Let’s Learn More about the United States – Basic Facts for ESL

Present-Tense Verb: “To be” for ESL/Bilingual Education

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This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Learn the English Subject Pronouns with Spanish Assistance

 Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

U.S.Civics: The United States Declaration of Independence

This is a compilation of information regarding the development of the United States Declaration of Independence and some of the immediate consequences to the signers of the Declaration. The presentation is for adult ESL students studying civics and U.S. History and can be used at any level starting with high- beginning. Questions on Poll Everywhere are included at the end of the presentation to elicit conversation and check for comprehension of the main points. My students enjoy using their cell phones to answer these questions!

 Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

How to Pronounce the “S”

To open the slides in Google, click on ” Google Slides” in the bottom right corner of the presentation. Once it is open, be sure to click on “Present” in the upper right-hand corner to be able to advance the presentation.

Please leave me a comment if you have any questions or suggestions! I promise to get back to you.

Can I Use This in My Project by @jasonrobertshaw

Before including someone else’s picture, video, or music in your project, take a look at this chart put together by Jason Robertshaw and shared with us on Twitter.

Can I Use This

Follow Robertshaw on Twitter:  @jasonrobertshaw

Weekly Performance Self-Assessment for Students

This self-assessment on Blackboard should take each student no longer than five minutes each week.  By recognizing the weekly “energy”  they put into their learning, students should begin to see a correlation between this “energy” and their weekly academic achievement.

1.  True or False     I attended class each day this week.

2. True or False     I was in class from (8:00-8:55) each day without arriving late, leaving early, or leaving class to answer a phone call or use the washroom.

3.  True or False     I completed all assigned work for this class.

4.  True or False     I spoke English, watched American television, or worked on the computer in English a minimum of three times this week for at least 30 minutes each time.

5.  True or False     I studied English with a “study buddy”  at least once this week.

6.  True or False     I got  _____ out of _____ points ____ on this week’s quiz.

We’ll see if helping the students stay on target each week helps them reach their language goal a little faster and recognize more aptly the power they have over their own learning.