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What are some professional resources that provide resources for teachers about this topic?

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What are some professional resources that provide resources for teachers about this topic?

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WEBSITES:
- Colorin Colorado
- Reading Rockets

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Book Recommendation!!!
Honingsfeld, A. (2019) Growing Language and Literacy: Strategies for English Language Learners. Portsmouth, NH. Heinemann Publishing.

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Botany: Plants

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Research Question: How can I integrate and successfully teach academic vocabulary in the elementary ENL classroom? 

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Research Question: How can I integrate and successfully teach academic vocabulary in the elementary ENL classroom? 

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4. Demonstrate an understanding of integrating English Language Arts with science, mathematics and

social studies.

5. Use appropriate technology to support teaching and learning including assistive technology.

6. Candidates will understand and apply integrating strategies that support diversity and ant-bias

perspectives

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Article 1: "English Learners’ Acquisition of Academic Vocabulary: Instruction Matters, but So Do Word Characteristics."

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Article 1: "English Learners’ Acquisition of Academic Vocabulary: Instruction Matters, but So Do Word Characteristics."

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Analysis: This article was a very interesting read. On page 8 the authors discussed the interactive shared reading techniques used by teachers in this study. One technique I would like to replicate in my classroom as described in this study is inferential questioning. This is a higher order thinking skill that will benefit all students in the group and encourage them to make more text to world connections after reading a fiction or nonfiction text.

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August, D., Uccelli, P., Artzi, L., Barr, C., & Francis, D. J. (2020).

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Article 2: "A systematic review of word selection in early childhood vocabulary instruction."

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Article 2: "A systematic review of word selection in early childhood vocabulary instruction."

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Analysis: In teaching academic vocabulary, it is often challenging for me to select words for instruction in a way that is meaningful and appropriate to meet the needs of all students in the class. The research was very intriguing and I also shared a connection in that I also typically choose nouns (Tier 1) and some challenging Tier 2 words while unit/lesson planning. It is my goal to be more intentional with my vocabulary instruction and planning lessons with targeted vocabulary words during weekly guided reading sessions with students.

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Article 3: "Interactive electronic storybooks for kindergartners to promote vocabulary growth. "

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Article 3: "Interactive electronic storybooks for kindergartners to promote vocabulary growth. "

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Analysis: This study stood out to me, as this school year has been anything but traditional! The use of electronic storybooks in virtual instruction has increased significantly since last March when schools shut down. Instructing kindergarten students virtually and in person this year, we have found that the interactive storybook website/app called "Epic" has been instrumental in building vocabulary knowledge. This app has a wide array of nonficiton books with bright, real-life photos that are extremely helpful in teaching new content to young kinders. I agree with the research presented and feel that expressive vocabulary skills are enhanced by questioning after reading. I am also hopeful that in the future there are more apps/sites developed that include questioning with picture supports to help children in evaluating their reading comprehension skills. It would make a great addition to any literacy center, and my students are always excited anytime they can listen/view a new online storybook (nonfiction).

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Article 4 "Predicting ELL students’ beginning first grade English oral reading fluency from initial kindergarten vocabulary, letter naming, and phonological awareness skills."

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Article 4 "Predicting ELL students’ beginning first grade English oral reading fluency from initial kindergarten vocabulary, letter naming, and phonological awareness skills."

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Analysis: This study looked at the ECE literacy foundations/predictive role of English letter naming fluency, initial sound
fluency, and vocabulary skills at the time of kindergarten entry for first grade English oral reading fluency. This study also examined the variables related to language and literacy skills among different ELL student demographics. Unsurprisingly, the results indicated
that kindergarten English letter naming fluency was the best predictor and vocabulary skills
were the second best predictor of oral reading fluency in the first grade. Having a strong foundation in these early literacy skills is essential in academic success for all students. It is my goal to one day teach kindergarten, and I wholeheartedly agree with the research presented. Students need to know their letter names as well as have a solid background in Tiers 1-2 vocabulary to grow as readers throughout kindergarten!

