional who can help you as you begin a new school year. Post questions or comments on the EEIS e-list. You can join and network with elementary teachers around the world.

Happy New (School) Year!!
Jennifer Brown

Articles Nurturing Competent Learners: Using an Enrichment Model to Design ESL Curricula

Laura Raynolds,

"They look like chicken feet!" shouted one of my students while reading a primer book about dinosaurs. Those words began our year-long investigation into the evolution of birds from dinosaurs, and one of the most rewarding teaching experiences of my career. My class was made up of all second grade Spanish speakers who were just beginning to read, although still below grade-level on a guided reading assessment.

I wanted to change the focus of ESL instruction from an "extra-help class" to an enrichment class for these linguistically talented students through a unit about dinosaurs. I shared this idea with my principal who had previously been the head of a school for the gifted and talented. She pointed me to the research of Joseph Renzulli for a theoretical basis for my instruction.

Renzulli's Schoolwide Enrichment Model (Renzulli, 1998) is designed to provide enriching experiences that develop higher-order thinking skills and maximize the potential of all students (Renzulli, 1998). Renzulli's model incorporates the learners' interest in particular topics and tries to enhance and expand them. The teacher's role evolves into that of a facilitator who guides their investigation and encourages the use of the students' own preferred styles of learning. Howard Gardner's work on multiple intelligences (Gardner, 1995) also argues for multiple ways of displaying new understandings. Both Gardner and Renzulli advocate for depth of study rather than breath. Through in-depth study of dinosaurs, I wanted my students to see themselves as capable "experts".

My next task was to locate materials. I looked for leveled books, videos, and websites about dinosaurs. Though there are many books available, the students' reading levels were still too low to utilize the most interesting books. To assure that students' are challenged conceptually, I combined the students' own reading of easy dinosaur books with read-alouds. The read-alouds helped to build background knowledge, as well as listening skills. I also used graphic organizers as I read aloud.

I read aloud books that were approximately one year above their reading level. One of the class favorites was A Dinosaur Named Sue: The Find of the Century, by Fay Robinson. In this book, the students had their first exposure to what scientists do and how they think. We analyzed what Tyrannosaurus Rex may have eaten by making a T-chart to compare the evidence and began to learn to organize other information. We saw how knowledge of Spanish can help us understand Latin words; carne (Spanish for meat) gives a clue for understanding carnivorous, hierba (Spanish for grass) in herbivore, and tres(Spanish for three) in triceratops. Like so many other children they loved learning the long Latin and Greek dinosaur names.

We read about the kinds of plants and animals that existed when dinosaurs lived on earth, and learned that not everything seen on the television or in movies is true! Students were surprised to learn that there were no humans living during the time of the dinosaurs, and that, like birds, dinosaurs came from eggs and made nests! Together we made a mural to accurately show the environment in which dinosaurs lived.

One of the books that helped us answer our original research question "How did birds evolve from dinosaurs?" was Dinosaurs Are Different (Aliki, 1986). This book is not difficult to read, but carries a high cognitive load. This book taught us that dinosaurs are divided into two orders according to the shape of the hip bone: saurischians and ornithischians. Now we also had a basis for learning the scientific classification of dinosaurs using order, family, genus and species terms.

On a visit to the Museum of Natural History in New York City the students discovered the real size of dinosaurs. What was even more exciting to me was that the museum exhibits were divided into saurischians and ornithischians, and now we knew why! The museum visit brought to life all that we had studied and helped us fill in gaps in our search for how birds evolved from dinosaurs. The students were able to combine multiple sources of information into their evolving understanding of dinosaurs.

At the museum's gift shop, I purchased two wooden dinosaur skeleton kits for the class, thinking that I would have to put them together myself. The students, of course, wanted to put together the kits themselves. With some trepidation, I took out a kit with seemingly thousands of tiny wooden pieces and incomprehensible directions. All of a sudden, my quietest student became the teacher. He knew just how all those little pieces would become a dinosaur and stuck with this difficult job until it was finished. He helped me shift my role from teacher to facilitator and taught me how important it is to provide multiple ways of acquiring new understandings. Other students chose to use a children's software program to create a family tree that showed how birds evolved from dinosaurs. Not yet satisfied, they wanted to make a real tree! They wrote the names of various families of dinosaurs and glued dinosaur pictures on the branches of a large tree made from foam core. At the top of the tree they put a picture of an ostrich. This very concrete tree provided yet another way to demonstrate their learning. We displayed our tree, mural, wooden models, the books we had read, and other plastic dinosaurs in the room to create our own museum. The students were now the recognized experts on dinosaurs in the school and incorporated what they had learned in ESL class to write reports on dinosaurs for their classroom teacher. Not only had the students greatly improved their reading abilities during the year, they had learned transferable research and how-to-learn skills. Most importantly however, my "second grade scientists" had become excited, confident, learners.

