How can I help improve their reading ability? How can I change this narrative?

Will preteaching vocabulary words be enough? Or maybe a start

Next Steps:

Closely monitor/document conversation/peer interaction.

Reaffirm their success ( don't focus on inability or deficits)

Growth mindset atmosphere

Why start here? For fifth grade, Greek and Latin roots have been chosen because students will encounter them in formal assessments, such as unit tests and state testing. Understanding these roots will also help students read and interact with grade-level texts. Therefore, pre-teaching these roots will benefit our English Language Learners (ELLs) by providing them with prior exposure.

https://www.fldoe.org/core/fileparse.php/7539/urlt/elabeststandardsfinal.pdf

Greek and Latin Roots(Page 200)

Each group researched two words and wrote them on color-coded index cards. As a class, we will verify whether they correctly identified words that use the specified root. All correct words will be added to our "Word Tree."

Students need additional support with understanding word meanings

For example, when discussing the word "cyclist," some students were unsure about the meaning of the suffix "-ist." We spent extra time exploring and interacting with the words to ensure they understood.

Quick Check: Exit Ticket: The student wrote a sentence using the word "cyclist" correctly.

The writing task was challenging for the students. While they could dictate a sentence, they struggled with subject-verb agreement. Their simple sentences often lacked complexity and frequently repeated the pronoun "I." To help them, I demonstrated how to use the word "photograph" in a sentence. It became clear that the students will require additional support with syntax, subject-verb agreement, and the overall writing process.

Next week: allocate more time for writing sentences to build confidence.

Bio, cycl, therm, photo, graph

Since we only meet once this week, we watched the video for review, reviewed our foldable, and played kahoot.

This data process allows me to analyze students' school entry information regarding their ability to learn a new language based on the stages of language acquisition. According to the student entry data, most students from other countries began attending schools in the USA in 2019. Although student entry significantly declined over the following three years, the numbers rose again in 2023. Most fifth graders were born in 2013 or 2014, and the data indicates that they typically entered American schools at ages five or eight. As a result, these school-aged students arrive in the USA with minimal academic knowledge of their first language. Acquiring a new language can be complex and requires advanced cognitive functions, and it is evident that my students are actively navigating this challenging language acquisition process.

Evidence-based approaches based on second language acquisition (SLA) principles:

1. Provide Comprehensible Input (Krashen’s Input Hypothesis)

• Introduce vocabulary in context, slightly above students' current proficiency level.

• Use visuals, gestures, and realia to make words understandable.

• Embed vocabulary in meaningful conversations, stories, and experiences.

2. Activate Prior Knowledge (Schema Theory)

• Connect new words to students' background knowledge and experiences.

• Use cognates to bridge L1 (first language) and L2 (English) vocabulary.

• Encourage discussions in home language before introducing English terms.

3. Use Multi-Modal Teaching (Dual Coding Theory)

• Pair spoken and written words with images, actions, and sounds.

• Engage students with Total Physical Response (TPR) to associate movement with words.

• Incorporate songs, chants, and hands-on activities.

4. Repetition and Spaced Practice (Retrieval and Spacing Effects)

• Reintroduce vocabulary across different contexts and time intervals.

• Use games, word sorts, and role-playing for practice.

• Include low-stakes quizzes, flashcards, and interactive word walls.

5. Meaningful Interaction (Long’s Interaction Hypothesis)

• Use collaborative activities (think-pair-share, partner discussions).

• Scaffold with sentence frames (e.g., "I think ___ because ___").

• Encourage negotiation of meaning (students ask for clarification, rephrase ideas).

6. Develop Oral Language First (Cummins’ BICS and CALP)

• Focus on Basic Interpersonal Communication Skills (BICS) before diving into Cognitive Academic Language Proficiency (CALP).

• Provide daily structured conversations using new vocabulary.

• Incorporate role-playing, real-life scenarios, and storytelling.

7. Support Vocabulary with Print-Rich Environments

• Create word walls with definitions, images, and student-generated sentences.

• Use anchor charts with key vocabulary from content lessons.

• Label the classroom environment with high-frequency words.

8. Encourage Output and Application (Swain’s Output Hypothesis)

• Have students use words in speaking and writing tasks.

• Use structured response activities like journals, interactive notebooks, and class discussions.

• Provide opportunities for storytelling, summarization, and explanations.

9. Scaffolding and Gradual Release (Vygotsky’s ZPD)

• Start with teacher modeling (I Do) → guided practice (We Do) → independent use (You Do).

• Support with bilingual resources, sentence starters, and peer support.

• Adjust instruction based on student proficiency levels.

10. Culturally Responsive Teaching

• Incorporate students’ home languages, traditions, and interests into vocabulary instruction.

• Validate and encourage code-switching and translanguaging.

• Use stories, books, and topics that reflect diverse cultures.

  @begladstrategies @chatgpt

  
  

The vocabulary data from the reading curriculum unit assessment clearly indicates that my small group of ESOL students is just six points shy of the overall 5th grade average. This demonstrates their strong performance and ability to excel.

Students continue to explore Greek/Latin roots. Students focused on roots of: geo, morp, astro, log, and

Square - Needs prompting and some support.​

 Heart - Completed the activity independently.​

A square indicated that a student needed assistance, prompting them to raise their hands for help or seek scaffolding to reinforce or activate their prior knowledge. Students who received triangles showed that they could work a bit longer independently but required minimal prompting and support. Lastly, students who received hearts were able to complete the assessment entirely on their own.​