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Having the resource of teaching academic vocabulary is important because there are several academic terms students have to understand and adapt into their learning process that will be best learned when teachers model those terms into their lesson. This resource includes examples of how to adapt teaching academic vocabulary into the classroom.

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One of the greatest challenges in helping English language learners (ELLs) master Social Studies content is the role of background knowledge. The resources below provide ideas and guidance for planning effective Social Studies lessons for ELLs as well as for choosing appropriate academic language and vocabulary.

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One of the greatest challenges in helping English language learners (ELLs) master Social Studies content is the role of background knowledge. The resources below provide ideas and guidance for planning effective Social Studies lessons for ELLs as well as for choosing appropriate academic language and vocabulary.

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The structure output of the subject is important to utilize because it will focus in different variables for students to learn and understand with the variables includes with social-studies specific words, incorporating relevant details about the topic at hand and organizing ideas logically and chronologically.

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Creating a road map to structure in science is a great method to use because it shows the place the student is at in the science curriculum and it organizes the structure when teaching certain topic of science.

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Interpersonal Strategies; Group Project & Cooperative Learning

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Interpersonal Strategies; Group Project & Cooperative Learning

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A helpful strategy include activities with group work and cooperative learning, this is a great way for students to learn in a science subject method because students can support one another and asking questions that can develop their vocabulary but also being able to work together to strengthen their understand and retention.

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This is a helpful tool to use because it's a website that offers different levels of reading comprehension exercise students can then answer some comprehension questions. It's a great way for students with different language background with various language to utilize from to use this tool at an ease pace.

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Reading - Elementary | esl-lounge Student

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This helpful resource is important because if offers council books, journals, and web resources to help teacher and professional support through the different stages of a teaching career to help students in throughout their education life such as lesson plans, online learning, and council chronicle.

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Find Resources, Communities, and Groups That Are Right for You:

Featured Topics of Interest

Featured Position Statements

NCTE and its constituent groups have developed position statements on a variety of education issues vital to the teaching and learning of English language arts.

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Council books, journals, meetings, and Web resources help provide professional support throughout the many stages of your teaching career.

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This new developing resources includes a developing a more successful pathway for Texas children to success in classrooms, there has been a developing of incorporating effort to strengthen Texas early childhood systems for ELL children by becoming involve with the statewide Advisory Group for further information on how to stay connected and ask questions.

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To ensure more Texas children are successful inside and outside the classroom and to maximize the impact of the historic education investments in HB 3, we are partnering with a variety of stakeholders to develop a coordinated, bipartisan, and collaborative effort to strengthen Texas early childhood systems - including child care, Head Start, pre-k, and kindergarten through third grade- for English Learner (EL) children.

This work is particularly urgent now. During the coronavirus pandemic, closures of schools and child care, as well as broader social isolation, have disrupted English Learners' access to effective and equitable bilingual education during the critical window of early childhood.

Drawing on our experience working on early childhood education policy, we are convening community voices and experts on English Learners, early childhood, and education policy through a Steering Committee and series of larger workgroup meetings throughout 2020. The Initiative will produce recommendations in late 2020. During 2021 and subsequent years, we will work on those proposals with legislators, state agencies, school districts, child care centers, and other stakeholders.This Initiative is made possible by the generous support of TEGAC, the Rainwater Foundation, and the Alliance for Early Success.
Learn more about the Initiative's Steering Committee, vision, rationale, scope, and invitation for you to stay involved:
Who is Leading the Initiative

The Initiative is led by the following Steering Committee:

Texans Care for Children

Intercultural Development Research Association (IDRA)

Dr. Dina Castro, UNT Denton

Texas Association for the Education of Young Children (TxAEYC)

Our Vision

We envision a Texas in which:

More students are ready for school, strong readers by third grade, and fluent in both English and their home language.

More teachers, principals, child care directors and educators, and parents have the tools they need to support ELs during early childhood.

More families of ELs feel valued and invited to participate in their child's education.

Texas maximizes the success of HB 3, the school finance bill the Legislature passed in 2019 that:

Made clear that developing strong readers by third grade is a top state goal;

Made a smart, historic commitment to pre-k as a vehicle for student success, funding full-day pre-k programs for eligible children; and

Recognized the importance of improving education opportunities for ELs, taking an initial step by boosting funding for dual language models.

Why Focus on Early Childhood Care and Education for English Learners
English Learners are key to the success of education efforts in Texas:

English learners, who have always made up a significant portion of the Texas public school population, account for a particularly large share of enrollment in early grades. ELs account for38 percent of pre-k students and 27 percent of students in kindergarten through second grade.* Across all grades, one in five Texas students is designated as an English Learner.

