Dr Trish
226 Followers
La Jolla , California, United States
About the store
Bilingual public elementary school teacher and a migrant education teacher in California. Supervised and mentored student teachers in California, New York, New Jersey, and Utah. Staff development for K-12 teachers. Taught both preservice and inservice teachers methods and theory for teaching social studies, reading, science, integrated curriculum, English as a Second Language, and multicultural curriculum and teaching.
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5th Grade Poetry: A Sheltered Instructional Unit for English Language Learners
5th Grade Poetry Unit with sheltered instructional strategies for classrooms with English Learners with a visual dictionary, hands-on activities, aligned with CCSS, and more! Welcome! I hope you enjoy these activities with your students. The following ten lessons, while they are great for all students, are designed with English Language Learners (ELLs) in mind. Intertwined in the lessons, you will find many evidence-based techniques that have been proven successful with students learning a ne
5th
English Language Arts, Poetry
CCSS
RL.5.1
, RL.5.4
, RL.5.5
+16
4th Grade Geometry Sort It! Games
Common Core State Standards - 4th Grade Math Standard
I can draw and identify lines and angles, and classify shapes by properties of their lines and angles. CCSS.MATH.CONTENT.4.G.A.1, 2, & 3
The Sort It! Series of games is based on one of the most popular and simple games that I use: set up up 3 medium bins or boxes, grab a pile of word or picture cards, line up your class and have them take turns sorting them into the correct bin (for example, amphibians, mammals, or reptiles OR prefix, suffix
4th
Geometry, Math
CCSS
4.G.A.1
, 4.G.A.2
, 4.G.A.3
101 Great Teaching Tips for English Language Learners K to Adult
101 research-based teaching ideas for Kindergarten through Adult English as a Second Language classrooms, sheltered English classrooms, and any educational setting with just a few or many students learning a language. The teaching ideas are flexible, fun, and based in second language acquisition research. Each teaching tip is presented clearly with ideas for modifications and extensions to meet the needs of students with different English proficiency levels, subject areas, and student ages.
Y
K - 12th, Adult Education
For All Subjects
3rd-5th Grade Sort It! Games for Sheltered Instruction Evaluating Evidence
Common Core State Standards - Writing Anchor Standard
Draw evidence from literary or informational texts to support analysis, reflection, and research. CCSS.ELA-LITERACY.CCRA.W.9
One of the most popular games I use is the most simple: grab 3 medium bins or boxes, grab a pile of word or picture cards, line up your class and have them take turns sorting them into the correct bin (for example, amphibians, mammals, or reptiles OR prefix, suffix, word root etc.) This set of Sort It! Games is speci
3rd - 5th
English Language Arts, Writing
CCSS
CCRA.W.9
5th Grade Writing Centers (or 8 Whole Class Lessons) for English Learners
Dear Amazing 5th Grade Teacher!
It’s true that when we think of centers, we usually think of lower grade classrooms. But, in this case, what’s good for younger students is good for 5th graders. Lower grade teachers know that they need to pull aside small groups to work with them on content and skills while the rest of the class is engaged in focused work around important concepts in writing. These 8 easy to set-up and model centers will give you the time you need to work with a few small gro
5th
Writing
50 Days of Journal Prompts 3rd-5th Grade (Common Core Aligned)
Dear Amazing Teacher,
Why do Language Learners need to journal write? The more students write, the better writers they become* - and practicing writing is especially important for language learners. Regular journal writing benefits Language Learners because they -
+ are free to make mistakes so they take risks in their writing
+ improve their syntax, morphology, vocabulary, and spelling
+ improve their writing fluency
+ improve their writing confidence**
What do you get in this downloa
3rd - 5th
English Language Arts, Writing
CCSS
CCRA.W.3
, CCRA.W.10
Responding to Texts Sentence Frames
The Common Core highlights the need for students to begin citing the texts they are reading when they are speaking and writing. Students must use evidence to make a claim and to evaluate arguments in texts - but this can be difficult for students, especially language learners. This sheet comes with 8 sentence frames to support students in describing their reasoning, share an explanation, argue from evidence and more. Laminate it or direct students to keep it in their folders when discussing o
3rd - 12th
English Language Arts, For All Subjects
CCSS
CCRA.R.1
Rectangular Venn Diagram: Compare and Contrast
Circular Venn diagrams can be difficult to write in. In this rectangular version students can easily write differences in the 2 separate boxes and especially in the overlapping space to include features or characteristics that the two topics have in common. The rectangular Venn diagram can be used for a multitude of subject areas and grades. For example, compare 2 math problems, 2 pieces of informational text, 2 letters, 2 songs, 2 characters, 2 countries, 2 states, 2 animals, 2 elements, 2 s
K - 12th, Adult Education, Higher Education
English Language Arts, Math
CCSS
RL.K.9
, RL.1.9
, RL.2.9
+19
Differentiation Strategies for Math
Need help differentiating?
