Bilingual Educational Assistant (BEA)

Handbook

March 2007

Eau Claire Area School District English Language Learners Program

Eau Claire, Wisconsin

Foreword

The Eau Claire Area School District (ECASD) started this project to better meet the training and educational needs of our Bilingual Educational Assistants (BEAs.) Using funds from an Immigrant Children and Youth Grant, the Eau Claire Area School District started to work on the project. We were fortunate enough to be able to collaborate with the Teaching English to Speakers of Other Languages (TESOL) Department at the University of Wisconsin – Eau Claire and a few representatives from school districts around the state of Wisconsin. This document is the first step in our attempts to better serve our BEAs. Our next steps include planning, designing, and implementing training modules for our BEAs based on the critical competencies we identified in the beginning of our work. It is also likely that as we use the document, we will find ways to improve it and, therefore, make some adaptations to it. The Eau Claire Area School District is extremely grateful for the significant contributions of the members of this work group. Without these people, we would not have the comprehensive resource we have today.

Acknowledgements

Ms. Florina Ackley: fackley@wausau.k12.wi.us (Wausau School District) Ms. Alison Briski: briskiae@uwec.edu (UWEC student)

Ms. Sarah Fisher-Burton: sfisherburton@ecasd.k12.wi.us Eau Claire Area School District, ELL Resource Teacher

Ms. Dale Gable: gabledj@uwec.edu (UWEC) Ms. Jamie Larson: jlarson1@ecasd.k12.wi.us (ECASD)

Dr. Kate Mastruserio Reynolds: reynolkm@uwec.edu University of Wisconsin – Eau Claire’s TESOL Coordinator http://www.uwec.edu/esl/minors

Ms. Jackie Mauer mauerje@hotmail.com (Hamilton School District) Mr. Deng Vang: dvang@ecasd.k12.wi.us (ECASD)

Ms. Khoua Vang: kvang@ecasd.k12.wi.us; lorkhoua@uwec.edu (ECASD)

ECASD Contact Information

Sarah Fisher-Burton ELL Teacher, Delong Middle School

ELL Resource Teacher, ECASD (715) 852-4944

sfisherburton@ecasd.k12.wi.us

Table of Contents

Section 1: BEA Basics

• Position Description • Wisconsin State Statute • Critical Competencies of a BEA • What are the Work Priorities of a BEA? • The Basics of Being a BEA

Section 2: Communication Tools

• BEA Collaboration Checklist • Translation and Interpretation Guidelines • Parent Meeting Guidelines for Mainstream Teachers (with a BEA) • Guidelines for BEAs in Parent Meetings

Section 3: Simple Accommodations

• Accommodations List and Checklist Section 4: Essential Vocabulary List Section 5: BEA Toolkit

• Reading Strategies • Text Structure (Teaching Tips, Problem – Solution, Cause – Effect, Compare

– Contrast, Sequence, Definition, Description) • Book Lists by Theme • Word Study • Assess and Conquer Vocabulary • Vocabulary Activities

Section 6: Bilingual Resources

• Translation Websites • English Hmong Special Education Glossary

Section 7: Adaptable Extension Activities

• Hundreds Chart and Activities • Sight Word Shapes • Beach Ball Vocabulary • Sight Word Bingo • Letter Clue Game • Bingo Pattern • Letter Clue Game • Concentration / Memory Game • Four Types of Sentences • Rhyming Words • Sight Word Apples • Sentence Building Cards • Building a Vocabulary of Adjectives • Word Family Wheel • Total Physical Response (TPR)

The remaining sections are available for each BEA or ELL teacher to add materials.

POSITION DESCRIPTION POSITION TITLE: BILINGUAL EDUCATIONAL ASSISTANT I. ACCOUNTABILITY OBJECTIVES: Serve as liaison between home and

school. Under the direction of administration and classroom or ELL teachers, provide bilingual assistance in the instruction of English Language Learners.

II. POSITION CHARACTERISTICS: Recruited by: Executive Director for Personnel Salary: On schedule Length of contract: 184 + 10 III. POSITION RELATIONSHIPS: Report to: Principal Coordinate with: Building staff and district ELL personnel Type of coordination: As directed by administrator or others with Coordination responsibilities IV. POSITION QUALIFICATIONS:

A. Required training and experience:

1) Be fluent in speaking, reading, and writing of both English and the targeted second language.

2) Possess a high school diploma or equivalent.

3) Must qualify for No Child Left Behind certification.

B. Desired training and experience:

1) Be knowledgeable about the linguistic and cultural differences that may affect English Language Learners and their parents.

2) Be able to work cooperatively and effectively with administrators, teachers,

support staff, parents, and students.

C. Special requirements of the position:

1) Demonstrate empathy for children. 2) Maintain confidentiality.

V. POSITION RESPONSIBILITIES

A. Provide support to English Language Learners in English and/or their home language. B. Help promote effective communication and understanding between the school and the students’ homes, including home visits.