We have a significant opportunity to boost educational achievement in Texas by ensuring EL children succeed. The state's recent approach has proven inadequate, with just 35 percent of ELs on grade level in third grade reading in 2017-2018 compared to 46 percent of non-ELs.

Early childhood is key to English Learners' success:

A child's experiences during the first few years of life are key. Early childhood experiences - in the home, child care, pre-k, and other early grades - provide the foundation for success in later grades and later in life.

Helping students become bilingual has well-documented cognitive benefits for children and strengthens the ability of the state to compete in a global, multilingual economy. When young children develop their literacy skills in their home language, it speeds up their ability to learn English and other subjects. Fortunately, early childhood teachers can cultivate English skills while ensuring that the first language continues to flourish.

Policy Areas We Will Address

The Initiative will focus on Texas children from birth to age eight who are considered English Learners, defined by the state of Texas as "a student whose primary language is not English and whose English language skills are such that the student has difficulty performing ordinary classwork in English." Their home languages may be Spanish, Vietnamese, or any of the other 130-plus languages spoken by Texans.

We will consider the effectiveness of: early childhood classroom and program strategies, assessments and how children are referred to the appropriate programs, teacher preparation, professional development, workforce gaps, data collection challenges, and more.

Our recommendations will address policies and practices set by the Texas Legislature, state agencies, school districts, child care and Head Start programs, and others.

How You Can Get Involved

We invite all interested Texans to sign up to receive updates on the Initiative.

We are also creating a statewide Advisory Group to help assess what Texas is doing well to educate young EL children and outline where we need to go from here. Potential Advisory Group members include advocates, teachers, education administrators, academic researchers, state agency staff, philanthropic foundations, child care directors, community leaders, parents of EL children, current or former EL students, and other leaders from across the state.
* All the data above is based on reporting from the Texas Education Agency on the 2017-2018 school year.
If you are interested in potentially serving on the Advisory Group, know someone we should connect with, or have questions about the Initiative, please contact David Feigen, Early Childhood Policy Associate at Texans Care for Children, at [email protected] .

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Announcing the Texas Early Childhood English Learner Initiative - Texans Care for Children

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To ensure more Texas children are successful inside and outside the classroom and to maximize the impact of the historic education investments in HB 3, we are partnering with a variety of stakeholders to develop a coordinated, bipartisan, and collaborative effort to strengthen Texas early childhood systems - including child care, Head Start, pre-k, and kindergarten through third grade- for English Learner (EL) children.

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This is a helpful tool to use to gain support for English learners to discover different resources and implementation by the state such as ESL Programs and EL Web Portal to find further information on to discover the approach each family/individual wants to step into when being an English learner.

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Now Live Zoom Sessions! 2020-2021 English Learner Support Updates with LEAs and ESCs
The TEA English Learner Support Division welcomes Local Education Agencies (LEAs) and regional Education Service Centers (ESCs) to join our English Learner Support Update Meetings. See our EL Portal for dates, meeting links, presentations, and recordings.

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Now Live Zoom Sessions! 2020-2021 English Learner Support Updates with LEAs and ESCs The TEA English Learner Support Division welcomes Local Education Agencies (LEAs) and regional Education Service Centers (ESCs) to join our English Learner Support Update Meetings. See our EL Portal for dates, meeting links, presentations, and recordings.

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This is a helpful and important resource to look into because it breaks down the main differences between the two language acquisition by their term, the process, the educational instruction offered, and a possible conclusion on how to help individuals who are a part of this grouping of language acquisition.

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The main difference between first language and second language acquisition is that first language acquisition is a child learning his native language, whereas second language acquisition is learning a language besides his native language.

Language acquisition is the process through which humans gain the ability to be aware of language and to understand it as well as to produce and use words and sentences to communicate. All humans have the ability to acquire a language. It is this ability that sets them apart from all other living beings.

Key Areas Covered
1. What is First Language Acquisition
Language Acquisition, First Language Acquisition, Second Language Acquisition - Definition, Characteristics, Theories
2. What is Second Language Acquisition
- Definition, Characteristics, Stage
3. What is the Difference Between First Language and Second Language Acquisition
- Comparison of Key Differences
Key Terms

What is First Language Acquisition

First language acquisition actually refers to infants' acquisition of their native language. They acquire language through a subconscious process and are unaware of grammar rules. Children do usually not require explicit instruction to learn their ﬁrst language. They just pick up the language, the same way they learn how to roll over, crawl and walk.

Moreover, children may acquire more than one first language. For example, children who grow up in a house where parents speak only English language will acquire only English. However, children who grow up in a bilingual household (say French and English) will learn both languages.