This handy sheet is a treasure trove of research-based differentiation ideas to use in math, K-12. We all know that students are often at alarmingly different places in math in terms of their skills and understanding, making is necessary to differentiate to meet the needs of all learners across the spectrum. This list of strategies will help you to make sure that both your curriculum and your teaching are accessible to all levels of learners. Strategies described i
K - 12th
Math
Colorful Words in Writing
How do I do it?
When students are doing writing projects (e.g. narratives, spelling sentences, journal entries, etc.), encourage them to use “colorful” words. Model this by showing the students a simple sentence such as “The nice boy let me use his toy.” Help them brainstorm different ways to say this or to add more detail, such as “The generous boy shared his new Star Wars toy with me.” Ask them, which sentence sounds more interesting? Which one creates a better image in your head?
If you w
2nd - 5th
Vocabulary, Writing
CCSS
L.2.1e
, L.3.3a
, L.4.3a
+2
Building a Paragraph
How do I do it?
House building is a useful metaphor for talking about strong paragraph construction. Explain to students that each paragraph is a house that they build. The roof is the main idea that gets our attention and helps hold the whole house together. The supporting ideas hold up the main idea, without which, the roof would fall down. Finally, without the solid foundation or the reason for writing the paragraph, the house will fall down as well. Use the chart above. Draw it lightly
2nd - 5th
English Language Arts, Writing
CCSS
W.2.1
, W.2.2
, W.3.1
+5
Upper Grade Writing Centers or 8 Stand Alone Writing Lessons- Common Core
Welcome Amazing Teacher!
It’s true that when we think of centers, we usually think of lower grade classrooms. But, in this case, what’s good for K-2 is good for 3-5. Lower grade teachers know that they need to pull aside small groups to work with them on content and skills while the rest of the class is engaged in focused work around important concepts in writing. These 8 easy to set-up and model centers will give you the time you need to work with a few small groups of individuals on their
3rd - 5th
Creative Writing, Writing
CCSS
CCRA.W.2
, CCRA.W.3
, CCRA.W.4
+4
Give Me Half! Mini Fraction Unit Grades 1st to 3rd for Sheltered English
Give Me Half! Fractions Mini-Unit
1st-3rd Grades
for Sheltered English Classrooms
from Beginner to Native Speaker
I hope you enjoy this Fraction Mini-Unit that includes 3 engaging and interactive lessons. It has been designed for your students in grades first through third grade, with sheltering strategies to provide extra support for your English Learners from beginners to native speakers.
Aligns with:
1st, 2nd, 3rd Grade Math Anchor Standard for Geometry (A.3 & A.2 (3rd grade)
AND
Content Ob
1st - 3rd
Fractions, Math
Fill A Bucket 5th Grade Volume of Prisms
This 5 day mini math unit is aligned with the Common Core State Standards and can be used as an introduction to the study of volume of right rectangular prisms or be used as a culminating activity. Sometimes, teaching volume can be intimidating for teachers and students. Teaching volume is an integral part of the math curriculum for 5th grade - especially volume of right rectangular prisms. Indeed, it is a Common Core State Standard “Critical Area” in math (To find Critical Areas that you should
5th
Math, Measurement
CCSS
5.MD.C.3
, 5.MD.C.3a
, 5.MD.C.4
+1
2nd-6th Grade Listening & Speaking Activities:Flexible and meaningful activities
Dear Amazing Teacher,
Supporting our students in talking and listening in a structured and thoughtful way can be difficult and especially so for language learners. Students learning a new language are experiencing what Dr. Stephen Krashen* calls the “affective filter” - you may not realize it but you have experienced it too: recall feeling nervous before a speech and forgetting what you were saying or being worried you will get the tense wrong in your Spanish 1 class and choking for fear your
2nd - 6th
English Language Arts, Social Studies
CCSS
CCRA.SL.1
, CCRA.SL.2
, CCRA.SL.3
+2
Informational Text Question Wheel
Get your 2nd-6th grade students talking about informational texts with this fun question wheel that can be used with partners, individually, or in small groups. After reading an individual text, spin the wheel and students ask one another questions on vocabulary, point of view, key details, illustrations and text features, organization, and main idea.
