# data[].attributes.headline
I prompted students to make predictions, identify unknown words, and tried to explicitly teach reading strategies

# data[].attributes.subject
I prompted students to make predictions, identify unknown words, and tried to explicitly teach reading strategies

# data[].attributes.body
I've applied the Gradual Increase of Student Independence Cycle (I do, we do, you do) to some activities in our bridge G7/8 class to promote student engagement and participation, since they're quite reluctant to speak in class. Thinking alouds and modelling worked quite well.

# data[].attributes.body
Higher Order Thinking Questions:

What makes a hero? Why?

Can everyone be a hero? Why? Why not?

Students discussed at their tables first as I walked around and listened/further prompted. I first framed it in about asking characteristics of a hero.

Students were able to give easy answers like (brave, strong, handsome, etc.) but needed more guidance and prompting to get into the deeper ideas behind heroism

In the future, I would include more examples of heroes first alongside some character graphic orgranizers

# data[].attributes.headline
I tried procedural scaffolding (GISI) during reading. We read it together as a class, students read it together, then in pairs, and finally by themselves. I noticed that students were more familiar with the text with this strategy. They understood the text better, and were also better able to sound out challenging vocabulary after peer correction and correction from the teacher. - Phoebe C

# data[].attributes.subject
I tried procedural scaffolding (GISI) during reading. We read it together as a class, students read it together, then in pairs, and finally by themselves. I noticed that students were more familiar with the text with this strategy. They understood the text better, and were also better able to sound out challenging vocabulary after peer correction and correction from the teacher. - Phoebe C

# data[].attributes.headline
I did a lot of predictions as well. Mostly pictures and words and matching them together with the theme of ecology and terms that apply with "eco." Students spent time learning about how plastics are dangerous to the environment so we  identified ways to reduce these. Now we are talking about eco-tourism and students are thinking of ways they can travel and have a light "ecological footprint" (an example of an expression they needed to try to predict the meaning of). 

# data[].attributes.subject
I did a lot of predictions as well. Mostly pictures and words and matching them together with the theme of ecology and terms that apply with "eco." Students spent time learning about how plastics are dangerous to the environment so we  identified ways to reduce these. Now we are talking about eco-tourism and students are thinking of ways they can travel and have a light "ecological footprint" (an example of an expression they needed to try to predict the meaning of). 

# data[].attributes.body
In one of my reading/writing lessons, students achieved the content objective of analysing and organising information (feature 13) by creating Venn diagrams to compare and contrast the hobbies of three teenagers. They also fulfilled the language objective by using academic language to discuss similarities and differences. The lesson began with an introduction to Venn diagrams followed by engagement with a text describing teenagers' hobbies. Modelling, guided practice, class collaboration, and independent practice facilitated student learning, leading to a review and closure emphasising accuracy and comprehension. Assessment was based on participation, diagram accuracy, and language use. Students took to this well. One student was able to answer how to use a Venn diagram when it was first introduced.

# data[].attributes.body
Because this strategy is not only good for EAL I tend to default to generating Questions and using the questions to guide their comprehension….Jeenie T

# data[].attributes.body
With level 1 students, I tend to use different scaffolding techniques, paraphrasing, definition of the words through context, graphic organizers, and samples of completed assignments to make them understand what is their goal.

I also used predictions before starting the lessons.

Alessia

# data[].attributes.body
More modelling (I do, We do, You do) and completed assignments. Bloom's taxonomy mix of lower-order and higher-order thinking questions.

# data[].attributes.headline
I tried taking notes and identifying varied text structures for cognitive strategies; Purposefully grouping and labeling words for language learning strategies.

# data[].attributes.subject
I tried taking notes and identifying varied text structures for cognitive strategies; Purposefully grouping and labeling words for language learning strategies.

# data[].attributes.body
—Yuan Yuan

# data[].attributes.body
I used think alouds to model the skill we were working on and I used the sentence stems I listed to show them...Then I called on volunteers to do the same and gave immediate feedback by saying what was good about the think aloud and what could be added for next time... Zharro

# data[].attributes.headline
I asked students to substitute known words when unable to pronounce an unfamiliar word. I also asked them to use this strategy when researching and coming across words they didnt know. 