Laura Raynolds is an ESL teacher at Barnard Early Childhood Center, New Rochelle, NY, and a doctoral student in the Language, Literacy & Learning program at Fordham University.

Aliki. (1985). Dinosaurs are Different. New York: HarperCollins.
Baum, S., Renzulli, J. & Hebert, T. (1994). Reversing underachievement: Stories of success. Educational Leadership 52(3), 48-52.
Gardner, H. (1997). Multiple intelligences as a partner in school improvement. Educational Leadership 55(1), 20-21.
Renzulli, J. (1998). A rising tide lifts all ships. Phi Delta Kappan 80(2), 104-112.
Robinson, F. (1999). A Dinosaur Named Sue: The Find of the Century. New York: Scholastic Books, Inc.

“And Now for Something Completely Different”

By Janice Cate,

I thought about that immortal line from a Monty Python film as I reflected on our summer program for English language learners. Summer school has to be "something completely different" from our regular school program. After a year spent working to get ready for testing in May, the month-long summer program needs to be something fun and different. The summer program is voluntary, so kids should want to come. The teachers know we have to work on the summer reading assignments but we want the kids to enjoy coming each day. So we enlisted a high school art teacher to work with the five groups at two summer school sites on art projects. We also made arrangements to go on a field trip each week at no cost to the students.

The students were grouped by grade level, K-2, 3-5, 6-8. One site had all three groups and the other site had only K-2 and 3-5. The district provided transportation and free lunch for everyone through the extended-year summer program. A donor bought all the summer reading books for the students to use and keep at the end of the summer program.

We decided to do the summer reading as a group read-aloud/think-aloud. As the K-2 group had picture books for their required reading, it would be easy to use the read-aloud/think-aloud technique. However, the two older groups had required chapter books that would take longer to read aloud. It was decided that older groups would read one book together using the teacher think-aloud technique. The other two required books were recorded and students could listen in grade groups in a modified literature circle.

Read-aloud is a technique that most teachers have experienced as a student or used as a teacher. We already read aloud or used recorded books in our summer program. Think-aloud was added to help students connect to the text and improve comprehension of the text. Our method was to preview/predict before reading or listening to a portion of the book. Then we stopped during the reading to talk about what we were thinking. If we were using a recorded book, we paused it to think through the connections being made. For example, the first page of Through Grandpa's Eyes has a sentence that says, "Grandpa is blind." We talked about what the word blind means and thought about the title of the book. We used a question to focus the reading: "How can you see through a blind person's eyes, if they can't see?" This type of teacher think-aloud helps the student connect text to self, text to other texts, and text to world. We concentrated on text-to-self and text-to-other-texts.

We also worked on writing summaries using the five question words: Who? Did what? When? Where? and Why? These question words were used to write one-sentence summaries of each chapter in the chapter books or for the whole picture books. When students were working in book groups, they worked together to write a summary for each chapter. Then the summaries were used to write required book reports.

The art teacher linked art activities to the books or field trips each week. She also included some basic art techniques that she found most students needed to be successful in art. Students experimented and explored materials that were new to them. All artwork was saved for the parents to view at our parents' party on the last day of summer school.

We scheduled field trips that we thought were fun and helped students to learn more about our city. All the teachers were surprised by the excitement generated when students bought stamps at the main post office. Each student asked for one stamp, paid, and waited for change. The postal clerk was helpful and understanding as very shy children said, "One stamp, please." Then we used the stamps to mail invitations asking parents to come to the parents' party.

On a field trip to the zoo, we split into two groups and walked in opposite directions to see all the animals. Later we met at the snack shop, another favorite place. Instead of rushing around as we had in the past, we sat and watched animals and talked about what the animals were doing; for example, Carlos said, "I saw tigers sleeping." Later the students drew pictures on the remembering quilt; the drawings were varied and detailed.