C. Serve as interpreter, translator, and resource person for school staff.

D. Introduce and interpret concepts and vocabulary in content areas so that students can understand and work independently.

E. Help develop materials, such as study guides or learning aids, under the direction

of the ELL teacher.

F. Participate in scheduled team, building, and district meetings.

G. Establish a work schedule under the direction of administration and assigned ELL teacher.

H. Attend to the physical needs of English Language Learners. I. Assist ELL sta ff with maintaining the classroom environment. J. Collaborate with ELL/classroom teachers on curriculum and instruction matters.

K. When appropriate, accompany classes on field trips.

L. Assist with the supervision of students during non-instructional times, e.g. recess, lunch, before school, after school.

M. Perform other duties as assigned. Bilingual Educational Assistant 8/19/02

Bilingual Teacher’s Aides - Requirements

Info Update 1_06 Developed by: Tolu Sanabria

Education Specialist Bilingual/ESL Education Program

Wisconsin Dept. of Public Instruction

Summer 2006 The following pertains to state categorically aided programs under “bilingual-bicultural” education. Currently, this law and accompanying rule apply to about 50 Wisconsin school districts. State Statute, Subch. VII, Bilingual-Bicultural Education s. 115.955 (6) “Bilingual teacher’s aide” means a person who is employed to assist a teacher and who is approved by the state superintendent under s. 115.28 (15) (a). s. 115.28 (15) Bilingual-Bicultural Education (a) Establish, by rule, standards for the approval of the abilities of certified teachers and counselors and their aides participating in bilingual-bicultural education programs under subch. VII to read, write and speak a non-English language and to possess knowledge of the culture of limited-English proficient pupils. PI 13, Administrative Rule PI 13.03 (6) “Bilingual teacher’s aide” means a person who is employed to assist a teacher and who meets all of the following: (a) Understands, speaks, reads, and writes English and the language of the group with whom the bilingual teacher’s aide will be working. (b) Has a high school diploma or its equivalent (c) Knows the culture of the group with whom the bilingual teacher’s aide will be working

http://dpi.wi.gov/ell/doc/bilingualaide.doc

Critical Competencies of a Bilingual Educational Assistant (BEA)

v Using effective translation/interpretation techniques v Understanding academic vocabulary and concepts per grade level and content

area v Helping without giving answers (scaffolding / Constructivism)

v Preteaching class content (strategies for introducing vocabulary, questioning

techniques, prereading strategies, basic text structure, and paraphrasing) v Working effectively with staff, students, and parents (collaboration /

communication) v Helping students become more aware of their thinking and learning

(metacognitive strategies)

What are the Work Priorities of a BEA?

These are guidelines; we need to be flexible.

First: Your primary duty is to work with the ELL students and their families

with guidance from the ELL teacher and/or classroom teacher.

Second: If there are no students who need you, ask the ELL teacher if there is anything you can do to support the ELL program

(copy, make things, contact parents, etc.)

Third: If the first two are done, work with

other students in the classroom who need assistance. ELL students are

always your first priority.

The Basics of Being a BEA These are general guidelines; individual schools may vary.

• Please be on time and follow your schedule as it is written. • Before translating, encourage the students to try speaking in English. Don’t force

them; newcomers often go through a silent period. If you must translate, first ask what the student understood of the English spoken, and then fill in the gaps.

• Communicate with the families by telephone or letter when directed by the

classroom teacher, principal, or ELL teacher.

• Help students, but do not just give them answers. Ask students what they want to write for an answer. If at first they say they don’t know, that’s OK. Give them some time to think about it. Then provide more assistance if necessary.

• Do not leave a student during your scheduled time if you find you are not needed

right away. The teacher may have changed his/her schedule and your help could be needed shortly. If you find that the student often doesn’t need you at your scheduled time, tell the ELL teacher, and he/she can re-evaluate the student’s needs and adjust the schedule if appropriate. It is OK to leave a student if the classroom teacher says you are not needed. In that event follow the plan for what to do if the student you usually work with is absent.

• Discuss any concerns or ideas with the ELL teacher. As a team you can discuss

and implement what is best for the students. Ultimately the students are the responsibility of the ELL teacher, so s/he must be aware of everything that is going on.

• When staff members share concerns with you, please direct them to the ELL

teacher. However, please give staff insight into the culture of the student. For example, if a male student doesn’t want to hold hands with a girl, you may explain that in Hmong culture it is taboo. Then the teacher will know that the child is not just being disobedient; there are cultural reasons for this behavior.

• You should not be teaching, nor should you be asked to teach. If this is

happening, please discuss with the ELL teacher so s/he can clear up any misconceptions. BEAs can review information and concepts with a student, work with them individually to complete work, and help the students to participate in class, but they should not be leading groups or providing initial instruction.

• Please bring any questions or problems you have to your building ELL Consult

Team. If this process doesn’t answer the question or solve the problem, please contact Sarah Fisher-Burton at 14944 or sfisherburton@ecasd.k12.wi.us.