Theories of First Language Acquisition

T here are several theories of language acquisition, all of them describing how a child learns a language. In the Behaviorist approach, which was mainly expounded by B.F.Skinner, language acquisition is a process of experience and language is a conditioned behavior - a production of correct responses to stimuli. According to this theory, children learn language step by step: imitation - repetition - memorization - controlled drilling - reinforcement. However, limitations of this behaviorist approach led to the development of Nativist or Innateness theory, which states that children are born with an innate capacity to learn language.

Noam Chomsky, the main figure in this theory, originally theorized that children are born with a language acquisition device in their brains. He later modified this theory to include the theory of Universal Grammar, a set of innate principals common to all languages. According to this theory, the language acquisition device in children's' brain allows them to deduce the structure of their native language through exposure to the language.

Cognitive theory is another theory explaining language acquisition. According to this approach, language acquisition must be viewed in the context of children's intellectual development and environment. This also focuses on exploring the relationship between the stages of cognitive development and language skills.

What is Second Language Acquisition

Second language acquisition (SLA) is learning a second language after the first language is already learned. Anyone can learn a second language, but children usually find it easier. In fact, this is a process of learning; learning occurs actively and consciously through explicit instruction and education.

Moreover, according to the linguist Stephen Krashen, second language acquisition occurs in five stages: preproduction (silent phase), early production, speech emergence, intermediate fluency, and advanced fluency.

Preproduction - At this stage, learners learn terms of the new language and practice them.

Early Production - Learners can speak in short phrases of one or two phrases. They also collect new words.

Speech Emergence - At this stage, learners know thousands of words and can communicate using simple questions and phrases.

Immediate Fluency - Learners have an advanced vocabulary and can use more complicated sentence structures. They can also share their opinions and thoughts.

Advanced Fluency - By this stage, learners will finally have several years of experience, and can function at a level close of native speakers.

Difference Between First Language and Second Language Acquisition

Definition

First language acquisition is children's acquisition of their native language, while second language acquisition is learning a language after acquiring the mother tongue.

Process

While first language acquisition is a subconscious process, second language acquisition occurs actively and consciously.

Education and Instruction

First language acquisition does not require explicit instructions or education, while second language acquisition requires explicit instruction and education.

Native-like Fluency

Since first language acquisition involves acquiring the native language, speakers are fluent in their first language. However, it is often difficult to reach a native-like fluency with the second language.

Conclusion

Language acquisition is the process through which humans gain the ability to be aware of language and to understand it as well as to produce and use words and sentences to communicate. First language acquisition is children's acquisition of their native language, while second language acquisition is learning a language after acquiring the first language. Moreover, first language acquisition is a subconscious process, while second language acquisition is an active and conscious process. This is the main difference between first language and second language acquisition.

Reference:

1. Vega, Meibis Gonzalez. "First Language Acquisition." LinkedIn SlideShare, 30 Nov. 2013, Available here.
2. "Second-Language Acquisition." Wikipedia, Wikimedia Foundation, 24 Apr. 2020, Available here.

Image Courtesy:

1. "Business Baby Pointing" By Paul Inkles (CC BY 2.0) via Flickr
2. "456774" (CC0) via Pixabay

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Difference Between First Language and Second Language Acquisition - Pediaa.Com

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The main difference between first language and second language acquisition is that first language acquisition is a child learning his native language ...

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This is a helpful resource because it offers a video and overview of the difference between the two experiences and process of learning languages by also understanding the similarities and differences of the two language acquisition.

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First vs. Second Language Acquisition | Overview & Comparison - Video & Lesson Transcript | Study.com

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Discover what second language acquisition is. Differentiate between first and second language acquisition and see steps in the language acquisition…

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Use the same terminology for writing and reading

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Use the same terminology for writing and reading

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The strategy of using the same terminology for writing and reading offers helpful view important students can use practical ideas to connect writing and reading that will help students connect their ideas of both learning development by using the same terminology or similar graphic organizers when incorporating a lesson.

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As promised in my last post I've provided here a few practical strategies for connecting your writing and reading programs:

1. Use the same terminology for writing and reading. When writing fiction, students should use the words of literary analysis: character, setting, plot, theme, and so forth. So, too, when reading nonfiction, students should use the traits of writing: ideas, organization, voice, word choice, sentence fluency, and conventions. By using a common vocabulary throughout the language arts curriculum, you not only avoid confusion but also help students see themselves as writer-readers and reader-writers.

2. Use the same graphic organizers for writing and reading. The graphic organizers that help students gather details during prewriting can also help them analyze details after reading. For example, if students use a Venn diagram to prepare to write a comparison-contrast essay, have them also use a Venn diagram to analyze a comparison-contrast essay. Graphic organizers, after all, are mind maps-ways of making thinking concrete. Using the same strategy to synthesize ideas as to analyze ideas helps students understand that reading and writing are opposite vectors of the same process.