When the class visited the governor's mansion, we used our best manners as we listened to the guide, a former teacher; tell us the history of the building. As we left, our guide informed us that the first lady had asked the governor's chef to make us cookies. We took the cookies back to school and ate them after lunch. Wow! We felt special.

The natural science museum, our final trip, had lots of exhibits and several aquariums with native fish. We had learned from past summer sessions that the students wanted to play on the elaborate playground near the museum more than they wanted to see exhibits. So this year, we played and ate snacks before we visited the museum. Alberto, a student, said at the end of the trip, "I played with Carlos. I liked the dinosaur bones."

After each field trip we made time for students to reflect and dictate sentences for shared writing; they drew in journals and wrote about their pictures. Many used the shared writing opportunity to find words, phrases, and sentences to describe their pictures.

Parents came to a popcorn party on the last day of summer school. A number of parents attended who had not participated in school activities previously. Students showed their artwork and read their shared writings. Then they gathered their artwork and free summer reading books and headed out to begin their 5-week summer vacation.

As I look back at the title of this article, I thought about the way Monty Python used the phrase and now for something completely different. If I remember correctly, the skit that follows those words is not completely different. That's the way our summer program was, too. It had many of the same elements of the regular school year. But the students and teachers thought it was something completely different.

Casey, P. (Producer), & McNaughton, I. (Director). (1971). And now for something completely different [Motion picture]. United States: Colombia Pictures.
MacLachan, P., & Ray, D. K.(1983). Through Grandpa's Eyes. New York: Harper Collins.

Janice Cate is a member of EEIS Steering Board, is a past president of AMTESOL, and has been an ESL teacher for the past 17 years.

The ABC Song for Older Students

Jennifer Brown,

When new students who have no previous experience with English enter my school, I usually begin by teaching them the traditional alphabet song. The first time I received an older student, I was worried that the words at the end of the song sounded too babyish for him. I decided to rewrite the lyrics so that the song would be more appropriate for an older student to sing and learn. I substituted "Now I've said my ABCs . . ." or "Now I know my ABCs . . ." with the following lines:

All these letters
You will see
For making words
They are the key

I made a chart of the song and added graphics that support the ends of each line: letters, eyes, words, and a key. The ending to the ABC song has lots of variants; try making one of your own and sharing it with colleagues.

Jennifer Brown is the 2007 EEIS Chair. She teaches ESOL at Longridge Elementary School in Rochester, NY.

A Day in the Life of the Cross-Cultural, Cross-Age Educational Exchange Program in West Virginia

Katherina C. Muller,

Transforming research into practice via program creation and implementation requires careful monitoring of meta-analysis findings (Genesee et al., 2005), journal articles (Hones, 2002), sociopolitical climate awareness (Swain & Lapkin, 2005), media reports (Miller & Paulson, 2006), and a concrete understanding of research based strategies and TESOL standards (Herrell & Jordan, 2004). A day in the life of such a program follows.

