Touro University TESOL Candidate Alexandra Olivo on Elements of Academic Language

EDDN 637 Second Language Learners and the Content Areas

Students will become acquainted with and practice effective approaches, methods, and strategies for teaching and evaluating English language learners in the content areas (ELA, social studies, math and science). Throughout the course, students will explore the impact of culture and language on classroom learning. Special challenges in teaching and assessment in each content area will also be discussed. Includes 15 hours of field work.

“As I begin my journey at Touro, I aspire to grow as an educator, enhancing my effectiveness and inspiration for my students along the way.”

Alexandra Olivo, Touro University, TESOL Candidate

Alexandra Olivo is a second-year teacher and graduate student from Long Island, New York. Through her advanced studies, she aims to bring creative approaches to the classroom and create an engaging and supportive learning environment where students can succeed. Alexandra said, “I am committed to student growth and empowering students to reach their full potential.”

Ms. Olivo submitted an exemplary Discussion Board:

• Identify techniques for connecting students’ personal experiences and past learning to lesson concepts.

After reading, I better understand how students can benefit from connecting personal experiences and past learning to continue learning new concepts and hit target objectives. I found that on page 74 of Making Content Comprehensible for English Learners, KWL charts can help classes brainstorm about a topic, which can be helpful when grasping what students know and what they will learn. There is one disadvantage of this technique because, as mentioned on page 74, “some English learners have little or no prior knowledge about a content topic,” so teachers should be aware that choosing the right topic for their KWL can have a difference in how much information they receive from students. For example, if you are teaching a writing lesson about favorite holidays, choose a widely celebrated holiday rather than “Fourth of July,” which is only celebrated in The United States of America. Another technique discussed in this chapter is implementing information students have learned in new lessons. Integrating knowledge helps students to see the connections and think back to resources such as anchor charts and vocabulary. Just this past week, I was teaching an ELA lesson. Although the objective differed from the prior day, I connected the lessons because the language used was in the readings and the strategy we were implementing. (Echevarría et al., 2017)

• List 2 elements of academic language and describe their importance for English learners. 

One element of academic language I will describe is using and implementing “Content Vocabulary.” Content vocabulary is described in Chapter 3 as “…keywords and terms associated with a particular topic being taught” (Echevarría et al., 2017). This is important for English learners because they may not know these terms in their first language, which means they may be unable to use that knowledge to help them understand the meaning of English. In general, I find that in my second-grade classroom, content and vocabulary are difficult for most students but harder for ELLs because they struggle to comprehend the meaning of words. A great way to implement content vocabulary for my ELL students is to have my general education students help describe what the word means by shouting out words based on a student-friendly definition I provide. I also show visuals to help students understand what these words represent. They can connect with their peers, explaining and using visuals to grasp content vocabulary. The second element of academic language described is “General academic Vocabulary.” This is where students have to understand words used across multiple content areas. Although content vocabulary is essential for students to know what we are learning about, I find that general academic vocabulary works hand in hand and sometimes may be more critical. This is because students used general vocabulary to conversate with me, other teachers, and their peers. Without this, they cannot understand lesson objectives, assignment directions, social cues, and other essential aspects of daily language. ELLs may not have words equivalent to English terms. Therefore, it is vital to make sure we are scaffolding ways for these students to learn this discourse, such as visuals in the classroom, describing and explaining the meaning, and using context clues.

Jana, Echevarria; Vogt MaryEllen; Short Deborah J.. Making Content Comprehensible for English Learners (SIOP Series) (p. 100). Pearson Education. Kindle Edition.

• Describe 1 activity YOU used during this week to introduce key academic subject-specific vocabulary for your ENL students. (p 76/77)  divide your academic vocabulary using words from these three groups: content vocabulary, general academic vocabulary, word parts: roots  and affixes?

This week, my students were introduced to key academic vocabulary in math. The unit we are currently working on is adding and subtracting within 20. We used the activity of a word wall displayed in the front of the classroom. This was the first time I was showing students this resource, and I built the word wall with them rather than displaying it for them to view independently. I decided to pull all students to the carpet to go through each word and have students try to remember what the terms meant if they had heard them in first grade. This sparked some curiosity in my ELLs. As we put up each word, I describe it and then discuss it together, especially when we see it in either addition or subtraction problems.

Content Vocabulary: sum, equation, difference,

General academic vocabulary: describe, write, draw, word parts: none used for this lesson.