BEA / Classroom Teacher Collaboration Check List Setting up a Positive Working Classroom Environment 1. You will explain my role to the students in the classroom by:

q introducing me to the students as a qualified adult who is to be respected and is there to support their academic achievement.

q allowing me to introduce myself to the class. Collaboration Time 1. The best way for me to become aware of your class-wide behavior expectations is by:

q having me present while you explain expectations to students. q providing me with an outline of classroom guidelines. q verbally communicating expectations to me at a mutually convenient time. q other __________________________

2. I will become aware of specific learning objectives through:

q collaboration/meeting time. q the ELL teacher. q collaboration form. q copies of your lesson plan and accompanying texts. q classroom exposure simultaneously with students. q other __________________________

3. The best method of communicating about individual students is:

q through collaboration/meetings. q in writing - a quick note, e-mail, or notebook. q verbally at completion of the lesson or during student independent work time. q other __________________________

4. It would be beneficial for us to establish non-verbal communication cues to be used:

q when you would like me to provide input or translation in the classroom. q when you want me to cease translating and allow the student to independently

attempt the task. q to indicate turn taking during parent conferences or meetings. q other __________________________

Expectations During Lessons 1. While you are first presenting the lesson to the class would you prefer that I:

q sit with students who have language needs? (May depend on proficiency level.) § Levels 1 and 2 § Levels 3 and 4

q position myself in the back of the classroom and listen to the objectives of lesson?

q walk around the room and monitor student behavior/comprehension? q other __________________________

2. If students need clarification in their first language during the lesson, should I:

q verbally translate main concepts of lesson while you are talk ing? q remove students to a different location in (or out of) the classroom and

simultaneously explain concepts? q wait until the lesson is over and paraphrase main elements of lesson? q write translation or main ideas on classroom or individual white board? q other __________________________

3. If students don’t have the necessary background for educational objectives, would you like me to:

q leave them in the classroom and hope that they “pick-up” something? q take them to another location (library, computer lab, study hall, resource room)

and read/discuss concepts at their level during that one lesson? q inform you after the lesson so the ELL teacher/you can provide a means to

differentiate instruction? q other __________________________

4. During independent work time would you prefer that I:

q walk around the room assisting all students but focusing on ELL needs? q cluster ELL students who need assistance together in one location?

§ at desks § around table

q work with groups of students including non-ELL needing extra support? § (I do need to have at least one ELL student in my group)

q other __________________________ 5. If I don’t understand directions or main concepts of the lesson would you like me to:

q raise my hand and ask for clarification during the lesson? q wait until the completion of the lesson and address my question in the presence

of the whole class? q wait until the completion of the lesson and ask you privately? q using non-verbal cueing system to signal lack or understanding? q paraphrase my understanding of your meaning to the whole group? q other __________________________

6. If you don’t need me in your class during a lesson to support students, would you like me to:

q stay in the classroom so I am able to discuss material/event with students at another time?

q go to another classroom or resource room to assist or complete ELL related projects? (Please let me know at the beginning of the class period.)

q other __________________________ Student Behavior 1. If I observe students misbehaving during class time, would you like me to quietly redirect?

q yes q no

2. If the student ignores me or talks back, should I:

q use school wide discipline plan? q let you know at appropriate time, and discuss behavior and consequences

with the student together? q remind student of correct behavior? q ignore in order to avoid a disturbance? q other __________________________

Translation and Interpretation Guidelines Home Environment Encourage students to speak, read, and write their first language at home so they develop first language knowledge and fluency. Literacy skills that they develop in their first language transfer to English. It is very positive for the child when his or her family respects and cherishes the home language. Goals for Language Development

• Our goal is to help students learn English. Using translation (written) and the use of an interpreter (oral) can improve the student’s understanding.

• A calm, supportive school environment is important so the student is willing to

experiment with the second language, even when s/he is frustrated. Encourage students to ask questions or ask for help.

• Always respect the language and culture of all students. When students feel that

their language and culture are valued, their self-esteem increases and they are open to learning.

Recommendations for Native Language Use

• In a crisis or emergency, it is logical to use the language in which the student is most fluent. If a student is experiencing culture shock or suffering emotional stress, the use of the home language is probably preferable.

• Refer to your ‘Collaboration Checklist’ so that you know what the teacher expects

of you.

• Pre-teach vocabulary using the native language first, and then in English to build fluency.

• Use the key vocabulary in both languages. It is more likely the student

will understand and participate in classroom activities.

• Use real objects, manipulatives, and pictures to pre-teach new concepts or material whenever possible.

• Ask questions of the students and set up situations so the learner can tell you what

s/he already knows about a new topic.

• If the student answers you in his native language, accept it. Your aim is to speak in English as much as possible, but students may discuss their understanding of the material and ask questions in their native language. This assures you and the teacher that students understand the material. It’s also important for the student to be able to use the vocabulary of that content area.