# data[].attributes.subject
I asked students to substitute known words when unable to pronounce an unfamiliar word. I also asked them to use this strategy when researching and coming across words they didnt know. 

# data[].attributes.body
In order to prevent discipline issues stemming from student confusion, it's essential to employ SIOP principles such as providing clear, step-by-step instructions, modelling task completion, utilising visual supports, regularly checking for understanding, offering examples and non-examples, scaffolding support, teaching academic language explicitly, using cues and prompts, fostering collaborative learning, and providing timely feedback and reinforcement. These strategies help ensure that students comprehend academic tasks effectively, reducing the likelihood of them becoming disengaged or disruptive due to uncertainty.

# data[].attributes.body
We discussed quite a bit about how to model material in an authentic way. I specifically talked about how this is something I sometimes struggle with because I don't like doing things like sentence starters for students (even though I know they work and I still do them despite not really liking to do them). I've read a lot of research that talks about how making learning authentic/real to students will heighten their engagement so that is the process that I'm constantly trying to do, with varying degrees of success.

# data[].attributes.body
Prompting students to express an opinion or make a prediction is often a non-threatening way to check comprehension. So in the buoyancy lecture, showing a tennis ball and asking "Raise your hand if you think this will float" and "Raise if you think it will sink" will allow students to justify why they're making the prediction, and even if they're wrong, if they express themselves in the terminology of the discussion, it shows they're learning.

# data[].attributes.body
Regarding question 5, it is a good idea to incorporate exit tickets. There are lots of online resources (Socrative, Quizziz, Quizlet, IXL) that allow us to rapidly set up a short quiz or quick question for students to demonstrate understanding. One of my goals this year is to set up exit tickets for my EAL groups and do it regularly at least once a week to have constant formative data on their understanding of grammatical concepts or acquisition of new vocab.

# data[].attributes.headline
In the reading, it was a good reminder to use other student groups as models for what to do in an activity when others are struggling.  Sometimes the most helpful teacher is another student. 

# data[].attributes.subject
In the reading, it was a good reminder to use other student groups as models for what to do in an activity when others are struggling.  Sometimes the most helpful teacher is another student. 

# data[].attributes.body
One technique I use daily to prevent discipline issues stemming from student confusion are daily planners on the board. I am currently using classroomscreen. I find that students who are struggling to comprehend or simply remember oral instructions. Having step-by-step instructions, key words and prompts for example at all times on the screen truly prevents this from happening. This also contributes to a more calmer classroom environment because the students know to check the screen if they forgot or did not understand. This way, students can take their time to comprehend the instructions several times without the teacher having to repeat themselves and cause more confusion. This kinds of digital cues also provides visual support for students who need it. Basically: Crucial for some, beneficial for all.

# data[].attributes.body
My Takeaways:

English learners require special supports/accommodations to make instruction more understandable

constantly adjust speech to ensure content is comprehensible

Variety of techniques, gestures

Explanations of academic tasks that make clear what students are expected to accomplish

# data[].attributes.headline
I am also addressing question 2 regarding student behavior but from a different lens, 

# data[].attributes.subject
I am also addressing question 2 regarding student behavior but from a different lens, 

# data[].attributes.body
I struggle with getting the direction out clearly enough for the EAL students within the time that my more capable students are willing to listen. Once one part of the group breaks into conversation the rest join in again and no one can listen to anything. I have learned from another teacher to create clear slides that have the steps for the students up so that the students who are independent can start working. That gives me time to set up the students who benefit from more scaffolding so that they can work. Then I go back and am able to give the faster starters feedback on what they are doing and extension challenges to keep them engaged.

-This whole thing might be different if my student were able to read to learn in any of the possible languages but they are all still learning to read.

-I would be better if I was more routined. Then the children would feel like they knew what was expected of them without me.

# data[].attributes.body
I personally use sentence starters quite a fair bit, especially for my collaborative teaching in Design. In this case, it is very useful not just for the EAL students because Design is a new subject for the G6s and they are still not yet fluent in their technical vocabulary. Also, Design goes through 4 criterion (ie 16 strands) and each criterion has a different language demand. By providing the sentence starters, the students are clearer of the language expectations.

