Tan K Huynh (he/his) 🇱🇦🇺🇸🏳️🌈
@TanKHuynh
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Serving students I may never meet. If I am slow to respond, I'm most likely providing feedback to 100 students' reports.
Bangkok, Thailand
Joined March 2016
3 types of #scaffolding for all SS. #ellchat #chatesl #ellchat_bkclub #ell #educhat #teachchat #WIDA #k12 #ESOL
https://t.co/lV9u7UofxD
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Valentina Gonzalez recently wrote this fabulous book on teaching MLs. Bonus it was co-written with THE Dr. Douglas Fisher + Dr. Nancy Frey. I was honored to invite her about her recent book on my podcast: https://t.co/bYuCrWnp1c
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I had Chris on the podcast, and if the book is anything like his podcast episode, it's going to be amazing!
My new book, Primary Reading Simplified, is released this Monday (27th January). Briefly, I'd like to explain why it exists, who I think will find it useful and where you can find it. >>
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I've been experimenting since August with this approach to teaching academic writing at the sentence level. It has been so effective with my MLs.
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The first unit, we worked on learning these sentence combining structures. At the end of the unit, students are now using them to write a summary paragraph to scaffold their ability to summarize.
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I'm exploring using the sentence-combining approach to teach complex sentence structure with a subordinating conjunction.
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Trying this sentence combining approach to teach students to write a Cause-Effect sentence starting with Because/ Since / Due to. Will let you know how it goes.
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I HAVE to get better at teaching my MLs to organize their paragraphs in an essay. I created this sorting activity for them to sort the sequence of their essay.
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Look at all the ways we can use a sentence-patterning chart for newcomers (inspired by the one and only @KatieToppel. - simple sentence structure - verb phrases - incorporating details from content
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Our newest #ELL strategy is all about using "wait time" and features a fantastic infographic from @ValentinaESL, with extra tips from @TanKHuynh and @easkelton. Feel free to bookmark & share this strategy w/ colleagues! (Image reprinted w/ permission) https://t.co/oEzrmQaEvq
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I'm using this structure to teach complex sentences. - bold is my prompt - Ss write separate sentences - then put them together with ",and"
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- Instead of assigning writing, co-write w/ MLs (we do) - Then put them in pairs to co-write (you & a partner) - Then have them write independently (you do alone)
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Dr. Ruslana Westerlund shares how we can apprentice MLs to writing. She turns principles into classroom-ready practice! https://t.co/P1u2agMzIO
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Day 4 of co-teaching. Saw an opportunity to translanguage while reading.
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I'm working on creating vocb tasks connected to our 1st unit (discrimination). 1 of the words is "remain". I asked Gemini AI this question. Now I'll use the sentences to draft questions. My first one is "What do you hope remains the same about our school in 100 years"
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It's coming in September!! Our book about collaborative assessment is now on the Corwin website!
We're excited to report that our newest Corwin book has been posted for preorders....better yet, there is a 25% discount until the end of May! Treat yourself and your colleagues @CorwinPress @AndreaHonigsfel #collaborativeassessment
https://t.co/zxRoV7LvL7
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I'm trying something new: - putting subordinating conjunction words Ss have already learned together - Then let them pick which one to use and finish the intentionally sparse paragraph frame
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IT WORKED! - I taught Ss transition words to make their sentences complex - Now I'm using the same words to teach sentence-sentence transitions This photo is of the writing task to process the chapter. The second one is the unedited paragraph an ML produced.
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Trying to teach sentence-sentence transitions, a complex sentence, & appositives with this structure. - We'll read 1 chapter - Ss work together to complete the paragraph stem. This will be the most complex series of sentences they have written this year.
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We've been practicing complex sentence structures all year. Now we work on writing sentence-sentence transitions..
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When MLs interact w/ each other to learn, they shift from just learning the rules of a language to USING the language to communicate.
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