• Do not give away answers to the student. This is enabling, not supporting. It’s

better to elicit information by skillful questioning. Allow students to work and try, so they feel responsible for their learning.

AVOID

• Giving the entire answer when a student is ‘stuck’ - Instead, brainstorm ideas with the student and model the ‘think aloud’ process. Offer a similar sentence, suggest examples, give hints, and ask open-ended questions. If these methods don’t work, you may be more direct.

• Automatically interpreting everything - If you translate everything, students have

no motivation to listen to English instruction and will ignore the teacher.

• Interpreting sentence by sentence - Only provide the student with key vocabulary and connections to concepts in their native language. Let the student try to think of how to explain his thoughts in English first.

• Hmonglish! Spanglish! - Model correct language, whether in the first or second

language. (A combination of Hmong and English or Spanish and English may be necessary when there are no Hmong or Spanish words for something.)

References:

http://www.tesd.k12.pa.us/esl/index.htm Jesness, Jerry. Teaching English Language Learners K-12: A Quick Start Guide for the New Teacher. Corwin Press, 2004. Echevarria and Graves. Sheltered Content Instruction: Teaching English Language Learners with Diverse Abilities. Pearson Education. 1998. http://www.languagemagazine.com/internetedition/so2000.html http://www.bctf.ca/TeachingToDiversity/ResourceInventory/esl/introduction.html

Parent Meeting Guidelines for Mainstream Teachers (With a Bilingual Educational Assistant)

Ø Before the meeting: • Speak with the BEA about the structure of the conference. Talk about the

general content of the meeting to be sure the BEA understands the main points.

• Discuss how you will switch speakers. For example, will you stop after 2-3

sentences or 1 main idea?

• Set up a way that the BEA can signal you if s/he needs you to stop for translation.

Ø During the meeting:

• Look at and speak to the parent. Try not to only speak to the BEA.

• Be concise and focus on the main point. Avoid speaking too quickly.

• Avoid academic language and educational jargon so that your message will be translated accurately for the parents. In addition, avoid slang and idioms like, “off the hook.”

• Remember that many languages don’t have words for some of our academic

language. Understand that the translation will probably take longer than the English version.

• If the BEA and the parent are going back and forth in their native language

more than you are comfortable with, feel free to ask the BEA to explain. The BEA should keep you updated.

• Pay close attention to your nonverbal communication like tone of voice, facial

expression, and body language. This may be all the parents understand about you and the message you are sending. The parents get a very different message if you are smiling, nodding, and paying attention than if you are frowning, pointing, or working on other work.

• If the parent doesn’t respond as you expect or if their reaction isn’t making

sense, ask the BEA if there is a cultural reason. Often they can provide insight into parents’ reactions.

Ø After the meeting:

• Take a minute to debrief and review the meeting with the BEA. Identify what worked well or didn’t work well; you can then make a plan for next time.

Guidelines for BEAs in Parent Meetings

Ø Before the meeting starts:

• Talk to the classroom teacher about how the conference will go. Get a general idea of the teacher’s main point. Don’t be afraid to ask questions.

• Discuss how much information you want the classroom teacher to say before you interpret (one idea, a few sentences, etc.)

• Set up a way that you can signal if you need the teacher to stop for translation. Ø During the meeting:

• Your job is to accurately translate the meaning of what everyone says in a culturally appropriate manner. Please do not add your personal opinion.

• Look at and speak to the parent. Try not to only speak to the teacher. • If your translation is taking a long time, please explain that there aren’t words

in that language for some of the academic words. • When you have an extended conversation with the parent all in the native

language, please keep the teacher updated on what you are talking about. Some people feel uncomfortable when they don’t know what you are talking about.

• Pay attention to your nonverbal communication like tone of voice, facial expression, and body language. If you are smiling, nodding, and looking at the parent, they will probably feel more comfortable.

• If there is a problem or misunderstanding due to cultural reasons, please explain it to the teacher.

Ø After the meeting:

• At some point, take a minute to talk to the teacher to identify what worked well or didn’t work well; you can then make a plan for next time.

Accommodations List Prior Knowledge Activities • ELL students tell what they already

know about a topic before the topic is taught. You learn where the academic language gaps are, and the students are engaged in the topic from the start.

Vocabulary Strategies • Provide structured opportunities for

ELL students to understand the essential vocabulary before the lesson/concept is taught. Provide multiple opportunities to use the new vocabulary. **

Reduce Workload • Focus on what is most important for

learning the lesson (Maybe the student needs 3 examples instead of 5).

Graphic Organizers • Use graphic organizers to provide

content area material as meaningful chunks of information. **

Bilingual Educational Assistants • Have the bilingual educational

assistant pre-teach any concepts that will be needed for upcoming lessons. DO NOT use as a remedial resource (always catching up).

• The bilingual educational assistant will not be able to cover all material, in all areas in the limited time he/she works with students. Be very selective about what you want the bilingual educational assistant to accomplish with the student.