# data[].attributes.body
I have to admit I am an excitable person so I need to consciously remind myself not to talk too fast...Usually, my students' faces tell me when I forget myself 😜 Adjusting our speech rate may feel like a small thing but it makes a huge difference with our MLs. Another realization is the importance of modelling either by the teacher (exemplar) or the students (empowering). -Zharro

# data[].attributes.body
a. Use visual aids such as charts, graphs, and diagrams to supplement verbal explanations.

b. Use scaffolding techniques by providing specific steps (first, then, next...), and display written instructions in addition to verbal ones. Modeling for students before aksing them to work independently (I do, we do, you do)

c. Clear enunciation, speak slowly to allow students to process information, use gestures, facial expressions.

-Alessia

# data[].attributes.headline
Question 2 - What are some ways that you can avoid having students become confused about accomplishing academic tasks? 

# data[].attributes.subject
Question 2 - What are some ways that you can avoid having students become confused about accomplishing academic tasks? 

# data[].attributes.body
Make expectations clear to students before they begin with the task:

Get their attention before giving instructions.

Breaking down instructions.

Write the instructions on the board.

Use visuals while giving oral instructions.

Model and demonstrate the task.

After giving instructions, use CCQs and ICQs to check their understanding.

Set a time to complete the task. Write it on the board.

-Phoebe C

# data[].attributes.body
When I learn English as a second language, I found it hard for me to understanding what people say if I don't have the right pronunciation of the words or when they say idioms. I asked them to spell the words for me or show me pictures.

I always use a lot of pictures to help students understand most of the nouns, use body languages to show the action.

# data[].attributes.body
At the end, an exit ticket such as MENTI or Kahoot gives a good grasp of how many students understand the learning objectives. If 80% or more understood, then there can be a quick review next class. If less than 80% were able to understand the main learning objective, then a longer review is needed.

# data[].attributes.body
I think giving English learners a word bank and language starters helps them express their ideas. Sometimes they understand the concept but they don't have the words to share that with us. It is also a good reminder that discipline problems can sometimes be a sign that students do not understand the instructions.

# data[].attributes.headline
Zharro-Ample Opportunity for Students to Clarify Key Concepts in L1 as Needed with Aide, Peer or L1 Text

# data[].attributes.subject
Zharro-Ample Opportunity for Students to Clarify Key Concepts in L1 as Needed with Aide, Peer or L1 Text

# data[].attributes.body
Giving EAL students the chance to clarify concepts in their first language is key for their confidence and comprehension. Showing that it’s okay for them to use their first language, we create an environment where all languages are honored, giving them a safe space to demonstrate what they actually know in their language. This, for sure, empowers and engages the students.

One struggle is knowing when to draw the line: when should we allow them to rely on their native tongue, and when should we push them to use English more? I'm concerned that if they lean too heavily on their native language, they might not put in as much effort to learn English.

# data[].attributes.body
Rose:
Peer teaching is always less intimidating. Students are more willing to open up and converse with a fellow classmate. More student-student interaction time is always good.

Thorn:
If a group consists mainly of students who speak the same home language, other students might be left out of the discussion.
Also, stronger students might end up dominating the discussion.

# data[].attributes.body
A collaborative project has been underway between my listening and speaking class and Patrick's reading and writing class. In Patrick's class, his students worked together to ideate and write scripts for two different stories within their respective groups, one is centred on a troll while the other is centred on a love story. In my class, my kids are in the midst of acting out and filming the scripts to these stories to put into a cohesive video.

To further enhance collaboration and diversity, in my class, I've employed the SIOP feature of grouping configurations. Students who are shared between our classes were kept in their respective groups for either the troll story or love story. Additionally, I've purposefully mixed in other students with different first languages and varying English skill sets into these groups.

The "rose" of this approach is that it cultivates a rich and dynamic learning environment, fostering teamwork and language development across diverse backgrounds and abilities. However, a potential "thorn" could be the initial adjustment period as students acclimate to working with peers who have different linguistic and skill backgrounds.