Wednesday, November 9, 2005

It is another flawless fall day in West Virginia. The sun is shining brilliantly, muted leaves of all shades waft in the breeze, and the thermometer is registering a balmy 60 degrees. I collect my props (books, pencils, paper, flashcards, and candy—always bring candy!) and head out my door. The drive to the 9th-grade complex to pick up my tutors (this week, Gloria, Paulo, and Pandara are the assigned tutors) for our newly implemented cross-cultural exchange program is uneventful. I arrive at Ms. Escobar's ESL classroom as the bell rings. Students are milling in the hallway, talking, laughing, visiting their lockers, racing to the restrooms. Three minutes between classes. Cacophony greets me as I enter her classroom. Everyone is talking at once, scrambling for their seats. Gloria, newly arrived from Russia, looks at the key to the ladies room. She asks Ms. Escobar about it. Ms. Escobar assures her it is the key to the ladies room. Gloria grabs the key off the hook next to the whiteboard and heads out the door. Paulo, from Peru, does not want to go to tutoring today. Ms. Escobar tells me it is because Leonardo (from Argentina) does not want to go. Ms. Escobar and I convince Paulo to try it. He reluctantly heads to his seat. Pandara (from Bangladesh) is sitting in her seat. We wait for Gloria and the four of us leave when she comes back from the ladies room. I again assure Paulo that this will be fun and he will have a good time. I ask the three participants if they like math. I tell them it is most likely that they will be requested to tutor math. All three tell me that they love math. Gloria tells me she is a little afraid. I again assure her it will be fun. She tells me her siblings are all attending Valley Elementary School but she has never been inside. As we walk to my car in the 9th-grade complex parking lot I go over the questions on the outline the students will be required to use as a guide for their journal writing upon their return from tutoring. I suggest to the students that they keep these questions in the back of their minds as they interact with their students. We get in my car and drive the 1 mile to Valley. I make small talk telling Paulo he looks and acts just like my son who is now in the 10th grade. A hint of a smile appears on Paulo's lips but he says nothing else. The rest of the journey is spent in silence. We arrive at Valley and make our way to the front office. The sign-in sheet is full. One of the secretaries, Krista, brings us a new sheet. I explain to my charges that they must all first print their names and then sign them on the line above the printed name. Gloria asks me what sign means. I model the procedure by printing my name and then signing above it. She nods her head in understanding and does the same. Pandara follows suit; Paulo is last. I fill in the rest of the blanks: time in, why we are there, where we are going. Krista pulls off the transparent circles with School Visitor in red ink printed across a blue smiley face. We put them on our shirts and head down the hall to find our sponsor teachers, Karol and Cindy. We unwittingly walk past Karol's fifth-grade classroom and find ourselves at the end of the hall at Cindy's fourth-grade classroom. They are doing "mental math." Cindy stops what she is doing and introduces herself and her class to us. I introduce my three participants and leave Pandara and Gloria in Cindy's care. She escorts them to a table in the back where they will each tutor a student. Paulo and I retrace our steps back down the hallway and ask a teacher to direct us to Karol's room. This time we walk right to it but the room is empty! I remember Karol saying that she and the teacher next door share study hall. I peek into Mrs. Mano's classroom and ask her if she knows where Karol is. One of Karol's students pipes up and tells me she is at lunch and her class is outside at recess. I am baffled and stand there a moment deciding what to do next. I ask Mrs. Mano if she knows about our tutoring arrangement and she gives me a clueless stare. I thank her anyway and head back out the door thinking I will just go back to Cindy's classroom. At that exact moment, Karol appears. She tells us she is happy to see us. We go back into Mrs. Mano's classroom following Karol as she leads us to the two students she wants us to work with. They have their math workbooks open and are tackling division. Paulo sits in the back with the two boys at a round table with three yellow chairs. They get right to work and do not need my help or prompting at all.

This situation is remarkably different from last week and the week before when I was heavily involved in the structuring of the activities. Two more boys come into Karol's classroom. They sit down at their desks facing the open windows where children are having their recess on the playground. They both have math workbooks. One gets up to sharpen his pencil; the other slouches in his chair. I ask him if he needs help and he says he doesn't know what to do. He leaves the room momentarily with his book then comes back. I am thinking I need to rephrase this question. I sit down next to him and start to read the first division sentence: 27 divided by 9 = _____. Before I even finish reading the problem he is shouting out the answer: 3! As I'm filling in the blank for him he systematically shouts out the rest of the answers for the rest of the number sentences. I can't keep up. I fill in the rest of the blanks. He tells me he is smarter and faster than me. He takes the book from me and retraces the numbers I have written to make them his own. When he finishes I read the number problem accompanying a chart. As I read he is already adding up all the columns. Not sure what to do, as this is a division problem, not an adding problem, I hesitate to tell him his answer is wrong. Instead I ask him to explain the problem to me as I am not sure how to approach the solving of it. He looks at the problem and changes his approach. He is still wrong. I again reread the first sentence, drawing his attention to the need to somehow factor in the four sections pictured in the chart. The problem is asking how many new cars will be parked in each section. There are 1,200 cars. Although we have just divided these numbers, my student is not making the connection. I suggest that this is a division problem as that is what we are doing on this worksheet. He tells me that 1,200 is not divisible by 4. He looks at the 10 rows on the chart and proceeds to work them into the problem. He is still not "getting it" and I am running out of ideas—fast. It is at this point that Paulo walks up and tells me his two students are finished. I quickly implore Paulo to help us figure out this problem as we are having a hard time with it. Paulo sits down and the two put their heads together. They are still working quietly as the children file in from recess. I take this opportunity to speak to Karol, telling her how amazed I am at the collaboration between Paulo and this student. Karol is equally surprised and tells me she has never seen this student sit still for so long. We wait a few more moments before we interrupt them to take our leave. Paulo and I walk back down the hall to get Gloria and Pandara. They are still deeply engrossed with their tutees. Cindy goes to the back of the class and taps them on the shoulder, indicating that it is time to go. We all walk back to the office and sign out. Gloria, who rarely smiles and barely talks, is chattering about her student. She needed a lot of help, she says. I liked helping her, she adds. This time we do not drive back in silence. The car is filled with high-pitched voices sharing and comparing experiences.