Word Banks • Give the words needed for

worksheets, fill- in-the-blanks, etc. in a word bank.

• Word banks allow ELL students access to the necessary words, without giving them the answers to the assignments.

Bilingual Material • Public library and web sites provide

numerous bilingual materials: www.enchantedlearning.com; www.pdictionary.com; www.yahoo.com (available in a variety of languages)

Visual Aids • Pictures, clip art, graphics, etc. help

ELL students ‘see’ the concept being taught.

• Textbooks often provide great visual aids; point them out to your ELL students.

Nonverbal Clues • Use gestures, facial expression, and

actions to convey your message. This works great when describing a new concept.

Extra Time • Providing ELL students extra time

on tests will allow them to do the work at their own pace. Often ELL students think in their native language and then transfer that to English; all of this takes time.

Simplify Vocabulary • Avoid the use of idioms and slang. • Define the words as you use them.

Use pictures, context clues, and bilingual dictionaries to assist with comprehension.

** See tool kit for helpful hints

Student Name__________________ Teacher_______________________ Class_________________________

Grading Period_________________

English Language Learners Accommodations Checklist

Date Assignment Description

Prior Knowledge

Activity Vocabulary Strategies

Reduce Workload

Graphic Organizer

Bilingual Tutor

Word Bank

Visual Aids

Nonverbal Clues

Extra Time

Simplify Language

Other: specify

Grade/ comments

Essential Vocabulary List

The following vocabulary lists come from the Elgin, Illinois School District (District U-46) .The Eau Claire Area School District does not currently have a document like this; we are starting the process of creating one. We decided to include this as a sample that fairly closely follows our curriculum. When our district has our Essential Vocabulary List completed, we will replace this with

that document.

U-46 (Illinois)

Pre-K – Essential Academic Content Vocabulary DRAFT DRAFT

Language Arts

Math Science Social Studies

Alphabet Author Back cover Book Drawing Front cover Letter Plan Rhyme Sentence Title Word

Arts: Art Dance Music Music: Sing Song Theater: Pretend Visual Arts: Brush Paint

Big Calendar Circle In Little Medium Number On Pattern Rectangle Square Triangle Under

Color Different Grow Same Scientist Tool Health: Feelings Hand washing Technology: Computer

Civics: Rule School Take turns Economics: Job Money Geography: Family Home Neighborhood Weather History: Role

U-46 Kindergarten Essential Vocabulary Working Draft 2006-2007

Language Arts

Genre Text Elements Word Study Writing Grammar Research Speaking/Listening

*Fiction (story book) * Non-fiction (fact book)

*Author *Beginning *Cover *Ending

*Illustrator *Middle *Title

*Alphabet *Lowercase letter *Sentence

*Uppercase letter *Word

*First name *Last name *Plan

*Above *Behind *Below

*Between *Over *Under

*Rhyme

Mathematics

Number Sense Estimation and Measurement Geometry Algebra Data Analysis/Probability *Number *Calendar

*Date *Day *Graph *Less Than

*Measure *Month *More Than

*Week *Year

*Circle *Rectangle *Square *Triangle

*Pattern *Predict

Social Studies

Culture and Society Economics Geography Government / Political Systems History *Community *Family *School

*Transportation *World

*Farm *Ocean

*Flag *Rule

Science

Scientific Inquiry Life/Health Physical Earth/Space *Change *Color

*Feelings *Human Body *Germs

*Float *Large *Sink

*Small *Wood

*Day *Night

*Seasons *Weather

U-46 First Grade Essential Vocabulary Working Draft 2006-2007

Language Arts

Genre Text Elements Word Study Writing Grammar Research Speaking/Listening *Fiction *Nonfiction *Poem

*Author *Beginning *Character *Illustrate *Middle *Problem

*Setting *Solution *Table of Contents *Text *End

*Blend *Consonant *Middle *Vowel *Word Family/Chunk

*Period *Question Mark *Sentence

Mathematics

Number Sense Estimation and Measurement Geometry Algebra Data Analysis / Probability *Addition *Difference *Equal *Even Number *Greater Than

*Less Than *Odd Number *Subtraction *Sum *Tallies

*Centimeter *Coin *Dime *Dollar *Inch

*Money *Nickel *Penny *Quarter *Temperature

*Hexagon *Rhombus *Trapezoid

Social Studies

Culture and Society Economics Geography Government / Political Systems History *Holiday *Relatives *Respect *Responsibility

*Needs/Wants *City *Direction *East *Glove *Map

*North *South *Symbols *West

*Vote

Science

Scientific Inquiry Life/Health Physical Earth/Space *Label *Observation *Properties *Record *Sort

*Animal (Features *Living/Non-Living *Plant

*Liquid *Solid *Mixture

U-46 Second Grade Essential Vocabulary Working Draft 2006-2007

Language Arts

Genre Text Elements Word Study Writing Grammar Research Speaking/Listening *Genre *Biography