# data[].attributes.body
Rose - Weaker students appreciated the longer wait time. They look like they were trying to figure out the answers. Some asked to use a translator to help express themselves.

Thorn - Stronger students jumped in with their answers almost every time I gave weaker students extra wait time. Weaker students then just repeat those answers.

# data[].attributes.headline
Jennie T. The Feature I focused on was grouping but I continue to find it challenging

# data[].attributes.subject
Jennie T. The Feature I focused on was grouping but I continue to find it challenging

# data[].attributes.body
There is an advantage to grouping students in heterogenous groups,

Rose: This enables you to have a students lead other students in the conversation and in small groups students might be willing to take greater risks.

Thorn: I find the struggle then is getting each child to work. The “stronger” students lead the conversation and the students who struggle will often happily just ride the others’ coattails. It is back to when you assigned different group tasks within a group to get everyone involved. Also I can not spend more time with the students who we know need more support because I have one of each of those students at each table.

# data[].attributes.headline
Yuan Comfortable environment for learners to use L1 when needed

# data[].attributes.subject
Yuan Comfortable environment for learners to use L1 when needed

# data[].attributes.body
It is common in my class that students use L1 when they don't know the words and ask me questions in L1. I always try my best to use pictures, body language, simpler language or sentences to explain the meaning rather than telling them in L1. Gradually they understand that they need to use English to communicate with me but still feel comfortable to use L1 when they really need help. One advantage of speaking the same L1 as a teacher is that I can understand their struggles and am able to help them exactly when they need.

At the same time, I am also thinking about one question: How can I make sure the complexity of sentences and words I said in class are beneficial to their comprehensible input but not too difficult for them to understand.

# data[].attributes.body
Even if I often try to change the groupings in my EAL classes, for the past couple of weeks I've tried to have a more conscious approach to how my students work in groups during class activities.

Rose: For a speaking presentation that my students had to prepare, I paired up students with higher speaking proficiencies with lower proficiencies, so the lower proficiency students could rely on their peers for support when needed with pronunciation and fluency. I also tried to make sure that Chinese students were paired up with a non-Chinese speaker when possible to promote the use of English when planning and discussing ideas for their presentation. Being more purposeful on the way I created pairings and groups made me really think about the learning objective of this activity, as well as giving students a better chance at collaborating and actively interacting with one another.

Thorn: Creating balanced pairs was only possible in G9, as my other groups don't have enough numbers of non-Chinese speakers to pair them up with Chinese speakers.

# data[].attributes.body
Sufficient wait time

Rose:

The wait time gives students time to process information and come up with a response, leading to a better understanding. It also builds their confidence

Thorn:

1. Too much wait time can lead to disengagement for stronger students.

2. Other students might want to dominate the discussions.

To curb these issues: 1. Give the stronger students additional tasks. 2. Implement ‘turn taking’. Students speak when it’s their turn.

-Phoebe C

# data[].attributes.body
Luke -

Rose: Increasing wait time during whole-class discussions is useful and relaxes pressure on students as they receive adequate time to think about their responses. I find that this also allows more students the opportunity to raise their hand and feel confident in their answer.

Thorn: When students are given more wait time, some of them use this time to immediately begin a side conversation leading to distractions for many students. In order to avoid this, it is key to reinforce the classroom expectations and check if the student misunderstood the questions initially.

# data[].attributes.body
In a recent SIOP lesson, I used grouping configurations to address my language and content objectives. In so far as possible, I formed heterogeneous groups to facilitate peer interaction and language modeling, while providing tailored language support. At the same time, the students collaborated in their common language on my in-class activities in order for them to grasp both the language and content concepts. Flexible grouping ensured each student received the appropriate support. This strategy promoted both language development and content comprehension in a more inclusive environment.

# data[].attributes.body
The past 2 weeks I focused on mixing up the groups in different ways. When I grouped my classed based on anguage proficiency, it was easier for me to provide targeted instruction based on English proficiency levels, offering more support for EAL learners. However, it can isolate students for lower proficiency groups. When I went with Mixed Ability Grouping, I found it encouraged more peer interaction though it does requires effective differentiation and there were some communication challenges for those with limited English proficiency.

