Building Academic Language for ELLs

Exhibited by:

• Andrew Cavagnaro of P.S. 281 The River School
• Donna Chin of P.S. 281 The River School
• Nicole Diller of P.S. 281 The River School

PLO Attended:

• 2017 NYSESLAT Informational Session, K-5

Coached by:

• Ann Iparraguirre

As a school with students with a growing number of English Language Learners and students from various backgrounds and cultures, our initial goal was to create multiple entry points for our students during instruction. The goal of the PLC was to learn how to embed the teaching of academic vocabulary through the use of content and language objectives. Through a process of revision of lesson objectives into content and language objectives, teachers gained a clear focus in instructing students to learn academic vocabulary and clarify not only “what” students were learning, but also “how” they would show their learning. Utilizing visual icons and Total Physical Response (TPR) along with the objectives provide an additional access point for students across all classrooms in our school.

The PLC consisted of five interconnected sessions:

1. Build common understanding of academic vocabulary
2. Selecting Tier 2 vocabulary
3. Content objectives - The “what” students will be learning.
4. Language objectives - The “how” students will show their learning.
5. Writing content and language objectives together part 1 and part 2

Incorporating the use of quality content and language objectives that were visible by utilizing picture icons and TPR has proven to be effective in student progress. This progress has been evident as follows:

• Increased familiarity with Tier 2 vocabulary across subject areas
• Incorporation of scaffolds that give students entry points into the lesson
• Growth in ELLs F&P levels (September-June)

Next Steps:

• Write content and language objectives for additional subject areas and memorialize

them within our unit and lesson plans.

• Include more scaffolds beyond TPR during lessons such as wait time, role play,

embedded vocabulary work, etc.

• Continue PD cycle that further deepens the implementation of the content and

language objectives.

• Train new staff members on using content objectives, language objectives, and TPR

within instruction.