Kelly Creed

I am a teacher that loves ESL and literacy.

[Kelly Creed @KellyCreed10]

#NCCAT & #NCCATOnline I took the Literacy Badge Reading and Writing Connections course. It was very helpful in making connections between instruction in reading and writing in the classroom. You should take the course too!

[Kelly Creed @KellyCreed10]

@NCCATNews #NCCAT #NCCATOnline I enjoyed taking the Getting Started with Canvas Course. I learned a lot of information about how to use the platform effectively. You should take the course too!

[Kelly Creed @KellyCreed10]

A4.I look at the writing to see any misconceptions which helps me know what to re-teach. The next day, we begin our lesson with partners sharing their writing from the day before. Students make adjustments to their ideas and writing after working with their partner.#Together4ELs

[Kelly Creed @KellyCreed10]

A4. In math, students have a reflection/summary notebook. During instruction, students write questions or notes they want to remember. At the end of each class, students reflect or summarize about what they learned in class that day. #Together4ELs

[Kelly Creed @KellyCreed10]

A4. My third graders studied the earth/moon/sun system. They created brochures about going into outer space. They chose topics such as the first man, woman, animal, or plant life and include facts, pictures, and a crossword puzzle with key vocabulary and clues. #Together4ELs

[Kelly Creed @KellyCreed10]

https://t.co/B6rF2iatIc of my favorite lessons that integrates writing into science is to have students create a brochure about the content we are studying. They really enjoy getting to further study a related topic and learning more about it. #Together4ELs

[Kelly Creed @KellyCreed10]

A3. They are placed in partnerships and look at each other’s papers for revisions and edits. Students share what they found with their partner and then make the needed changes. Last, students read their text and write their final copy. #Together4ELs

[Kelly Creed @KellyCreed10]

A3. Depending upon a students’ proficiency level and needs, I will provide a paragraph frame, sentence frames, or sentence starters to support MLs as they create their rough draft. In addition, throughout the process, I provide gestures and visuals. #Together4ELs

[Kelly Creed @KellyCreed10]

A3. Once students have completed the rough draft, they read it to themselves and make changes. Next, I teach a mini lesson that addresses common errors I see throughout student’s writing. Students are revisit their writing to make revisions from the mini lesson.#Together4ELs

[Kelly Creed @KellyCreed10]

A3. Students discuss their ideas with a partner and record their thoughts. After that, I model how to use my graphic organizer to write a rough draft. Again, I break the modeling into sections and partners orally share their ideas before writing them down. #Together4ELs

[Kelly Creed @KellyCreed10]

A3. I model how to narrow down the brainstorming choices and have students do the same. To help students plan, I provide a graphic organizer. I explicitly model each chunk of the organizer while thinking aloud. #Together4ELs

[Kelly Creed @KellyCreed10]

A3. Before we begin any type of writing, I ensure students have adequate background knowledge and comprehension. Once I am sure they do, we begin the writing process by brainstorming which allows all students to share their ideas and helps everyone when preparing. #Together4ELs

[Kelly Creed @KellyCreed10]

A2. Students love to cheer one another on and have responded well to having small manageable action steps that helps them reach their goal. #Together4ELs

[Kelly Creed @KellyCreed10]

A2. As students meet the steps, I have small encouragement and praise cards that I give them. They love getting a card in an envelope. We also have a class cheer that we chant for students. “You’re a leader, You’re a reader, You’re an awesome achiever! WOOO!!” #Together4ELs

[Kelly Creed @KellyCreed10]

A2. I work with students throughout the year to set goals in reading. Once a goal has been chosen, students create action steps to help achieve the goal. Every two weeks we check on the progression and celebrate when students have moved in the right direction. #Together4ELs

[Kelly Creed @KellyCreed10]

A1. Students identify if visual is an example or non-example by orally saying the word again. Repetition helps students remember new vocab. Attach a gesture to the word for reinforcement. By adding TPR, students have another chance to imprint the word. #Together4ELs

[Kelly Creed @KellyCreed10]

A1. Students are asked to interact with the words. This interaction helps internalize the new word and make connections. I may ask students a question where they must use the vocabulary word in the response or show multiple pictures, some examples and non-examples. #Together4ELs

[Kelly Creed @KellyCreed10]

A1. One of the most effective ways to build vocabulary is to have a routine in place. During this routine, I show students the words they need to learn with visual support. Students repeat the word three times. This helps to imprint the new word in their memory.#Together4ELs

[Kelly Creed @KellyCreed10]

My name is Kelly Creed and I am the Lead Elementary ESL Teacher/ Instructional Facilitator for Lee County Schools.#Together4ELs

[Kelly Creed @KellyCreed10]

My name is Kelly Creed and I am the Lead Elementary ESL Teacher/ Instructional Facilitator for Lee County Schools. #Together4ELs