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Q1: What instructional strategies support building vocabulary development for beginning & intermediate Els? Give one example and cite the page number and/or video link.

Vocabulary Journals are a great way to support development for beginning and intermediate ELs. This was mentioned on page 278

Q2: Why is it important for content teachers to frontload academic vocabulary? How does this practice support second language acquisition?

It is important to learn and develop vocabulary because it is a critical role in a student's academic literacy. This supports SLA by allowing EL's to be constantly learning new words in their L2. This will help them learn their L2 faster and more efficiently by frontloading academic vocabulary.

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Katya Logan - Module 1: Cultural and Linguistic Differences:
What Teachers Should Know

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Katya Logan - Module 4: Dual Language Learners with Disabilities (due Nov. 20)

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Katya Logan - Module 5: IEPs Developing High Quality Individualized Education Programs

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I chose this Russian Nesting doll as my artifact because it shows my Russian culture. It also is an item my parents got from Russia when they adopted my sister and I,so this artifact is special to my family and I.

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Katya Logan - ESL Interview and Reflection Paper 📌

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Hello, today we will be talking about how content area teachers optimize oral language development when teaching linguistically diverse students including how social interaction, comprehensible input, and comprehensible output would be supported.

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self efficancy and translanguaging go hand in hand in a classroom

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Self Efficancy and Translanguaging go hand in hand in a Classroom

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Hello! Thank you for listening to my final podcast! Today's Topic is How a translanguaging stance support self-efficacy with English learners? Enjoy:)

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World Map

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We have launched the new ReadWriteThink.org and we would love to get your feedback: Give Feedback

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I think that the Readers Theater is a fantastic way for EL's to learn pronunciation of English words. This allows them to collaborate and learn from others on how to say words. I also think this is a great way for EL's to learn about the story because it is being acted out rather than them reading it or being read too.

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Elementary Reader's Theater

JON SCIESZKA

 CHARACTERS: (9) Narrator 1 Narrator 2 Narrator 3 Narrator 4 Narrator 5 Narrator 6 Pig 2 Pig 3 Wolf WOLF: Everybody knows the story of the Three Little Pigs. Or at least they think they do. But I'll let you in on a little secret. Nobody knows the real story, because nobody has ever heard my side of the story. I'm the Wolf. Alexander T. Wolf. You can call me A1. NARRATOR 1: No one knows just how this whole Big Bad Wolf thing got started, but it's all wrong. NARRATOR 2: Maybe it's because wolves eat cute little animals like bunnies and sheep and plgs. That's just the way they are. If cheeseburgers were cute, folks would probably think people were Big and Bad, too. NARRATOR 1: But the whole Big Bad thing is all wrong. NARRATOR 2: The real story is about a sneeze and a cup of sugar. NARRATOR 3: Way back in Once Upon a Time time, our friend, the wolf, was making a birthday cake for his dear granny. NARRATOR 4: He had a terrible sneezlng cold. NARRATOR 5: He had ran out of sugar. NARRATOR 6: So he walked down the street to ask his neighbor for a cup of sugar. NARRATOR 1: Now this neighbor was a pig. NARRATOR 2: And he wasn't too bright, either. NARRATOR 3: He had built his whole house out of straw. NARRATOR 4: Can you believe it? Who ln his right mind would build a house of straw? NARRATOR 5: So of course the minute the wolf knocked on the door, it fell right in and he didn't want to just walk into someone else's house. NARRATOR 6: So he called. WOLF: 	Little Pig, ... Little Pig, are you in? NARRATOR 1: No answer. NARRATOR 2: He was just about to go home without the cup of sugar for his dear old granny's birthday cake. NARRATOR 3: That's when his nose started to itch. NARRATOR 4: He felt a sneeze coming on. NARRATORS 1-2-3-4-5-6 (TOGETHER) Well, he huffed. And he snuffed. NARRATOR 1: And he sneezed a great sneeze. NARRATOR 2: And you know what? That whole darn straw house fell down. And right in the middle of the pile of straw was the First Little Pig-dead as a doornail. NARRATOR 3: He had been home the whole time. NARRATOR 4: It seemed like a shame to leave a perfectly good ham dinner lying there in the straw. So the wolf ate it up. NARRATOR 5: Think of it as a big cheeseburger just lying there. NARRATOR 6: He was feeling a little better. But he still didn't have his cup of sugar. NARRATOR 1: So he went to the next neighbor's house. NARRATOR 2: This neighbor was the First Little Pig's brother. He was a little smarter, but not much. He had built his house of sticks. NARRATOR 3: He rang the bell on the stick house. NARRATOR 4: Nobody answered. NARRATOR 5: He called: WOLF: 	Mr. Pig, ... Mr. Pig, are you in? NARRATOR 6: He yelled back: 2ND PIG: 	Go away wolf. You can't come in. I'm shaving the hairs on my chinny chin chin. NARRATOR 1: He had grabbed the doorknob when he felt another sneeze coming on. NARRATORS 1-2-3-4-5-6 : He huffed. And he snuffed. NARRATOR 2: And he tried to cover his mouth, but he sneezed a great sneeze. NARRATOR 3: And you're not going to believe it, but this guy's house fell down just like his brother's. NARRATOR 4: When the dust cleared, there was the second Little Pig -- dead as a doornail. WOLF: 	Wolf's honor! NARRATOR 5: Now you know food will spoil if you leave it out in the open. NARRATOR 6: So the wolf did the only thing there was to do. He had dinner again. NARRATOR 1: Think of it as a second helping. NARRATOR 2: He was getting awfully full. But his cold was feeling a little better. NARRATOR 3: And he still didn't have that cup of sugar for his dear old granny's birthday cake. NARRATOR 4: So the wolf went to the next house. This guy was the First and Second Little Pigs' brother. NARRATOR 5: He must have been the brains of the family. He had built his house of bricks. NARRATOR 6: The wolf knocked on the brick house. No answer. WOLF: 	Mr. Pig,. . . Mr. Pig, are you in? NARRATOR 1: And do you know what that rude little porker answered? 3RD PIG: 	Get out of here, Wolf. Don't bother me again. NARRATOR 2: Talk about impolite! NARRATOR 3: He probably had a whole sackful of sugar. NARRATOR 4: And he wouldn't give the wolf even one little cup for his dear, sweet old granny's birthday cake. NARRATOR 5: What a pig! NARRATOR 6: The wolf was just about to go home and maybe make a nice birthday card instead of a cake, when he felt his cold coming on. NARRATORS 1-2-3-4-5-6: He huffed. And he snuffed. And he sneezed once again. NARRATOR 1: Then the Third Little Pig yelled: 3RD PIG: 	And your old granny can sit on a pin! NARRATOR 2: The wolf was usually a pretty calm fellow. But when he heard somebody talk about his dear, sweet old granny like that, he went a little crazy. NARRATOR 3: When the cops drove up, of course he was trying to break down this Pig's door. And the whole time the wolf was huffing and puffing and sneezing and making a real scene. NARRATOR 4: The rest, as they say, is history. NARRATOR 5: The news reporters found out about the two pigs he had for dinner. NARRATOR 6: They figured a sick guy going to borrow a cup of sugar didn't sound very exciting. NARRATOR 3: So they jazzed up the story with all that "huff and puff" and "blow your house down" stuff. NARRATOR 4: And they made him the Big Bad Wolf. NARRATOR 5: That's it. NARRATOR 6: The real story. WOLF: 	I WAS FRAMED! NARRATORS 1-2-3-4-5-6: But maybe you could loan him a cup of sugar.