3. Write the forms you are reading, and read the forms you are writing. Plan your reading and writing time to complement each other. If you are reading short stories, write short stories. If you are writing expository essays, read expository essays. Each activity deepens the other. A student who has read "Tyger! Tyger!" by William Blake may love it, but the student who has written "Wombat! Wombat!" in satirical response understands the poem from the inside out-and will never forget it.

4. Use literature to demonstrate writing techniques. Use literature to show the traits, concepts, skills, and techniques students are using when they write. For example, when you want students to learn how to create narrative tension, introduce excerpts from short stories that use this technique. Then lead a discussion of how the authors do what they do. When teaching about answering objections, select editorials that do just that and discuss how the answers strengthen the writers' positions.

5. Use writing to explore literary techniques. When students not only learn about literary techniques but have to use them in writing, they internalize the concepts. So, if you want students to understand a literary technique such as foreshadowing, have them write a paragraph that uses foreshadowing. When you want students to learn about symbolism in a piece of literature, have them create their own symbols and use them in a short piece of writing.

6. Be the bridge. In the end, though, the best integration of reading and writing in your classroom comes from you and your students. Programs can only go so far. They are repositories of models and assignments, but you and your students are the reader-writers and the writer-readers who bring the language-arts community to life. If the books get in your way, shove them into a corner and sit down with your students and just write and read, read and write. Words are your friends.

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Blog post: Strategies for Connecting Writing and Reading

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As promised in my last post I've provided here a few practical strategies for connecting your writing and reading programs: Use the same terminology for writing and reading. When writing fiction, students should use the words of literary analysis: character, setting, plot, theme, and so forth.

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The helpful instruction of using the anticipation guide is important because can be used to strengthen the students comprehension and literacy skills in writing and reading learning level by using their background knowledge and vocabulary skills to learn how to brainstorm ideas when moving through the elements of the lesson.

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For formative assessments such as Lesson Up is important method the classroom can use because teachers check student's understanding by reviewing the data on the student's learning which can best be modify by an technology tool instruction. This can be best met by meeting the students level of learning by including different tech tools to best fit the instruction and education of the classroom.

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Top Tech Tools for Formative Assessment | Common Sense Education

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Find the right formative assessment tools for your classroom. These digital tools range from discussion (e.g., Piazza, TodaysMeet) to quizzing, polling, and student responses (e.g., Kahoot, Formative) to interactive lessons and videos (e.g., Nearpod, Flipgrid).

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It review the difference between formative and summative assessment by breaking up the topic of formative assessments that will need to be included when using inside of the classroom such as including quick feedback, quiz games, and integrated presentations.

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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

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The service is important because it offers a inside look and understanding of the different services, support, and funding that are offered in Texas by also reviewing the steps and qualifications needed to take to best help student's key steps become involve.

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Parent, Family, and Community Engagement Program 

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Parent, Family, and Community Engagement Program 

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This program in an important resource because it offers parents/ families a welcoming community they can view that includes various of opportunities to interact with different communities around the state that will help encourage and learn more about the literacy and information of learning English.

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The resource Visualize Me uncovers various graphic visual representations of information and date to present that can improve awareness to magnify the visual systems ability to view patterns and tools for infographics.

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It focuses on the key issues of the historical overview of methods and approaches that include methods such as Grammar-Translation and Direct Method that encourages worksheets to have the appropriate translation the student will understand and include examples that could help students have a better understanding when approaching language learning.

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Role of Educators in Technology Language Learning

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Role of Educators in Technology Language Learning

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It review and highly recommends the importance of language educator to take in the responsible factors of planning, instructing, assess, and facilitate the language learning curriculum when attaching to technology. It focuses on the important roles of technology for learners and the role of educators in technology enhances language learning.

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Role of Educators in Technology-Enhanced Language Learning

ACTFL strongly recommends that a language educator be responsible for the planning, instruction, assessment, and facilitation of any language course, leveraging technology to support language learning. Language instruction is best guided by language educators rather than solely delivered via a computer program or by a non-content specialist:

Research does not support the isolated use of technology for acquiring a language.

Interaction with a language educator is critical to building spontaneous interpersonal skills needed for real-world communication.

Intercultural competence is best acquired through human interactions and meaningful experiences facilitated through a language educator.

Educators use content knowledge, research-informed teaching strategies, and effective technology applications to support language learning.

Role of Technology for Learners

Technology can and should be used by language educators to enhance language instruction, practice, and assessment, as articulated in the World-Readiness Standards for Learning Languages. Through the purposeful use of technology:

Students read, listen to, and view authentic, engaging, and timely materials from the target culture.

