• 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

  
  

I also used predictions before starting the lessons.

Alessia

• 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

-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.

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

• 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

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

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.

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.

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.

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.

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.

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.

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

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.

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

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.

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

"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'.

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.

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.

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.

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.

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.’

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.

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.

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

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.

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.

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.

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