Jana, Echevarria; Vogt MaryEllen; Short Deborah J.. Making Content Comprehensible for English Learners: The SIOP Model (SIOP Series) (p. 100). Pearson Education. Kindle Edition.

• Describe 1 activity YOU used during this week to introduce general academic or language function vocabulary for your ENL students (p 76/77)

One activity I used this week to introduce general academic language was a vocabulary word wall, but I changed this activity by adding an act-it-out activity. As a class, during ELA, we discussed five new words: describe, “presenter, explain, observe, and listen. We began by saying each word aloud and predicting what these words mean in our classroom. Then, I provided them with a definition, and we read it together, repeating it after me. Following this, we acted out each one to provide a visual, and I chose a few students who accurately portrayed it to show the class. This helped my ENL students because they repeated the word multiple times and then connected it to whatever the acting-out move was. A few students had a live “aha” moment during the word presenter. The ELA reading for that day was science-based, and these words helped guide students through the vocabulary content.

• Use one of the methods described (p 82 – 88) in YOUR classroom and describe what happened. Please include a photo of any of YOUR realia/anchor chart/game cards.

This week, I used the “four corners vocabulary charts” as an activity to learn about nouns. I gave my students directions for choosing a corner and then discussed the card in that corner with one partner. I showed them how to complete the activity by using the first image below of the vocabulary word “noun,” then we continued this activity but with five different nouns, such as the image of the word beach below. This helped all students, specifically ELLs, because I noticed they were listening to their peers, and some students were working hard to help their friends learn about nouns. I enjoyed using this activity because students loved walking around the room, allowing them to look at vocabulary differently. The multiple ways of representing nouns helped them clarify the differences between the types of nouns.

• Review the Teaching Scenario Ms. Saunders (p. 90) and give one feedback point.

One feedback point is that Ms. Saunders could have spent more time reviewing the word sequence for English Learners (ENLs). The word sequence is a general academic vocabulary that not all students may know just by a quick reminder. Along with the SIOP Model’s emphasis on vocabulary development, I think incorporating one or two examples of sequencing before asking students to create a storyboard would have been beneficial. This approach would use a modeling strategy, which helps students visualize the concept. I also think that having students sequence seven parts of the story, it would have been more effective to start with just four parts. This adjustment would accommodate those who seemed unsure if they understood the assignment. As highlighted in the SIOP framework, breaking down tasks into manageable chunks is helpful by supporting comprehension. Seven parts may have overwhelmed students who are still developing their language skills and lowered their ability to engage with the task. By providing clearer instructions and examples, Ms. Saunders could have created a more supportive learning environment, which could have allowed more students to participate confidently.

Reference:

Echevarría, J., Vogt, M., & Short, D. (2017). Making Content Comprehensible for English Learners: The SIOP Model.

Peer Responses

1. Hi Q., I enjoyed your post. Specifically, your activity is introducing multiplication vocabulary. I used a similar activity but needed to include the drawing aspect. This would benefit ELLs because they can view other students’ work and connect the pictures to newly learned content vocabulary. I will be including this in my future lessons. I also agree that in your review of Ms. Saunders’s teaching scenario, she could have added a check for understanding and review at the end of the lesson. This could have provided students with a wrap-up to clarify misconceptions within student responses. I always try to do this in my classroom, and I am sometimes surprised at the confusion, but ultimately, it helps me grow as an educator.
2. Hi S., I enjoyed your post because I found connections to what I use in my classroom. I see that you use HMH for your English language arts program. I also conduct my lessons with vocabulary in the same way. My students struggle to read independently, so when I introduce the words, we say them together orally, discuss the meaning, and then use examples. I am unsure if you have tried this, but my students benefit from acting out the words when possible, depending on the context. I also like how you explained that your kindergarteners are now aware of a lot of general academic vocabulary, and I commend your patience as you teach it to them. As a second-grade teacher, I can say that if they begin in Kinder, then it becomes natural for them to hear and use these terms as they get older.
3. Hi C.! I loved your response to using an activity/method in your classroom. I loved how you did a read-aloud book to teach an important skill: washing hands. I also thought that after you discussed the story, you would provide a video. Not only did this provide visuals, but you also had another source of representation of the same skill. ELLs learn better with visuals and learning something in multiple ways. Then, providing students with a live experience of walking to the bathroom is exceptional. I will carry this lesson format into my classroom but with different content. Thank you for sharing.