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I chose a pack of ramen for my cultural artifact for a multitude of reasons. I am a Vietnamese American and my grandparents immigrated here during the war. When they came to America they had nothing. This pack of ramen represents the poverty and struggles my family is from. Another reason is the concept of noodles in Asian culture. Noodles are eaten at every holiday and represent a long life good luck, etc. Lastly, I chose ramen because of the struggle I had as a child with Asian Lunches. I have been bullied and ashamed because of my Asian food as a child. Today, Asian food and culture seems to be embraced which is amazing but it’s hard to decipher if it’s just trending or culture is accepting Asian diversity. The idea of ramen as a “artifact” may seem silly but within my package of ramen comes love, trauma, and acceptance.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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I used color coding and pictures to help not only EL students but ones with disabilities or visual learners.

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Rubric Checklist (Do NOT write on this copy)

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Rubric Checklist (Do NOT write on this copy)

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Kylie Imperial Field-Based Content Lesson (1)

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Select an engaging activity from the chapter that you would consider using in your current field placement or future classroom.

Be sure to include how it would address the three elements of oral language.

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3 Activities to Promote Oral Language // How to Develop Oral Language and Vocabulary in K-2

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A Journey of an English Language Learner (1)

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Kylie imperial - EDU 493 ESL Training  Rubric

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Draft #2 Add your draft with peer edits 

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Draft #2 Add your draft with peer edits 

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Kylie Imperial Field-Based Content Lesson #2 (1)

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ESL Module #2: Upload your completed outline.

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ESL Module #2: Upload your completed outline.

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Kylie Imperial Field-Based Content Lesson #2 (1)

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2/15 Stages of Second Language Acquisition

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2/15 Stages of Second Language Acquisition

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1. Zonal approximate stage
See where they are in English
2. Pre production stage
They know yes sand no but nothing much beyond
3. Early pre production
1-2 words not much structure
4. Speech Emergent
Good composition, few grammatical errors,
Did not fully understand jokes
5. Advanced fluency
Fluent, great composition, understands jokes

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Link to Vocabulary lesson #1 Search Readwritethink.org and search vocabulary; add an acivity you could use in a future lesson.

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Link to Vocabulary lesson #1 Search Readwritethink.org and search vocabulary; add an acivity you could use in a future lesson.

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Sort Vocabulary lesson/activity

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About this Strategy Guide

A Concept Sort is a vocabulary and comprehension strategy used with students to introduce new topics and/or familiarize students with new vocabulary. Concept Sorts can be used before reading to gather students' prior knowledge about the upcoming content, or can be used after reading to assess students' understanding of the concepts that were presented to them. Additionally, these sorts help students use critical thinking skills by creating categories for groups of words as they sort them based on each word's meaning. Have students brainstorm a list of words from reading material or an upcoming unit, lesson, or text (sometimes the word list may need to be provided by the teacher). Students then discuss each word and place it in its correct category; categories can either be defined by the teacher or students.

Research Basis

To ensure student understanding of a new topic or to familiarize them with new vocabulary, it is important to do pre-reading activities to introduce them to these new words and topics. Concept Sorts allow the teacher to introduce new vocabulary to students that they will see in an assigned text. Additionally, strategies such as the Concept Sort show teachers about students' prior knowledge of a topic. This strategy can also be used as a post-reading activity to assess students' understanding and knowledge.

Strategy in Practice

1. If the goal of the lesson is to teach students about a difference in concepts (such as gigantic/miniature), gather objects or pictures that can be used to demonstrate these categories. If the goal is to preview vocabulary in an upcoming lesson or text, choose 10-15 relevant vocabulary words from the upcoming activity/text, or have the studens choose words they don't know.

2. Using the chosen words, and encouraging input from students, sort the words/cards/objects into meaningful groups. With students' help, name the categories in which you've placed all of the words/cards/objects. As you sort these words as a class, ask the students for their reasoning as to why they feel that each of the words fit into the named categories.

3. Provide the students with 10-15 new words and have them sort them into meaningful groups individually or in small groups. You may choose to have students do a closed sort, where groups/categories are predefined by the teacher, or an open sort, where students name the groups/categories.

4. After students have had ample time to do their sorts, discuss the categories that they chose to use for the different groups. Have students describe to their peers why certain cards were placed within certain groups.

5. To take the sort further, consider introducing students' to the 2-circle or 3-circle Venn Diagram tools to compare and contrast similarities and differences. Additionally, consider using this strategy as a post-reading/post-studying activity to assess students' understanding.

Examples
Math
Concept sorts can be used to help students differentiate between geometric shapes. Students can sort the shapes based on number of sides, angle measurements, and other features.
Science
The following sort can help introduce students to different categories of animals.

1. Introduce the following terms and have students discuss them:

2. Ask students to sort the words/terms in a way that is meaningful to them or into the following categories. Be sure to follow up to check for students' understanding of the categories and words.

Types of animals (mammals, amphibians, etc.)

Animals that people have as pets

Animals that live in similar places

Literature/Social Studies
Students can sort these vocabulary words from Esperanza Rising, putting them into the categories of:

Or, students can come up with their own categories by which to sort the words.

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Introducing Ideas and Vocabulary with the Concept Sort

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About this Strategy Guide A Concept Sort is a vocabulary and comprehension strategy used with students to introduce new topics and/or familiarize students with new vocabulary. Concept Sorts can be used before reading to gather students' prior knowledge about the upcoming content, or can be used after reading to assess students' understanding of the concepts that were presented to them.