# data[].attributes.headline
#19 ample opportunities to clarify key xoncepts in L1 

# data[].attributes.subject
#19 ample opportunities to clarify key xoncepts in L1 

# data[].attributes.body
I sometimes allow students to use their native language to explain things in their native language because it helps them understand what we are learning in class. I often use a translator to translate more difficult words in Japanese, Chinese, and Korean, so that everyone feels like they belong.

However, it's not fair if some students always use their language, especially if there are more of them than students who speak other languages.

-Alessia

# data[].attributes.body
Sokoli

Rose:

Peer teaching is an amazing way to get the students to actually start talking. A lot of the students are usually afraid to make the first move of engaging in class. This of course until they realise that making a mistake will not kill them

Thorn:

Doing to much peer teaching will create further distance from the students being ready to speak in front of larger groups.

# data[].attributes.body
As a teacher that speaks the native language of the students and in classes for older classes. I sometimes see myself as the teacher as a partner for some students who require that certain support so they actually speak to the class during their turn.

If my class size is relatively small > 7, possibilities of whole class discussions are higher.

# data[].attributes.body
Roses "Ample opportunities for students to clarify key concepts in L1 as needed with aide, peer, or L1 text" has helped a lot with teaching vocabulary in the classroom.

"With adolescents, content sessions should be limited to 10–15 minutes. These focused learning periods should be followed by interactive activities such as pair-shares or model building" I have used timers and more movement in between activities to make sure that they are not restless.

Thorn " Sufficient wait time for student responses consistently provided. This is important but I would need to incorporate a timer or something else'.

# data[].attributes.body
In the past couple of weeks, I have been experimenting with the way I group the students in my class.

Rose - When grouping students based on home language, the discussions were lively. Students were able to engage in meaningful exchange and stay on task. They also articulate their translation process out loud in order to produce something in English.

Thorn - The output/product (presentation, written work etc) may not be grade level standard.

# data[].attributes.body
Ah-ha: Different types of words require different types of instruction.

This is so true! Various types of words demand distinct teaching techniques. It's important to have a treasure trove  of varied and effective strategies to cater to different learners' needs. IWe all need to constantly consider which approach to employ, whether to delve deeply or keep it surface-level, and how much exposure each word requires. While some vocabulary naturally seeps in, others need direct instruction. It's all about striking the right balance to ensure the students grasp and retain the words effectively.

What is one strategy or takeaway that you would like to share with a colleague  at XCL who is not EAL?

After reading the article, I'd like to remind my colleague at XCL that they're on the right track with their teaching methods! I've observed them effectively implementing word inquiry techniques, breaking down words into their base forms and exploring how meaning shifts with different affixes. It's strategies like these that empower students to become independent learners.

# data[].attributes.body
One Ah-hah: I realise how important it is to directly teach highly useful terms as students benefit from them in almost all subjects! I also reflected on my own learning experience and (only) now realise my academically strong classmates were aware of and using Tier 2 vocabulary at an early age. I plan on explicitly teaching these to my child and bring this into my lessons in Term 4.

Implicit vocabulary instruction - being exposed to words incidentally from the environment, even texts on cereal boxes.

Explicit vocabulary instruction - direct instruction. Recommended to explicitly teach Tier 2 vocabulary as they are used relatively frequently. Students need to have knowledge of their range of

meaning and specific uses.

# data[].attributes.body
I was reminded, as I read this, of an older teacher I worked with long ago. If you are familiar with the PYP you know our central ideas often have tier 3 words that the children are unfamiliar with- these words need to be explicitly taught but they also need to be implicity reviewed. She told us that we needed to make sure we used the very precise words many times a day. Vocabulary instruction is not just one and done. It is repeated experiences with the word and marinating in the ideas.

So much of what children learn about language is implicit and as teachers, we need to be mindful of how we are using words so that this process can be as fruitful as possible.

I am constantly trying to remember that games are often where they fastest recall learning happens.

I agree with Zharro above. I believe that one of the greatest values of word inquiry is not the base words but the teaching of the meaning of affixes. This broadens students vocabulary exponentially and gives them the ability to try to reason out the meaning of so many new words.