Students practice interpersonal skills as they interact via video, audio, or text in real-time with other speakers of the target language.

Students collaborate on presentational tasks with their peers or teacher, anytime, anywhere.

Students work at their own pace as they access online content and/or utilize computer adaptive programs managed by their teacher.

Students practice discrete skills with engaging online games and applications.

Students benefit from differentiated instruction where multiple applications can be used to assess students, assign varied tasks, track data, give real-time feedback, and manage classrooms and lessons.

The use of technology is not a goal in and of itself; rather technology is one tool that supports language learners as they use the target language in culturally appropriate ways to accomplish authentic tasks. Further, all language learning opportunities whether facilitated through technology or in a classroom setting, should be standards-based, instructor-designed, learner-centered, and aimed at developing proficiency in the target language through interactive, meaningful, and cognitively engaging learning experiences. ACTFL acknowledges a role for hybrid, online and distance learning instructional models aligned with state and national standards and facilitated by language educators. The development of technology is best driven by the needs of the language learner, supporting the kinds of interactions our students need to become college, career, life, and world-ready.

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The Role of Technology in Language Learning

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ACTFL strongly recommends that a language educator be responsible for the planning, instruction, assessment, and facilitation of any language course, leveraging technology to support language learning. Language instruction is best guided by language educators rather than solely delivered via a computer program or by a non-content specialist: Research does not support the isolated use of technology for acquiring a language.

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Using the technology method of In-Flipped Classroom is important because it offers the support of technology integration in language development and various video examples of how to integrate inside of the classroom that will help students integrate technology that can enhance the English language learning but also assesses their language development as well.

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The research provided points out the role of a carefully designed learning materials that will challenge and support teachers to engage their students to a highly interact students by learning and establishing an effective math curriculum that will include components such as analyzing current data and formulating goals based on the data.

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Rachel, a passionate leader in a New York City-based public school, was concerned about the math outcomes at her school, especially for English language learners (ELLs), who made up about a third of the school community. Rachel knew that the students at her school had tremendous learning potential and that their teachers were motivated. The students had improved in English language arts, but mathematics scores had remained stagnant, particularly for ELLs.

Several math teachers said that the school's adopted curriculum didn't support the kind of instruction required for ELLs and they were creating supplemental resources, but the resulting units lacked cohesion.

Research points to the role of carefully designed, high-quality learning materials. High-challenge, high-support materials allow great teachers to engage students in quality interactions that scaffold and motivate students. Creating a curriculum inquiry team is a way to leverage the knowledge and expertise of educators from different disciplines to establish a more inclusive, engaging, and effective curriculum.

Collaborate and Determine Student Needs

Rachel built a core team of motivated math and ELD teachers, and together they conducted a four-step needs analysis.

1. Explore where the current needs are by surveying teachers. The English Learners Success Forum provides a simple questionnaire, "Taking the Pulse," which helps educators to reflect on their practices and students.

2. Analyze current data. In reviewing test scores of EL students, ask if there is a disparity between these students and their peers. Why might that disparity exist? Look at evidence of student reasoning as they solve problems. What can they already do well? Are difficulties related to language, or are they mathematical reasoning issues that are creating the challenge? Are students able to productively struggle with cognitively demanding problems, or do they give up easily?

3. Capture evidence of students' classroom language use by collecting and analyzing writing. Writing notes about student conversations or regularly recording conversations can be useful in assessing how students work together. Do EL students get equitable opportunities to speak? Are students held accountable for explaining their reasoning? How are students writing about math? Do they become more mathematically formal and precise in their language over time? Do they revise and improve their reasoning and mathematical language as they negotiate concepts together?

4. Formulate goals based on data. One obvious goal would be to improve the test scores of ELLs relative to their peers, but assessment results are not the only objectives. More nuanced goals might include moving students from informal, everyday ways of talking about mathematics into the registers that construe more technical and precise meanings, or providing learning materials that promote engagement in math for all, but particularly for those who are struggling.

Once the team has a better sense of the strengths and needs of both their teacher practices and students' learning, it is easier to identify what curricula are needed.

Dig Into Instructional Materials

Rachel and her team studied current literature on what constitutes a high-quality curriculum responsive to ELLs' needs. Responsive learning materials include some essential components, such as the following:

Rich, intellectually demanding content that provides both mirrors and windows to diverse experiences.

Opportunities to use mathematical language in real-world applications or to solve problems using familiar contexts as a stepping-stone to mathematical concepts.

Opportunities to learn language and content simultaneously through deliberate scaffolding, and opportunities for reasoning using students' home languages and English.

