Activity
Topic 1
Watch the following
webcast featuring Diane August, Margarita Calderόn, and Fred Genesee on best
practices for teaching ELLs, and the two short videos on literacy development
at home. Consider how the information shared in the webcast and videos relates
to the best practices for instructing ELLs shared in Topic 2 and in the
assigned readings.
Teaching ELLs to read: http://www.colorincolorado.org/webcasts/teaching
During the webcast, vocabulary development was discussed
by Dr. August. She explained that vocabulary
is a critical element in learning to reading and in comprehension; however, it
is often neglected. This in turn has a negative effect on reading
comprehension. Dr. August feels that explicit
instruction is necessary. Dr. August
advises preteaching vocabulary, scaffolding, and previewing text in order to improve
comprehension among ELLS. Additionally, teachers
should draw from a repertoire of strategies in order to tailor instruction to
meet the needs of the particular students.
Activity
Topic 2
View Robin Scarcella's discussion related to
academic vocabulary. A transcript of the presentation is provided as a
resource. Respond to the prompt below.
Webcast:
Robin Scarcella Academic Language
Consider what types of support ELLs may need in
developing literacy to be successful in the academic content areas. Consider
the best practices discussed in topic 2 as well as phonology, grammar,
semantics, syntax and pragmatics as it applies to content area reading and
writing. Review texts or reading materials from one content area of your
choice, and explain how you might help a content teacher create learning opportunities
that would support literacy? Where are there opportunities to support language
development from a linguistic perspective (studying word parts in science, use
of past tense in social studies, etc.) and where are their opportunities to
build background, foster interaction, build vocabulary and make content
meaningful to increase comprehension?
Dr. Scarcella discusses the definition and
importance of academic language. She
advises to begin building the foundation for academic language in Kindergarten. Dr. Scarcella provides strategies for
teaching academic language, for example having students compare/contrast
academic and social language.
In a content area, such as science, I would help a
content teacher create learning opportunities that would support literacy by making
connections with new vocabulary words.
Students may struggle with the academic language presented in the
textbook definition. Students need to
understand the words and learn how to use them.
Interaction can be promoted with cooperative learning activities or
think-pair-share. When goals and objectives are presented to students and
connections are made, learning will become more meaningful to the students.
When students understand the key terms in their text and have a purpose,
comprehension can increase.
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