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Essential Actions 13-15

For those following along, the final post regarding the 15 Essential actions as noted by Colorin’ Colorado is here. Moreover, this is the final post of the semester! 13. INTEGRATE language domains to provide rich, authentic instruction. The language domains include listening, reading, speaking, and writing. To provide information to your students, you will want to provide listening and reading assignments. Overlapping essential vocabulary between these domains will allow multi-modal information processing, which means there is a more likely chance that the student will retain the information. Incorporating all four domains increases that probability even further. Speaking and writing will be more challenging domains for students to work with, but it is essential that the students are practicing vocabulary in these ways. For lower ability students, focus on the content. Did the student provide the key word in response? Excellent! Next, provide a sentence frame (which we tal
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Essential Actions 10-12

In the penultimate post regarding the 15 Essential actions as noted by Colorin’ Colorado, we will examine the fourth set of three actions. 10. IDENTIFY the language needed for functional use in teaching and learning. In preparing lessons for classes, it is important to know what vocabulary is necessary for participating in the activities, lectures, readings, and projects. When compiling a list of vocabulary, keep two lists in mind. The first list are words that you want to teach and test. These words are important for the class, here and now. The second list is what we as teachers hope the students can use and understand. This list includes key words for talking about the subject matter, words we assume the students learned in the previous classes, general terms that are commonly used in our discipline. When working with low level students, teaching the vocabulary of both lists is valuable. For more proficient students, only the first list should be needed. 11. PLAN for langu
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Essential Actions #7-#9

In this week’s installment of the 15 Essential actions as noted by Colorin’ Colorado, we will examine the third set of three actions. 7. DESIGN language teaching and learning with attention to the sociocultural context. The BBC’s  Teaching English website notes that the sociocultural context is “the idea that language, rather than existing in isolation, is closely linked to the culture and society in which it is used. This means when language is learnt, the socio-cultural context in which it is used needs to be taken into consideration as well” ( https://www.teachingenglish.org.uk/article/socio-cultural-context ). The main point is to be aware of how words that you use in your classroom may be used outside of your classroom. Why is the particular vocabulary important? This is commonly examined using the language of mass media and advertising. What words are being used to entice the audience? How effective is the language? How is the audience processing the information?  You
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Essential Actions #4-#6

Let’s continue on our examination of the 15 Essential actions as noted by Colorin’ Colorado. This week, we will examine the second three actions a little more closely. 4. CONNECT language and content to make learning relevant and meaningful for ELLs. In order to help students learn the key vocabulary, make sure that the words are highlighted and clearly focused on as an important part of the lesson. We want the students to learn the meaning and usage of specific words to complete tasks in the classroom. Moreover, we can help the students visualize the words with images or realia that will help engrain the words in the mind of the student. For example, in chemistry classes, we need students to understand the difference between a flask and a beaker and a graduated cylinder. These items can be (a) drawn on the board, (b) passed around and handled in class, (c) given as images on a study sheet, and (d) used in basic experiments to teach the different usages. Making repeated associ
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Essential Actions 1-3

As mentioned last week, Colorin’ Colorado created a list of 15 essential actions to help English Language Learners improve at a more drastic rate. This week, we will examine the first three a little more closely. CAPITALIZE on the resources and experiences that ELLs bring to school to build and enrich their academic language. Remember not to work in the vacuum of your own worldview. Students, especially those who come from other countries, have the ability to share the unimaginable. For example, in a social studies class, discussions comparing and contrasting local and international environments, cultures, and perspectives can bring about engaging conversation.  Ask students to bring in realia, like a show and tell event. Allow students to talk or write about what they are more familiar in. You can use this to make connections to important concepts that you are trying to introduce or provide further insight.  For this Easter weekend, did you ask what your students do? Did th
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15 Essential Actions

For the rest of the academic year, I would like to focus on research posted on the Colorín Colorado website. The original article is linked below. This research focuses on 15 essential actions that will help improve ELL learning. As always, I like to stress that concepts that support ELLs will also likely help support ALL STUDENTS. Therefore, incorporating these actions should help you become an overall better teacher. The 15 essential actions are pieces of advice that help create a mindset and an environment for fully appreciating and utilizing the diversity in your classroom. These actions include advice for both teacher instruction and teacher collaboration. They are as follows: 1) CAPITALIZE on the resources and experiences that ELLs bring to school to build and enrich their academic language. 2) ANALYZE the academic language demands involved in grade-level teaching and learning. 3) APPLY the background knowledge of ELLs, including their language proficienc
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A Thousand Words

Image
A Thousand Words The common saying “A picture is worth a thousand words” should not be forgotten. In this age of media, images and their associations play a critical role in how we view the world. The impact of the more visually oriented world means that denotations and connotations are extremely important to understand. Symbolism is the shared method of communication that can sometimes even transcend language. Using visual cues with our teaching is the undeniably valuable. Purposes: To activate prior knowledge To assess known vocabulary To associate potentially new vocabulary When you introduce a new topic, include an image to use as a discussion point. Maybe the vocabulary for concrete objects appears in the image. Maybe an action or hidden concept can be revealed through the image. Maybe you can create a short passage that incorporates important concepts and vocabulary into the image. Helping the student see what is being discussed will aid the student in u
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