A rubric can guide the team through a series of prompts about the curriculum content, structure, and activities to ensure that essential components are included. Some helpful questions include the following:

Are units explicitly sequenced to strategically build language proficiency alongside content knowledge?

Do language goals help students to develop mathematical words and phrases and syntax and the ability to engage in mathematical practices?

Do materials include ample opportunities for students to use math language in different modalities (listening, speaking, reading, writing) and to refine that language over time?

A rubric may also include ways to assess the usefulness of materials in scaffolding:

Do the materials guide teachers on how to facilitate mathematical discussions among those with varying levels of language proficiency?

Do the materials provide strategies to contextualize math language, connect to students' lives, and build on their background knowledge?

Do the materials draw on multiple resources and mathematical representations-such as objects, symbols, graphs, tables, anchor charts, models?

Do the materials encourage students to build on their existing language resources to communicate their mathematical thinking?

High-quality materials will also include formative assessment tools that capture the range of ELLs' language and content knowledge over time, including writing, work samples, and oral language.

Implement the Changes

After using a rubric to evaluate materials, a team will be able to identify areas for refinement and redesign. For example, if the learning materials provided by the district provide few opportunities for students to use mathematics for real-world purposes, the inquiry team can work together to build those opportunities into units.

Once changes are enacted in the lessons, team members can document new teaching practices and student learning and engagement. This feedback can be used by the group to collaboratively analyze and further refine.

When teachers cooperate in cycles of curriculum study, refinement, and teaching, they can provide content-rich, engaging lessons with high levels of challenge and support. Like Rachel, they can watch their EL students begin to thrive academically and see themselves as mathematicians, regardless of whether they've fully mastered the language of instruction.

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Improving Math Curriculum for English Language Learners

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Rachel, a passionate leader in a New York City-based public school, was concerned about the math outcomes at her school, especially for English language learners (ELLs), who made up about a third of the school community. Rachel knew that the students at her school had tremendous learning potential and that their teachers were motivated.

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The tool of using visual and anchor charts is important because students can use to have a better understanding of math concepts and learning the language of math with examples such as vocabulary instruction and graphic organizers to have a visual representation to help their learning development of terms for math.

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I teach 5th and 6th grade math to beginning English language learners. This post shares 3 critical strategies that support ELLs in the understanding of math concepts AND in the language of math. These are three "must haves" for any math classroom with ESL students, especially those with newcomers!

"Math is a universal language." Have you heard this saying? I must admit, it's drives me a little crazy! Have you seen "standardized" testing? There is a LOT of language involved in math, and for students who are new to the country, this poses a lot of obstacles. Not only do we teach grade level math concepts to our students, but we also need to teach the language of math.

So how can we best support our beginning ELLs in math? There is a reason I put vocabulary instruction at the top of the list. It simply cannot be ignored if we want our students to be successful.

1 - Vocabulary Instruction
There are three types of vocabulary: tier 1 is basic vocabulary, tier 2 is grade level vocabulary (terms most native English speakers are familiar with), and tier 3 is low frequency content specific vocabulary. ALL students need explicit instruction in the third tier!Being aware of all 3 types is important, and knowing your students is key in deciding which words might need front-loading before a lesson.

Ex. of Tier 1 Basic Vocabulary - tall, short, fast, long, more, less, far, close, heavy, light, around, cover, most, many, about, big, small, fill, full, empty, all, etc.

Ex. of Tier 2 "Grade Level" Vocabulary (math language) - increase, decrease, greatest, least, altogether, replace, combine, random, weight, length, opposite, distance, etc.

Ex. of Tier 3 Content Vocabulary - ratio, probability, quadrilaterals, polygons, equations, diameter, circumference, coefficient, variable, volume, capacity, scalene, kilometer, etc.

In classrooms with beginning ELLs, vocabulary is one of the main focuses of instruction. Terms from all 3 levels need to be explicitly taught. Analyzing the math lesson during the planning phase and looking for terms that need front-loading is vital to providing comprehensible instruction. On days that I'm introducing a new concept, I KNOW that my primary focus is on vocabulary.
---- Vocabulary Building Activities ----
I use the KIM Strategy for direct vocabulary instruction. To read a post about this highly effective vocabulary strategy, click HERE.

Key vocabulary is introduced, a simple kid friendly definition is produced and visual "memory clue" is illustrated.

Make vocabulary fun:)

Write terms on one set of cards and visuals or examples on another set, then pass out cards to students. As an "exit ticket" they must find their matching partner.

The vocabulary terms on this day were "ascending" and "descending." My sixth graders used the KIM strategy in their notebooks at the beginning of class. We practiced putting numbers (fractions, decimals, percents) in ascending and descending order. At the end of class, I passed out index cards with percentages, and their "exit" task was to get into descending order. Then I mixed the cards up and asked them to get into ascending order.