Katherina C. Muller is happily employed at West Virginia University, where she teaches an online graduate class titled Cultural Diversity in the Classroom. This fall she will teach Effective College Reading and Accent on American English Pronunciation for All Language Groups at Frederick Community College. Her academic and life interests focus mainly on ESL education, literacy, and service learning.

Further Reading

Genesee, F., Lindholm-Leary, K., Saunders, W., & Christian, D. (2005). English language learners in U.S. schools: An overview of research findings. Journal of Education for Students Placed at Risk, 10, 363-385.

Herrell, H., & Jordan, M. (2004). Fifty strategies for teaching English language learners (2nd ed.). Upper Saddle River, New Jersey: Pearson Education.

Hones, D. (2002). In quest of freedom: Towards critical pedagogy in the education of bilingual youth. Teachers College Record, 104, 1163-1186.

Miller, S., & Paulson, A. (2006). Bilingualism issue rises again. Christian Science Monitor. Retrieved June 17, 2006, from

Swain, M., & Lapkin, S. (2005). The evolving sociopolitical context of immersion education in Canada: Some implications for program development.International Journal of Applied Linguistics, 15, 169-186. Retrieved March 26, 2006, from

Short Collaborative Writing Activities

Winnie Cragg,

Writing effectively and easily in English is a major obstacle for many ESL students (Folse, Muchmore-Vokoun, and Solomon 2002). Choosing a topic, generating ideas, and organizing the ideas into coherent sentences while maintaining good grammar and mechanics can be seen as insurmountable tasks. The second step in the writing process—that of generating ideas—is very important because it produces the ideas that make up the body of the writing activity, but it is also difficult and often time consuming. Brainstorming, mind maps, and list making can help the struggling student, but perhaps collaboration with peers is the most useful as well as fun for them.

This article is the result of a poster session presented at TESOL 2006 on March 16, 2006. It focused on short, creative writing activities that required students to work in pairs or small groups throughout the writing process with emphasis on collaboration of ideas. The prompts for the writing activities were developed or selected by the author. All of the actual writing materials displayed were produced by ESL students at Mukogawa Fort Wright Institute.

Poster Presentation
The poster presentation addressed four techniques: five-word stories, short stories, longer narratives, and acrostic poetry. A brief description of each follows.

A. Five-Word Stories
These stories are very short (3-5 sentences) and can take as little as 15 to 20 minutes of class. Students sit in pairs and write the story together. When they finish, they raise their hands, and the teacher checks the story. Then each student writes the final draft on 3x5 cards or a holiday handout provided by the teacher. Students can illustrate them as well that day if time permits or at a later time. These stories are a great way to jump-start or to end a class.

Process: The teacher provides a prompt of any five words on the board: one noun, one verb, one adjective, one adverb, and one exclamation. Example: cheese, yell, purple, suddenly, oh no! Before the students begin work in their pairs, the teacher reviews the five words with the class. Then students proceed as described above.

B. Short Stories
These stories require a full class period of 50 minutes and are done in pairs. Again, the teacher corrects the story with each pair of students as they complete the story. Then each student copies and illustrates the story.

Process: The teacher provides a one-sentence prompt that also serves as the first sentence of the story. An alternate method would be for students to brainstorm the first sentence. An animal story proved to be a very successful idea. The teacher can provide handouts of various animal pictures from which students choose only two and create a story around the two animals. The teacher can also provide imaginative story starts such as "once upon a time" or "long ago."

C. Longer Narratives
These stories require at least two 50-minute class periods. Part of that time students copy the story on a large piece of butcher paper they have cut and shaped according to the theme of the story. For example, a love story could be written on heart-shaped paper or a fast-food story on hamburger-shaped paper.

Process: The teacher provides handouts of men's and women's faces. The paired students choose one man's face and one woman's face and create a story about the two characters. The rest of the process is the same as for short stories.