# data[].attributes.body
1. Strategy for Colleague at XCL who is not EAL: One effective strategy I would suggest is incorporating vocabulary games and activities into lessons. Games such as vocabulary bingo, word scavenger hunts, or vocabulary charades can engage students and make learning new words more enjoyable and memorable.

2. Surprise or Ah-hah! Moment: One surprise or "Ah-hah!" moment is realizing the importance of fostering word consciousness in students. When students become aware of words around them and start playing with language, they are more likely to engage deeply with vocabulary and expand their linguistic skills.

3. Implicit and Explicit Vocabulary Instruction:

Implicit vocabulary instruction involves indirectly teaching words through exposure in context, such as through reading or listening activities.

Explicit vocabulary instruction involves directly teaching words through strategies like explicit explanations, definitions, and examples.

4. Word Play and Word Consciousness: Word play involves exploring language in creative and playful ways, such as through puns, riddles, or jokes. Word consciousness refers to being aware of and curious about words, which can lead to a deeper understanding and appreciation of language.

# data[].attributes.body
3: Define implicit and explicit vocabulary instruction

Implicit vocabulary instruction (incidental/natural) involves learning new words and their meanings indirectly, often through exposure to language in authentic situations. Some examples of these situations include reading a sign on the street, hearing a new word through a conversation or a video game.

Explicit vocabulary instruction (direct instruction) involves learning new words and meanings through direct and intentional teaching. This approach includes using the dictionary, doing practice exercises, or using vocabulary games to reinforce word learning.

7: ​​How does the number of recommended new words impact your current planning for instruction?

The recommended number of new words is 3-5 words per lesson and no more than 10 per week. Although the recommended number may seem shockingly small, the goal of direct vocabulary instruction is deep vocabulary learning. “Students will need multiple exposures in new contexts in order to sustain their knowledge of a word’s meaning.” This would mean focusing on a few target words and repeating their uses in multiple contexts in order for students to be exposed to the words well enough to retain them. One way to increase exposure is through vocabulary activities such as ‘hot seat,’ ‘fishbowl,’ and ‘bingo.’

# data[].attributes.body
1. Define implicit and explicit vocabulary instruction:

Implicit vocabulary instruction refers to learning new words incidentally, often through exposure to authentic language contexts such as reading, listening, and speaking. It involves learners picking up new vocabulary without direct instruction, similar to how individuals naturally acquire language in everyday life.

Explicit vocabulary instruction, on the other hand, involves direct teaching of specific words and their meanings. This may include providing definitions, examples, and opportunities for practice and application. Explicit instruction aims to accelerate vocabulary acquisition by targeting specific words for focused learning.

2. What is one strategy for promoting student metalinguistic awareness:

One strategy for promoting student metalinguistic awareness is through comparative analysis of words and phrases in different languages. By encouraging students to compare and contrast vocabulary terms, idiomatic expressions, and proverbs between their first language and English, teachers can foster metalinguistic awareness and help students make connections between languages. This approach not only enhances students' understanding of English terms but also strengthens their overall language proficiency and cultural competence.

# data[].attributes.body
QUESTION 1: What is one strategy or takeaway that you would like to share with a colleague at XCL who is not EAL

One useful strategy is the importance of selecting terms that are not only essential within their specific discipline but also have broad applicability across different subject areas and throughout students' academic journey. Explicitly teaching highly useful terms that are cross-disciplinary prepares students to be ‘college ready.’’

What strategies do WE have to help students become independent word learners

Contextual and Structural Analysis helps students become independent word learners by focusing on the words they do know and how they can provide context clues for the unknown word. Another helpful tool students can use to become more independent word learners relates to having cognate awareness, the ability to relate similarities in words and structures from other languages into English.

# data[].attributes.body
Implicit vs Explicit Vocabulary Instruction

Implicit vocabulary instruction refers to learning new words in a natural, indirect way through exposure to language in context. Students acquire vocabulary incidentally through reading, listening, and speaking without explicit instruction focused solely on vocabulary.