I always add an interactive notebook activity, or a foldable activity, to follow up. This resource provides students with a reference during their independent work time. These also are used as study tools before unit assessments.

To find these math resources, click HERE.

The direct vocabulary instruction always come first, then I find ways to get my students up and out of their seats for fun vocabulary building activities. This physical activity helps to solidify their understanding. An interactive notebook, or foldable, activity usually follows. Then we practice using the vocabulary throughout the unit with sentence frames to support their language acquisition.

2 - Visuals and Anchor Charts
Beginning ELLs do the majority of their learning by watching. Meaningful visuals are key to their understanding. My lessons are loaded with visuals and I am constantly drawing pictures to show what something means. I really wish I could draw!!

It's always a challenge, but my students get a kick out of my efforts. LOL! If only it could be this simple...

It would be so much easier for me, and for them! :)

Color coding is also an effective visual strategy. My students copied this capacity "diagram" in their math notebooks using 5 different colors.

Add visuals to math notebooks for each lesson so that students have a reference.

On the left hand page is a visual chart for the "Types of Lines" vocabulary. To be successful with independent activities, such as centers and homework, they have everything they need in their notebooks.
Use images that relate math to the real world around them.

I often use the"Essential Questions for 6th Grade Math" pages by The Illustrated Classroom. They've been a real life saver to me! The visuals are great and the text is simplified. I print them at 75%, cut the excess edges off, then have my students glue them into their notebooks. It works great!

Create a visual math word wall. I use this word wall, also by The Illustrated Classroom. Another math reference tool with visuals, and a great place to introduce AND review content vocabulary.

Math Videos - I absolutely love using short math videos in class, especially the ones on You Tube by NumbeRock!!

The visuals are spot on, and each video is short, only about 2-3 minutes. My students love them and can see the math concepts in action. These videos are often a part of my introductory lessons.

I also use Brain Pop Jr. videos.

Even though the "Jr." version is for grades K-3, the focus is on vocabulary, and the language is simplified, so compared to the upper elementary BP version, I find that it's a better fit for my beginning 5th and 6th graders.

Creating anchor charts is also invaluable. Pinterest is such a great place to find inspiration for math anchor charts! It's my go-to destination for ideas! As long as we are learning about a concept, the anchor chart stays up for viewing. When we go back to review at the end of the year for state assessments, or spiral back to a concept later, the anchor chart gets pulled out again. Some charts stay up all year!

The most important thing to remember about teaching beginning English language learners, IMO, is that you need to show the concept visually FIRST, along with explicit vocabulary instruction. Even with definitions, adding a visual can be "worth a thousand words." ;)

When I am planning a math lesson, I think to myself, "How can I show this concept to my students?" And... "Where can I add meaningful visuals?" If I'm teaching fractions, I want to show them parts of a whole. Maybe that means breaking a Hershey's candy bar into pieces, or cutting a pan of brownies into equal parts. (I see a chocolate theme happening here!) If I am teaching probability, I want to show the concepts of certain, impossible, likely and unlikely.

It's all about Visuals - Visuals - Visuals!!
3 - Hands On Activities
Manipulative and hands-on activities are a great way for students to see "how" math works. Cubes, tiles, measuring tools, foldable activities, food, tangrams, fraction pieces, dice and games are just some ways we can get our students working on and practicing math skills. When students are using their hands, they are focused on "doing" something, compared to when they are note taking or using receptive skills to understand a lesson or new vocabulary. Here they get to practice and try out their math thinking. It's also a great way for ME to see what they understand, as well as what might need clarifying. When math is FUN, and students have had both vocabulary building and meaningful visuals beforehand, the hands-on activities are where they can dive in and practice what they've learned.

Vocabulary, visuals and hands-on activities are the 3 must-have strategies for any math classroom with English language learners, especially beginners. Here's an example of all 3 in action.

Direct Vocabulary Instruction - term: "Data - a collection of information (facts, numbers, measurements)" Students copy this in their notebooks.

Visuals - Bar Graph Anchor Chart: Question Posed- "Which color do you like best?"

Collecting Data - Students come up and color in their favorite color choice. Then we analyze the the data. I ask questions like, Which color did most students like best? Which color did the least, or smallest, number of students like best? Which color did no students like the best? How many students chose the color red? How many students chose the color green? etc... This is a great time to build that tier 1 and 2 vocabulary.

Next, I want to model how to take this data and show it in a different way using a circle graph. See pics below.

>>> Data and Statistics - Day 2 <<<

We review the data from the circle graph and then convert fractions to percents in a whole group setting.