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Elementary Reader's Theater CHARACTERS: (9) Narrator 1 Narrator 2 Narrator 3 Narrator 4 Narrator 5 Narrator 6 Pig 2 Pig 3 Wolf WOLF: Everybody knows the story of the Three Little Pigs. Or at least they think they do. But I'll let you in on a little secret.

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My World of Words: Building Vocabulary Lists | Read Write Think

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I used two different scaffolds. The first thing I used was pictures. The second thing I did was for every state/country I used I quoted a common saying or used the language used in that culture.

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9/7: Stages of Second Language Acquisition 

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9/7: Stages of Second Language Acquisition 

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1. Preproduction (Silent Stage)

Nods "yes or no"

Does not Verbilzie

Draws and Points

Has Minimal Comprehension

2. Early Production

Has limited comprehension

Produces one or two-word responses

Uses keywords/ familiar phrases

Present tense verbs

3. Speech Emergence

Has good comprehension

Can produce simple sentences

Make grammar and pronunciation errors

Misunderstand jokes

4. Intermediate Fluency

Has excellent compression

Makes a few grammatical errors

5. Advance Fluency

Near native level of speech

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1) ELAR 5th Grade, Knowledge, and Skills
TEKS 11C: Students will revise drafts to improve sentence structure and word choice by adding, deleting, combining, and rearranging ideas for coherence clarity.
2) Writing
3)Action Verb: Construct
4) The student will be able to construct and invent a fictional story about their life to demonstrate their writing skills.

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The Frayer Model is a great scaffold for EL's to learn a word. At my field site, they learned the word persistent so I decided to use that word for my example.

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One thing that is really important to me in my heart is my boyfriend. I am choosing to write about him because he has a special place in my heart. My boyfriends name is Jonah and we have been together for over 2 years and will be 3 years in May. We have been together since high school and we have grown through college together. He means the world to me and I believe that he is the person God made for my life. He is kind, supportive, encouraging, and hardworking. I appreciate all that he does for me, I truly have the best boyfriend!

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Final ESL 154 Test Prep Manual Revised 4-30-20 (1)

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Katya Logan-Field Based Content Lesson Plan Draft #1

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Katya Logan-Field Based Content Lesson Plan Draft #1

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Katya Logan-Field Based Content Lesson Plan

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Katya Logan-Field Based Content Lesson Plan Final Draft