Explicit vocabulary instruction, on the other hand, involves direct, intentional teaching of specific words or word-learning strategies. Teachers provide clear explanations, definitions, and examples to help students understand and remember new vocabulary. Explicit instruction aims to enhance students' vocabulary knowledge deliberately and systematically.

What is one takeaway that you would like to share with a colleague at XCL who is not EAL?

One important takeaway from the text for non-EAL teachers is the significance of teaching word learning strategies such as contextual and structural analysis, cognate awareness, and the use of reference tools like dictionaries in ALL subjects. By developing these skills, students can better comprehend texts, expand their vocabulary and be successful when facing academic tasks in content areas.

# data[].attributes.body
Strategy for Promoting Student Metalinguistic Awareness:

One strategy is to encourage students to compare and contrast words, phrases, and expressions in English with those in their first language, fostering metalinguistic awareness and building confidence in learning new terms.

Word Play and Word Consciousness:

Word play activities, such as creating puns and analyzing idiomatic expressions, can promote word consciousness by fostering students' curiosity and interest in words. For example: Asking the students to share an idiomatic expression in their home language and try to translate it to english or find a similar one.

Arlinda

# data[].attributes.body
What is one strategy or takeaway that you would like to share with a colleague at XCL who is not EAL

One effective strategy to share with a colleague at XCL who is not EAL would be the importance of using word walls. Word walls help reinforce word recognition, spelling, and meaning. By regularly interacting with the words on the word wall during lessons, activities, and discussions, students can internalize and retain these important words more effectively. It's a simple yet powerful tool that can benefit all learners, regardless of their language background, by providing constant exposure to essential vocabulary in context.

Define implicit and explicit vocabulary instruction

Implicit vocabulary instruction is like learning new words without even realizing it. It happens when you hear or see unfamiliar words in everyday life, like in commercials, signs, or conversations. It's like picking up new words naturally as you go about your day. On the other hand, explicit vocabulary instruction is when teachers directly teach you new words and their meanings. They might give you definitions, word lists, or strategies for learning words. So, implicit is like learning by accident, while explicit is like learning on purpose with the help of a teacher.

# data[].attributes.body
What is one strategy or takeaway that you would like to share with a colleague at XCL who is not EAL?

I want to share the 'importance of reconsidering the temptation to close this gap with as many words as possible in a short amount of time' because it will only result in superficial word knowledge as well as teacher frustration.

I have had this happen when students can pronounce the words and spell them correctly but do not know their meaning or usage. Therefore, I have done more contextual gap fills and descriptions of the word so the students can understand and see correct models of vocabulary usage.

A-ha moment: imageability. Is it a word that is easy for students to visualise or imagine, or is it abstract and requires more effort?

I realised that the students with the highest score on dictation had drawn images that helped them visualise the words and see them in front of them. Or they will create a type of mind map or other visual diagram that helps them place the word in context.

# data[].attributes.body
Word Play and Word Consciousness:

Incorporating playful activities like word games, puns, and jokes into the classroom can make learning vocabulary enjoyable and memorable. These activities encourage students to engage with language in creative ways, fostering deeper understanding and retention of vocabulary, whereas word consciousness refers to being aware of and curious about language. Encourage students to explore words' meanings, origins, and nuances through discussions, word analyses, and exposure to a variety of texts and contexts. Developing word consciousness helps students appreciate the richness and diversity of language.

Three Tiers of Vocabulary and Its Implications:

We need to prioritize vocabulary acquisition based on its relevance and importance in different contexts.

We need to ensure exposure to a diverse range of vocabulary across all tiers to support language development and academic success.

We need to tailor vocabulary instruction to address the specific needs and proficiency levels of students, incorporating a balance of basic, general academic, and domain-specific vocabulary.

# data[].attributes.body
Return to p4, Three Tiers of Vocabulary - what might this mean for your language learning, your children’s learning? Your teaching practice?

Beginning English learners may not have some words that pre-school learners learn but some of the terms might be universal so we hope to be able to learn these words. It is important not to assume that EAL learners know all the terms but be ready to have images or instructions to help them to identify and say them especially in subjects like science, mathematics(multiply, division, addition and subtraction