D. Acrostic Poetry
These poems can be written and illustrated in one 50-minute class.

Process: The teacher provides a list of words about one topic—such as Thanksgiving, turkey, pumpkin, gobble-gobble—on the board from which a pair of students must choose only one. Together they write an acrostic poem. The process is the same as for short stories.

All of these short, collaborative writing activities with emphasis on peer collaboration of ideas facilitate the writing process as well as provide both a positive learner interaction and classroom atmosphere. Follow-up activities such as oral reading of the stories in pairs or publishing them in a class booklet can also be done if time permits. Try the shorter activities as a class warm-up and the longer ones when you can devote a full day or more to them. They require very little teacher preparation but provide a lot of student satisfaction and enjoyment. Good luck!

Folse, F.S., Muchmore-Vokoun, A., and Solomon, E., 2002. Great Sentences for Great Paragraphs. Boston/New York, Houghton Mifflin Company.

Winnie Cragg is an ESOL instructor at Mukogawa Fort Wright Institute in Spokane, WA.

Announcements and Information Announcements

2007 TESOL Conference Registration 5-for-4 Deal

TESOL is offering a special registration rate for the Seattle conference. This deal is a "5 for 4": for every four registrations paid from the same district/institution, TESOL will give a fifth registration for free. For those of you from large school districts, this could mean a substantial savings because the registration cost is usually well over $200 per person. Check with other teachers in your district to see if you can find enough to register as a group of five in order to take advantage of this offer. Specific details about registration will be posted on the TESOL web site ( on December 1.

Caldecott Medal Winner Gerald McDermott Will Present EEIS's 2007 Author's Session

Author Gerald McDermott ( has been described as "interpreter of the human spirit." Ashanti, Aztec, Pueblo, and Ancient Hebrew dreams and visions have inspired McDermott's transcultural storytelling and exquisitely executed illustration. McDermott weaves the parables of humanity into lively tales for children of all cultures. A book signing will follow the presentation.

About This Member Community Elementary Education Interest Section: Officers and Leaders 2006-07

Chair Jennifer Brown
Incoming Chair Ari Sherris
Immediate Past Chair Judy O'Loughlin
Secretary Elizabeth Bigler
Historian Betty Smallwood
Newsletter Editors Carlyn Syvanen
Janet Orr
Steering Board Members
2007 Sandra Baillargeon
Judie Haynes
2008 Janice Cate
Dino Salin
2009 Carol James
Laura Lukens

Nominating Committee
Judy O'Loughlin, Chair
Mary Lou McCloskey
Nancy Cloud
Leslie Morris
Joy Brown
International Concerns Keiko Abe-Ford
Literacy Esther Retish and Judy Haynes
Research Sonna Opstad
Sociopolitical Concerns Monica Schnee
Special Education Leslie Kirschner-Morris
Convention Guide (we need a volunteer!)
Electronic mailing list Sonna Opstad
Judy O'Loughlin
Web Content Manager Jake Kimball
Noncommittee Designations
Literacy Buttons Christine Pankonin
Hospitality Booth Ede Thompson
Art Dino Salin

EEIS News—Call for Articles

EEIS News is soliciting articles on research and classroom methods, materials, and practices related to English as a second or foreign language in any elementary education setting.

EEIS News welcomes articles that apply to classroom situations and that focus on ESL/EFL classroom practices/instruction, second language acquisition, language assessment, advocacy, administration, parent/public concerns, and other related areas. In light of the newsletter's electronic format, authors are encouraged to include hyperlinks.

Submission Guidelines

Articles should

  • include a title, author, and author's e-mail address
  • be no longer than 1,500 words
  • include a 1- to 3-sentence (approximately 50 words) abstract
  • contain no more than five citations
  • follow the style guidelines in the Publications Manual of the American Psychological Association, Fifth Edition (APA)
  • be in MS Word or ASCII format

Please direct your submissions and questions to

Janet Orr
Carlyn Syvanen

EEIS News Publication Schedule:

July 15 Submissions due to EEIS News editors
August 15 Compiled EEIS News submitted to TESOL for copyediting
September 15 Newsletter distributed to EEIS members

January 15 Submissions due to EEIS News editors
February 15 Compiled EEIS News submitted to TESOL for copyediting
March 15 Newsletter distributed to EEIS members