*Compare *Comprehension *Contrast

*Main Idea *Sequence

*Abbreviation *Compound Word *Contraction *Prefix

*Root Word *Suffix *Syllable

*Draft *Parenthesis *Pre-writing *Publish *Quotation Mark

*Transition *Voice

*Adjective *Apostrophe *Comma *Noun *Verb

*Dictionary *Glossary *Index

*Discussion *Expression *Fluency

Mathematics

Number Sense Estimation and Measurement Geometry Algebra Data Analysis / Probability

*Addends *Decimal Point *Diagram *Digit *Divide

*Equivalent *Fraction *Model *Multiply *Number

*Operation *Place Value *Product *Quantity

*Celsius *Centimeter *Fahrenheit *Foot (Measurement)

*Meter *Temperature *Yard

*Perimeter *Symmetry *Three Dimensional *Two Dimensional

*Algorithm *Array

*Data *Graph *Median *Range

Social Studies

Culture and Society Economics Geography Government / Political Systems History *Ancestors *Goods

*Resources *Services

*Cardinal Directions *Compass Rose *Continent *Geography

*Landform *Map Kay

*Capital *Citizen *Election *Government

*Law *Leader

*Timeline *Tradition

Science

Scientific Inquiry Life/Health Physical Earth/Space *Cause *Conclusion *Effect *Experiment *Hypothesis

*Exercise *Habitat *Life Cycle *Predator *Prey

*Balance *Counterweight *Gravity *Motion *Rotate

*Air *Cloud *Environment *Recycle *Weather

U-46 Third Grade Essential Vocabulary Working Draft 2006-2007

Language Arts

Genre Text Elements Word Study Writing Grammar Research Speaking/ Listening Comprehension

*Expository *Narrative *Persuasive *Poetry *Realistic

*Captions *Diagrams *Example *Headings *Introduction

*Labels *Plot *Text Features

*Antonym *Homograph *Homonym *Homophone *Synonym

*Conclusion *Cursive *Describe *Edit *Essay *Example

*Paragraph *Revise *Rubric *Support *Response *Topic Sentence

*Pronoun *Definition *Fact *Opinion *Restate

*Inference *Summarize *Synthesize

Math

Number Sense Estimation/Measurement Geometry Algebra Data Analysis / Probability *Denominator *Factor *Numerator *Remainder

*Length *Volume *Width

*Angle *Base *Circumference *Congruent

*Diameter *Edge *Face *Intersecting

*Parallel *Polygon *Vertex *Vertices

*Ordered Pair *Check *Elapsed time *Probability

*Solution *Strategy

Scie nce

Scientific Method Life/Health Physical Earth/Space *Conclusion *Experiment *Hypothesis *Observation *Problem

*Disease *Habits *Health *Hygiene *Nutrition *Wellness

*Attract *Battery *Circuit *Conductor *Electrical Current

*Electricity *Insulator *Invention *Magnet *Repel *Structures

*Evaporation *Geology *Mineral *Reflection *Rock

Social Studies

Culture and Society Economics Geography Government/Political Systems History *Culture *Immigration *Choices *Majority *Minority *Rights

*Production *Products *Profit *Salary *Wages

*Boundary *Atlas *Suburb *Equator *State

*Governor *Local *Mayor *National

*Rural *Urban *Country

U-46 Fourth Grade Essential Vocabulary Working Draft 2006-2007

Language Arts Genre Text Elements/

Comprehension Strategies Word Study

Writing Grammar Research Speaking/ Listening

*Legends *Mystery *Tall Tale

*Characteristics *Feature *Main Idea

*Preview *Strategy *Synthesis

*Prefix *Suffix *Simile

*Conventions *Focus

*Integration *Organization

*Adverb *Possessive

*Verb *Usage

*Bibliography *Encyclopedia *Thesaurus

Math

Number Sense Estimation and Measurement

Geometry Algebra Data Analysis / Probability

*Base-ten *Billion *Common Denominator *Coordinate Decimals *Dividend

*Divisor *Exponents *Hundreds *Millions *Quotient

*Capacity *Fraction *Improper Fraction *Metric System *Mixed Numbers

*Parallelogram *Perpendicular *Reflection/Flip

*Right Angle *Rotation Turn *Translation Slide

*Axis *Common Factor *Formula *Inequality *Interval

*Mean *Average *Median *Graph (line / circle, picot/bar) *Range

Science

Scientific Method Life/Health Physical Earth/Space *Adaptation

*Body Structure *Function *Inherited Characteristics *Life Forms

*Condensation *Energy *Evaporation *Friction *Heat

*Mass *Surface Tension *Vibration

*Climate *Erosion *Fossil *Non-renewable resources *Orbit *Planet

*Recycling *Renewable *Resource *Solar System *Star

Social Studies

Culture/Society Economics Geography Government/ Political Systems History *Customs *Ethnicity *Heritage *Independence *Nationality *Slave