Hands-On Activity - My students gather data and use it to create their own circle graph. They will also convert fractions to percents.

They each get a baggie of skittles and predict how many are inside. Then they take out the skittles and gather their data. They count and note the amount for each color. Next they write the fraction for each color and convert that number into a decimal. Last, they create the circle graph the same way I modeled with the colored strips the day before. (The M&M Lab Activity by Lisa Tilmon can be found here.) My students all had a firm understanding of data collection after these 2 days. My teacher heart was smiling:)

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Vocabulary -- Visuals -- Hands-On Activities -- Oh Yea!!

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I hope that you found some helpful tips in this post. I'd love to hear about a strategy that you find to be a "must-have" when working with beginning English language learners!

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Math Strategies for Beginning English Language Learners

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An educational blog for sharing ideas, strategies and resources that support teachers of English Language Learners.

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It reviews the design and overview of summative assessments that includes the two type of measures of the assessments; validity and reliability and how it effectively measure what the instruct is intended to measure.

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Academy for Teaching and Learning | Baylor University

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In contrast to formative assessment, summative assessment evaluates a student’s knowledge of material at a given point in time in relation to previously-determined learning goals. Summative assessment is often more formal and higher-stakes than formative assessment and used to inform judgments about…

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Summative Assessment in Distance Learning

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Summative Assessment in Distance Learning

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It offers helpful ideas and includes the challenges students can face when contributing to distance learning that can best fit into students can benefit when assigning performance tasks and technology tools.

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Summative Assessment in Distance Learning

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Whether schools are using regular grades or not, teachers need to accurately assess learning while their students are at home. These are some helpful ideas to consider.

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Having the option to record and usual auditory tools for students is important because it includes technical and helpful tools for teachers and students to use to also use different techniques that focus on the types of learning styles students learn. It offers learning strategies teachers can research and review that can best contribute inside their classroom.

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SplashLearn Blog - Educational Resources for Parents, Teachers & Kids

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8 Best Auditory Learning Techniques to Help Teachers

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Understanding your students basic needs is a crucial task as a teacher. To enable the auditory learning potential of your students, start employing these tips!

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The article presents the importance of nurturing language developing because it breaks down how educators have to create a special connection for students to develop with their language learning developing without any language bias presented in the classroom. It also gives motivation for educators to learn about the different elements that are included with language development along with inferences of practices that can be used.

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Young Children's Oral Language Development

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The development of oral language is one of the child's most natural - and impressive - accomplishments. Get an introduction to when and how language is learned.

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Supplemental Special Education Services (SSES)

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Supplemental Special Education Services (SSES)

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SSES is a service offered to parents/ caregivers to be able to qualify for eligible students to receive grants for students by special education. It can obtain educational materials and resources such as speech therapy to be used with the SSES in Texas.

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Supplemental Special Education Services (SSES) are $1,500 one-time on-line grants for eligible parents/caregivers of eligible students served by special education that have been impacted by COVID-19 school closures.

Families of eligible students can use the on-line accounts to obtain educational materials and resources and/or services such as additional speech therapy or other specific services.

Frequently Asked Questions
If you have applied and want to follow up on the decision that you received, please contact us at ssesinfo@tea.texas.gov or you can call SPEDTex at 1-855-773-3839.

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Supplemental Special Education Services (SSES)

# data[].attributes.attachment_link.description
Supplemental Special Education Services (SSES) are $1,500 one-time on-line grants for eligible parents/caregivers of eligible students served by special education that have been impacted by COVID-19 school closures. Families of eligible students can use the on-line accounts to obtain educational materials and resources and/or services such as additional speech therapy or other specific services.

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It offers and provides helpful resources that is able to support the student's understanding and promoting practices that is available to all students. It includes important components that are needed for the student's education such as culturally responsive practices, collaboration, and appropriate accommodations.

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massachusetts department of elementary and secondary education

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Massachusetts Department of Elementary and Secondary Education

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The goal of the Massachusetts public K-12 education system is to prepare all students for success after high school. Massachusetts public school students are leading the nation in reading and math and are at the top internationally in reading, science, and math according to the national NAEP and international PISA assessments.

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The Early-Exit Bilingual Program is important resource because it introduces ELs who share the same first language are grouped in the same classroom and guides individuals into intergrating two languges in the same classroom for different subjects.

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The resource is a helpful tool to use to become familiar with the difference between ESL & Bilingual Education by becoming familiar with both terms and understanding the difference between both types of educations.

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ESL and Bilingual Education: Understanding the Differences - Texas Teachers

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It seems that many people use English as a Second Language (ESL) and Bilingual Education are one in the same, but they most assuredly are not. To help