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 associations will help the student learn that particular word.
So, as you plan out one of your final lessons of the school year, think about what words are essential for getting the content? Why is this topic taught in your class? How can you make the vocabulary a part of the greater understanding?
5. FOCUS on the developmental nature of language learning within grade-level curriculum.
One aspect of language learning that is often taken for granted it the scaffolding involved in learning. A student cannot understand exponents if they do not understand multiplication. A student cannot understand multiplication if they do not understand addition. A student cannot understand addition if they do not understand the number line and digits and the repetitive pattern that exists.
Sadly, even at the high-school level we take such knowledge for granted. Make sure that your student can count high enough in English before placing demands and expectations. Many students may be able to process the numbers, but some will not be able to express how the process works. Some students will not know how to vocalize the words for large numbers. Remember that 99 is processed very different in English (9 times 10 plus 9) and French (4 times 20 plus 10 plus 9). 
Consider what background and weaknesses your students have, and help them build up their language from there.
6. REFERENCE content standards and language development standards in planning for language learning.
Regardless of how you plan you lessons, make sure to note how language plays a role in the content standards that you are required to teach. Sometime we don’t think about the vocabulary of a content standard, but we should parse a few terms from it to better understand what the real core concept language is.

For example in the Economics Standards, we find this:
  • E.3.1 Identify the ways that firms raise financial capital and explain the advantages and disadvantages of each.
Here we need the students to understand the following terms:
  • Firm
  • Financial
  • Capital
In order to understand those three words, what should the student know? What synonyms might help teach these words? What experiences and background knowledge can we assume to help teach or understand these words? There is a lot to consider in the planning, but it comes down to identifying specific student weaknesses and the best way to support those weaknesses.
For more information, check out the original article here: http://www.colorincolorado.org/article/essential-actions-15-research-based-practices-increase-ell-student-achievement



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