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Article 5: "Using iPads in Vocabulary Instruction for English Language Learners. "

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Article 5: "Using iPads in Vocabulary Instruction for English Language Learners. "

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Analysis: This study examined if ELL students in grade 3 would increase their vocabulary
scores in the areas of word recognition, word meaning, and
word application when iPads were used during vocabulary
instruction. The results had a positive indication that yes, with direct intervention with the technology, the rates of their vocab growth had improved! Technology can be a great tool for learning in the classroom in ECE. We are a 1:1 iPad district and I have also seen student success with its implementation. At the ECE level, we are still working on basic technology literacy skills. The students really enjoy it in class, and I try my best to balance its use with hands-on learning activities that support their fine and gross motor skills in the K-3 setting.

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What are the implications for your practice as an early childhood educator? What changes are you planning on making? 

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What are the implications for your practice as an early childhood educator? What changes are you planning on making? 

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Based upon this research, some changes I want to make to my current practice is mainly being more intentional in my curriculum/thematic planning in regards to vocabulary. I want to challenge students (at all proficiency levels) to learn new vocab but ensure that it is taught and assessed in meaningful ways. I also want to learn how to incorporate more technology to support student learning in grades K-2. Iwould like to learn more about Tiered vocabulary in the future and further this knowledge with more professional development.

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(Video) from Colorin Colorado! "Concept Sort"
This is easily adaptable for K-2! I would like to try this in the next two weeks, we are learning all about the ocean habitat in class.

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Why is academic language development important for ELL/MLL students? 

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Why is academic language development important for ELL/MLL students? 

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In the early childhood classroom setting, ELL/MLL students require substantial amounts of clear and purposeful instruction to learn the differences between social and academic English (BICS vs. CALP). BICS stands for one's "Basic Interpersonal Communication Skills" in the target language. CALP stands for the "Cognitive Academic Language Proficiency" needed to succeed in the classroom setting when learning a language.

Reading Rockets is a phenomenal resource for educators and this article sheds further light on why ELL/MLL students need additional support in this area of learning:

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References

Click the "References" link above to hide these references.

August, D., & Hakuta, K. (1997). Improving schooling for language-minority children. Washington, DC: National Academy Press.

August, D., & Shanahan, T. (Eds.). (2006). Developing literacy in second-language learners: Report of the National Literacy Panel on Language-Minority Children and Youth. Mahwah, NJ: Erlbaum.

Bailey, A. (Ed.). (2006). The language demands of school: Putting academic English to the test. New Haven, CT: Yale University Press.

Callahan, R. (2005). Tracking and high school English language learners: Limiting opportunity to learn. American Educational Research Journal, 42, 305-328.

Celce-Murcia, M. (2002). On the use of selected grammatical features in academic writing. In M. C. Colombi & M. J. Schleppegrell (Eds.), Developing advanced literacy in first and second languages (pp. 143-158). Mahwah, NJ: Erlbaum.

Diaz-Rico, L. T., & Weed, K. Z. (2002). The crosscultural, language, and academic development handbook: A complete K-12 reference guide. Boston, MA: Allyn & Bacon.

Dutro, S., & Moran, C. (2002), Rethinking English language instruction: An architectural approach. In G. Garcia (Ed.), English learners reading at the highest level of English literacy. Newark, DE: International Reading Association.

Echevarria, J., Vogt, M. A., & Short, D. J. (2004). Making content comprehensible for English learners: The SIOP model (2nd ed.). Boston, MA: Allyn & Bacon.

Feldman, K., & Kinsella, K. (2005). Create an active participation classroom. The CORE Reading Expert. Retrieved from http://www.corelearn.com/pdfs/Newsletters/CORE%202005%20Spring%20Newsletter.pdf.

Fillmore, L. W. (2004). The role of language in academic development. In Excerpts from a presentation by Lily Wong Fillmore at the Closing the Achievement Gap for EL Students conference. Santa Rosa: CA: Sonoma County Office of Education. Retreived from http://www.scoe.k12.ca.us/aiming_high/docs/AH_language.pdf.

Fillmore, L. W., & Snow, C. E. (2002). What teachers need to know about language. In C. T. Adger, C. E. Snow, & D. Christian (Eds.), What teachers need to know about language (pp. 7-54). Washington, DC, and McHenry, IL: Center for Applied Linguistics and Delta Systems Co., Inc.