*Agriculture *Capital Resource *Demand *Economy *Export *Human Resource

*Import *Manufacturing *Natural Resource *Supply *Tax

*Elevation *Geography *Hemisphere *Latitude

*Longitude *Population *Region *Scale

*Branches of government *Citizenship *Federal

*Local *State

*Immigration

U-46 Fifth Grade Essential Vocabulary Working Draft 2006-2007

Language Arts Genre Text Elements Word

Study Writing Grammar Research Speaking/

Listening *Fantasy *Historical Fiction *Science Fiction

*Alliteration *First Person *Idiom *Metaphor

*Personification *Simile *Third Person

*Audience *Details *Explanations *Outlining

*Article *Helping Verb *Linking Verb *Main Verb *Preposition

*Almanac *Appendix *Bookmark *Favorites

*Internet *Plagiarism *References

Mathematics

Number Sense Estimation/

Measurement Algebra Geometry Data Analysis/

Probability *Composite Number *Convert *Greatest Common Factor *Least Common Multiple

*Percent *Prime Number *Scientific Notation

*Function *Variable

*Acute Angle *Adjacent *Equilateral Triangle *Isosceles Triangle *Obtuse Angle

*Radius *Reduced Form *Scalene *Simplify

*Mean *Median *Mode

*Proportion *Range *Ration

Science

General Scientific Health Life Physical *Control *Validity *Variable

*Body Systems *Drug Abuse *Mature *Peer Pressure *Puberty

*Sexual *Smoking *Social Pressure

*Acid Rain *Carbon Dioxide *Landfill *Oxygen

*Photosynthesis *Pollination *Pollution *Reproduction

*Acid *Base *Crystal *Element *Neutral

Social Studies

Culture and Society Economics Geography Government/Political Systems History *Compromise *Conflict *Cooperation *Diverse

*Europeans *Native Americans *Society *Tolerance

*Free Enterprise *Trade

*Legend *Navigation

*Bill of Rights *Constitution

*Declaration of Independence *Democracy

*Colonization *Exploration *Influences

*Revolution *Settlement *War

U-46 Sixth Grade Essential Vocabulary Working Draft 2006-2007

Language Arts Genre Text Elements Word Study Writing Grammar Research Speaking/Listening

*Myth *Oral Tradition

*Climax *Context Clue *Dialogue *Figurative Language

*Foreshadow *Narrator *Resolution

*Acronym *Etymology

*Analogy *Expository *Persuasive *Rephrase

*Affix *Conjunction *Predicate *Syntax

*Periodical *Synthesize

*Dialogue *Inflection *Narrator *Rephrase

Math

Computation and Concept of Numbers Estimation/ Measurement

Geometry Algebra Data Analysis/ Probability

*Integer *Inverse Function *Like Terms *Place Value

*Reciprocal *Root *Square Number *Standard Notation

*Angle Degree *Bisect *Congruent *Coordinates *Geometric Solids

*Irregular polygon *Isometric-Transformation *Quadrant *Regular Polygons

*Algebraic Expression

*Frequency *Outcome *Spreadsheet *Statistical Landmarks (mean, median, mode, range)

Social Studies

Culture and Society Economics Geography Government/Political Systems History *Architecture *Artisan *Caste *Domesticate *Guilds *Hieroglyph

*Legacy *Monotheism *Polytheism *Religion *Social Class

*Currency *Economy *Specialization *Surplus

*Global Grid *Meridians *Parallels

*Acropolis *Aristocrat *Dictator *Feudalism *Monarchy

*Nobility *Oligarchy *Republic *Tyranny

*Ancient *Artifact *Civilization *Descendant *Empire

*Migration *Prehistory *Technology *Theory

Science

Scientific Method Life/Health (Food and Nutrition Physical (Variables) (Solar Energy)

Earth/Space (Environments )

*Control *Hypothesis *Observation

*Scientific Method *System *Variable

*Gene *Immunity

*Organic *Synthetic

*Density *Dormant *Germinate

*Pendulum *Pressure *Velocity

*Absorb *Aquatic *Biomes *Ecosystem *Environment

*Orientation *Refract *Spectrum *Terrestrial

U-46 Seventh Grade Essential Vocabulary Working Draft 2006-2007

Language Arts

*Antagonist *Background Knowledge *Bias *Characteristics *Clarification

*Connections *Conventions *Elaboration *Explicit/Implicit *Fact vs. Opinion

*Fluency *Footnote *Idiom *Imply *Inference

*Literal Phrase *Metaphor *Paraphrase *Perspective

*Plagiarism *Protagonist *Questioning *Simile *Slang

*Transition Words *Vague *Visualize

Math

Number Sense Estimation/Measurement Geometry Algebra Data Analysis/Probability

*Approximately/estimation *Evaluate *Proportion *Rate

*Ratio *Rational Number *Square Root

*Area *Conversion *Perimeter *Prefix (bi, tri, quad, dent, etc.) *Scale

*Congruence *Similar *Transformation

*Sequence *Substitute *Variable

*Odds *Theoretical Problem *Experimental Problem *Probability

Science

Scientific Inquiry Life Physical Earth *Analyzing *Characteristic *Classify *Conclusion *Control *Dependent Variable *Hypothesis