For example, "What is a detail that supports the main idea?"
Meets CCSS Anchor Standards CCSS.ELA-LITERACY.CCRA.R.2, CCSS.ELA-LITERACY.CCRA
2nd - 6th
English Language Arts, Informational Text
CCSS
RI.2.1
, RI.2.2
, RI.2.4
+22
Making Inferences Sentence Starters
How do I do it?
When asking and answering questions about literature, language learners may need support to cite the specific evidence that supports conclusions or inferences. After reading a text, the laminated frames can be used as a whole class model and a volunteer can fill in the blanks with dry erase marker or individual students can use the frames when working in a small group or in pairs. They are a good tool to scaffold speaking and writing in literature discussions. The larger text
3rd - 6th
English Language Arts, Reading
CCSS
RL.3.1
, RL.4.1
, RL.5.1
+1
Emotional Faces
Stick People Faces Downloadable
What, me lecture?!? Most teachers would not say that they use lecture as a tool to teach in their classrooms. That's what professors and politicians do standing behind a podium and talking at an audience... But if you reflect carefully and ask, "How many times a day do I explain something or give directions to the class without visuals to support what I am saying?" you may see some places where adding a visual or two would really help your students understand w
K - 12th, Adult Education
Research Recording Sheet
How do I do it?
Support student research work with a recording sheet that asks teacher and/or students to collect information about a topic using different sources (e.g. websites, books, people etc.) and list important ideas, any key words, and questions that the source provoked. Depending on the ages and linguistic levels of the students, introduce the chart and fill in an example row. Start by recording the topic, sharing or eliciting prior knowledge about the topic through discussion. Nex
3rd - 6th
English Language Arts, Reading Strategies, Writing
CCSS
W.3.7
, W.4.7
, W.4.8
+2
5th Grade Civil War and Reconstruction Essential Question Cubes
Why use essential question cubes?
Dear Amazing Teacher,
History should be more than memorization of facts and dates. You know this because you are reading this letter! History should help students understand how the past shapes the present and how we can better shape the future as active citizens. In order to understand the lessons of history, we need students to know the stories that make up history and the different and often competing interests and perspectives of those who authored thos
5th
English Language Arts, U.S. History
CCSS
RI.5.3
, RI.5.6
, RI.5.9
+8
Showing 1-20 of 58 results
About the store
Experience
Bilingual public elementary school teacher and a migrant education teacher in California. Supervised and mentored student teachers in California, New York, New Jersey, and Utah. Staff development for K-12 teachers. Taught both preservice and inservice teachers methods and theory for teaching social studies, reading, science, integrated curriculum, English as a Second Language, and multicultural curriculum and teaching.
Teaching style
Research-based, student-centered, inquiry-based, funds of knowledge, active, hands-on with ongoing assessment, high-standards to support students in becoming engaged, active and happy citizens in an interdependent world. Multilingual and multicultural curriculum and teaching. Ultimately, I hope that education supports students in growing their freedom and their responsibility to fellow classmates and the world's citizenry.
Awards & shining teacher moments
2003 American Educational Research Association’s Outstanding Dissertation Award for Curriculum Studies; 2003-2004 Mortar Board National Senior Honor Society Top Professor Award at Utah State University
My own education history
Ed.D in Curriculum and Teaching, Teachers College, Columbia University’s; Masters in Curriculum and Teaching from Columbia University and Bachelors in Psychology from the University of California, San Diego.
Additional biographical information
Dr. Tricia Gallagher-Geurtsen received her doctoral degree in Curriculum and Teaching from Columbia University’s Teachers College. She holds a Masters in Curriculum and Teaching from Columbia University and Bachelors in Psychology from the University of California, San Diego. Tricia was a bilingual public elementary school teacher and a migrant education teacher in California. Tricia has supervised and mentored student teachers in California, New York, and Utah. As a teacher educator, Tricia has taught both preservice and inservice teachers methods and theory for teaching social studies, bilingual reading, bilingual science, integrated curriculum, English as a Second Language, and multicultural curriculum and teaching. She has presented locally and nationally to teachers and researchers about meeting the needs of all students in schools. She is the recipient of the 2003 AERA Outstanding Dissertation Award for Curriculum Studies and the 2003-2004 Mortar Board National Senior Honor Society Top Professor Award at Utah State University. Tricia carries out research and publishes about teacher education. Tricia is passionate about making curriculum engaging and accessible to all students in schools. Her book, (Un)Knowing Diversity: Researching narratives of neocolonial classrooms through youth’s testimonios was published by Peter Lang in March 2012.
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