Francis, D. J., Rivera, M., Lesaux, N., Kieffer, M., & Rivera, H. (2006). Practical guidelines for the education of English language learners: Research-based recommendations for instruction and academic interventions. Retrieved from http://www.centeroninstruction.org/files/ELL1-Interventions.pdf.

Genesee, F., Lindholm-Leary, K., Saunders, W., & Christian, D. (2006). Educating English language learners. New York: Cambridge University Press.

Gersten, R., & Baker, S. (2000). What we know about effective instructional practices for English-language learners. Exceptional Children, 66, 454-470.

Gibbons, P. (2002). Scaffolding language, scaffolding learning: Teaching second language learners in the mainstream classroom. Portsmouth, NH: Heinemann.

Girard, V. (2005). English learners and the language arts. In V. Girard (Ed.), Schools moving up: A WestEd initiative. Retrieved November 8, 2006, from http://www.schoolsmovingup.net/cs/wested/view/e/140.

Goldenberg, C. (2006). Improving achievement for English learners: Conclusions from 2 research reviews. Retrieved from http://www.colorincolorado.org/article/12918.

Meltzer, J., & Haman, E. T. (2005). Meeting the literacy development needs of adolescent English language learners through content-area learning, part two: Focus on classroom teaching and learning strategies. Retrieved from http://www.alliance.brown.edu/pubs/adlit/adell_litdv2.pdf

Michaels, S., & Cook-Gumperz, J. (1979). A study of sharing time with first grade students: Discourse narratives in the classroom. In Proceedings of the fifth annual meeting of the Berkeley Linguistics Society (pp. 647-680). Berkeley, CA: Berkeley Linguistics Society.

Proctor, C. P., Carlo, M., August, D., & Snow, C. (2005). Native Spanish-speaking children reading in English: Toward a model of comprehension. Journal of Educational Psychology, 97, 246-256.

Saunders, W. M., Foorman, B. P., & Carlson, C. D. (2006). Do we need a separate block of time for oral English language development in programs for English learners? The Elementary School Journal, 107, 181-198.

Scarcella, R. (2003). Accelerating academic English: A focus on the English learner. Oakland, CA: Regents of the University of California.

Schleppegrell, M. J. (2001). Linguistic features of the language of schooling. Linguistics and Education, 12, 431-459.

Schleppegrell, M. J. (2004). The language of schooling: A functional linguistics perspective. Mahwah, NJ: Erlbaum.

Scientific Learning Corporation. (2004). Improved language skills by children with low reading performance who used FastForWord language: Maps for Learning. MAPS for Learning, 3, 1-13.

Snow, C. E., & Fillmore, L. W. (2000). Clearinghouse on languages and linguistics. Retrieved from http://www.cal.org/ericcll/teachers/teacher.pdf.

Snow, C. E., & Fillmore, L. W. (2000). What teachers need to know about language. Retrieved from http://www.cal.org/resources/teachers/teachers.pdf.

Uchikoshi, Y. (2005). Narrative development in bilingual kindergarteners: Can Arthur help? Developmental Psychology, 41, 464-478.

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Click the "References" link above to hide these references. August, D., & Hakuta, K. (1997). Improving schooling for language-minority children. Washington, DC: National Academy Press. August, D., & Shanahan, T. (Eds.). (2006). Developing literacy in second-language learners: Report of the National Literacy Panel on Language-Minority Children and Youth. Mahwah, NJ: Erlbaum.

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How can thematic instruction help teachers organize and teach vocabulary? 

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How can thematic instruction help teachers organize and teach vocabulary? 

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By providing a clear outline of the unit and corresponding vocabulary, teachers can support all students' language acquisition through thematic instruction! I currently use thematic units to map out vocabulary for our K-5th ENL curriculum and have had great success with it, as a new teacher.

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What are some effective teaching strategies for academic vocabulary in the classroom?

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What are some effective teaching strategies for academic vocabulary in the classroom?

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- Designing virtual classrooms (Google Slides) that emphasize new vocabulary though books/music and multimedia.
- Using music to teach new vocabulary and concepts
- Use of student iPads to support new vocabulary learning (Seesaw app, Kahoot app, Bitsboard app, etc).

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Spring

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Read Across America 2021

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Read Across America Virtual Library #1 (ENL)