Reminders:

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Equity for ELLs #2: November 18th

 

Reading Recommendations:

Thank you to Danielle Stokes at Burnaby North for sharing this article about the necessity of having students actively use the vocabulary they are learning. It is great for sharing out with colleagues as well: https://seidlitzblog.org/2021/11/05/active-and-passive-vocabulary-what-can-teachers-do/

 

ELL Ideas

Do you have a die? Then you have all the tools for a fun, engaging review activity for a whole class or a small group. On the board, write 1-6 and then next to it, whatever concept you are reviewing.

Academic Vocabulary Relating to Math?

1-add

2-sum

3-divide

4. multiply

5-subtract

6-Pass to another student

 

Question forms?

1-Who

2-What

3-When

4-Where

5-Is/Are

6-Do/Does

 

Natural Disaster?

1-earthquakes

2-tornadoes

3-hurricanes

4-forest fires

5-tsunamis

6-student choice

 

There is no end to the alterations you can do. You can have students in groups, partners, or solo. They can speak, or read or write.

SIOP Tips

Another great way for all teachers to support students is to write content AND language objectives and read them together every class. They can be written for units, or individual lessons  and are an effective way to utilize the Tier II vocabulary we talked about last week. They also give students a clear idea of the purpose and goal of their learning.

After teachers decide what they are going to teach, they can consider just two questions:

“1. What language will students need to know and use to accomplish this content objectives?

2.  How can I move my students’ English language knowledge forward in this lesson?” (Echevarría, Jana, et al. Making Content Comprehensible for English Learners : The SIOP Model. Boston, Pearson, 2017.)

Teachers can consider academic vocabulary, language skills and functions, language structures or grammar, or language learning strategies.

Then, post it somewhere visible to all students: We will (content objective) by (language objective).

Examples:

We will identify the character’s personality by retelling the actions she takes in the story. 

We will determine characteristics of different igneous and sedimentary rocks by writing comparative sentences.

We will identify specific landforms on a map of Canada by presenting an oral report about one landform and its influence on economic development. 

https://www.shelteredlanguageresources.com/blog/language-objectives