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1. Kindergarten & Math
2. Student Expectation - K.1D: Communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate.

3. The student will be able to communicate mathematical ideas

4. Language domain:  Speaking

5. The student will be able to identify the meaning of phrases associated with math.

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 Link to Vocabulary lesson #2 Link to Vocabulary lesson #1 Search Readwritethink.org and search vocabulary; add an acivity you could use in a future lesson.

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 Link to Vocabulary lesson #2 Link to Vocabulary lesson #1 Search Readwritethink.org and search vocabulary; add an acivity you could use in a future lesson.

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What’s in a Name? Teaching Concepts of Letter and Word | Read Write Think

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For ELs you could use figures to help students comprehend the term Three-dimensional. You could use real day to day objects as well!

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I learned about the various hardships newcomers go through. Many young students have a lot of mental trauma coming to the US from any other place. Citizenship is so important in order for students to excel, we need to be inclusive in our class.

Questions you would ask Riham:

Have you had the chance to go back and visit Venezuela since you moved here?

Do you still plan on going to college to become a writer?

What are you doing now?

Did you feel isolated in school knowing that other students don't share your experiences?

What helped you adjust to living in the United States?

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Select one of the resources from the Week 11 folder and add the link.

Creating a welcoming classroom embracing culture will make newcomers feel more security to embrace themselves.

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An important first step in helping English language learners succeed is building their confidence and comfort level by making them feel welcome in the classroom and building positive relationships with students. We recommend getting started by reading our popular article How to Create a Welcoming Classroom Environment and this related blog post by ELL expert Judie Haynes on the TESOL website.

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Read the following scenario and respond to Q1 & Q2. Add to your document.

Chyou is a 5 year old girl from China who speaks fluent Mandarin. She has been assigned to your Dual Language classroom. Chyou is able to write her name in English. She has learned her A, B, C’s and associating sounds by playing simple games on the internet. Her parents speak and understand basic English phrases and can carry on a social conversation.

Q1 Consider what you have learned this week about early literacy development. Describe an instructional approach or strategy to build Chyou’s basic understanding of concepts of print while supporting her L1.  Include your rationale to support your response.

To help Chyou I could use environmental print to make references to words, spaces, letters, and lines of print. Have children suggest where the teacher should begin reading the words on the page of a big book. Counting the words in a line of print or clap for each word spoken aloud can help develop the concept of a word.

Q2  Share an action you could take during her first week of school to make Chyou’s family feel like welcome members to your school. Address: How would this action benefit second language acquisition (SLA) and what research would support this?

I could learn a welcoming phrase in their L1 and use appropriate body language from their culture. It is very important to research their culture so you do not offend them. In order to support SLA I could use visuals and point to pictures or act out vocabulary. Speak slowly and use shorter words, but use correct English phrasing.

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10/16

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The area I chose to write about it my "purple" spot, which are things I do in my free time. My purple spot consists of hobbies I picked up while coping to traumatic events in my life or actions that bring me happiness. One of the things I drew in this area was a small book. This book represents my love for reading and how it travels me to a place where I can disconnect from my world, it's my healthy way of disassociating myself for a little. I also drew a tennis racquet and a pickleball paddle. Tennis and sport activities have always been a huge part of my life, they challenges me and allows me to grow physically and mentally. Lastly, I also drew a sizzling pan because of my everyday hobby of cooking. Cooking is my version of self-care and is so therapeutic to me! My purple is so special to me and I can't wait for my purple to grow!

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1. Share any connections from this chapter or from the ESL training that you are making to your current placement (i.e. background knowledge, teaching text structures, etc.)
Right now in Mrs. Daniels Kindergarten classroom we are reading traditional stories and re-enacting them. This allows EL newcomers to participate and comprehend the stories.

2. Consider what you learned from Ch. 9. Share a strategy that you could implement for either a beginning or intermediate EL?

A strategy that could be implemented for beginning or intermediate Kindergarteners could be multiple times for organized student talks. Possibly pair up student who practices academic language with an EL. Maybe implement art activities in core subjects just as math and reading.

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Include a brief description of the way Els might benefit from this strategy.

ELs will benefit from this activity because it breaks up story timelines. It makes it easier to process because of the separation and shows them a good thought process for stories.

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1. What strategies would you consider using in your content area and how would these support linguistically diverse students? (beginning level? intermediate?)

In a kindergarten class, there are many ways to support linguistically diverse students. First, we must build relationships with our student and their family in order to access. I can also use visuals in my lesson and physical movement because they are universal languages. Translanguaging can also be used in many activities.

2. Share connections you are making in your current field placement.

There are a handful of English learners in my field placement. Mrs. Daniels uses lots of scaffolding and use of academic language in order to ease her students into the classroom setting.

3. What are the benefits of embedding literacy learning in all content areas? Is this reasonable?

Yes, it is very reasonable and easy to embed literacy learning in all content areas. When we are teaching Math, ELA, and science we must know we are also teaching them the language of the subject. For example, in Math we are also teaching them more, less, greater, etc. We must surround our ELs with academic language.

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English language learners succeed is building their confidence and comfort level by making them feel welcome in the classroom and building positive relationships with students.

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An important first step in helping English language learners succeed is building their confidence and comfort level by making them feel welcome in the classroom and building positive relationships with students. We recommend getting started by reading our popular article How to Create a Welcoming Classroom Environment and this related blog post by ELL expert Judie Haynes on the TESOL website.

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Cultural Auto Biography Kylie Imperial (1)