*Independent Variable *Interpret *Metric Unit *Observation *Relationship

*A biotic/biotic *Adaptation *Biome *Cells *Climate *Diversity

*Ecosystem *Heredity *Organism *Reproduction *Species

*Density *Matter *Volume *Weight

*Climate

Social Studies

Culture and Society Economics Geography Government/Political Systems History *Customs/traditions *Diversity *Ethnicity *Literacy *Population Density *Racism

*Religion *Social Classes *Urban/rural

*Capital *Capitalism *Debt *Occupation *Poverty *Resources

*Supply/Demand *Tax *Technology

*Adapt *Climate *Drought

*Citizen *Citizenship *Communism *Democracy *Dictator *Genocide

*Nationalism *Politics *Republic

*Immigration *Refugee

U-46 Eighth Grade Essential Vocabulary Working Draft 2006-2007

Language Arts

*Active Listener *Author’s Purpose *Caption *Climax *Descriptive

*Descriptive Language *Dialogue *Editorial *Flash Back

*Generalization *Homonym *Homophone *Interpretation *Logical Argument

*Mechanics *Metaphor *Objective View *Paraphrase

*Personal Narrative *Recurring Theme *Reference Source *Relevant Detail *Resolution *Rhythm

*Simile *Stereotype *Stylistic Feature *Synthesis *Target Audience

*Textual Clue *Transition *Viewpoint

Mathematics

Number Sense Estimation/Measurement Geometry Algebra Data Analysis/Probability *Discount *Equivalent *Interest *Irrational Numbers

*Inverse *Tax

*Circumference *Surface Area *Volume

*Cone *Coordinate Plane *Cylinder *Horizontal

*Prism *Pyramid *Vertical

*Formula *Function *Intersection *Linear *Slope

Science

Scientific Inquiry Life Physical Earth *Acceleration

*Chemical Reaction *Inertia *Friction *Force/Strength

*Speed *Velocity *Work *Compound *Element *Period

*Bond *Motion *Mixture *Periodic *Properties

*Energy *Conservation *Atom *Molecule *Solution

*Radiation *Seismic Waves *Plate Tectonics *Gravity *Convection

*Atmosphere *Solar System *Weather

Social Studies

Culture/Society Economics Geography Government/Political Systems History *Alien *Civil Rights *Colonization *Colony *Draft *Tolerance *Traitor

*Bond *Boycott *Domestic *Economy *National Debt *Tariff

*Appeal *Compromise *Constituent *Democracy *Due Process (of law)

*Executive *Federal *Government *Judicial *Jurisdiction

*Justice *Legislative *Misdemeanor/felony *Nationalism *Precedent

*Representative *Republic *Unconstitutional

*Turning Point

U-46 High School Language Arts Department (9-12) Essential Vocabulary Working Draft 2006-2007

Freshman Freshman Sophomore Sophomore Junior Junior Senior Senior

*Acronym *Annotated Bibliography *Antecedent *Anthology *Audience *Bias *Characterization *Citation *Clarity of Purpose *Clause *Coherence *Collective Noun *Compound Noun *Compound-Complex Sentence *Couplet *Direct Object *Direct Quotations *Epic *Expository *External/Internal Conflict *Helping Verbs *Indefinite Adjective *Indefinite Pronoun *Indirect Object *Interrogative Pronoun

*Linking Verbs *Literary Device *MLA *Mythology *Narrative *Narrator *Noun Clause *Noun Phrase *Overview *Oxymoron *Paradox *Persuasive *Paraphrase *Policy Statement *Predicate *Pronoun *Reference *Reflexive Pronoun *Rhetorical Question *Semicolon *Soliloquy *Subject *Summary *Thesis *Tone *Topic Sentence *Transitions *Universal Theme

*Alliteration *Annotated Bibliography *Appeal to Logic *Appositive *Assonance *Audience *Bandwagon *Clincher Sentence *Cohesion *Compound Adjective *Conceptual

Map *Consonance *Copyright Law *Correlative Conjunction *Credibility *Debate *Direct Address *Direct quotations *Dramatic Dialogue *Emotional Appeal *Epic *Ethics *Film Review

*Flashback *Genre *Gerunds *Hyperbole *Infinitives *Intransitive Verbs *Limited Point of View *Omniscient Point of View *Onomatopoeia *Parable *Paradox *Paraphrase *Parody *Participles *Policy Statement *Predicate Adjective *Predicate Nominative *Propaganda *Redraft *Standard English *Summary *Tone *Topic Sentences *Transitional Verbs *Transitions *Verbals

*Active/Passive Voice *Allegory *Allusion *Ambiguity *Anecdote *Annotated Bibliography *Artifact *Audience *Autobiographical Narrative *Belief System *Censorship *Compare/Contrast *Comprehension *Concept *Contemporary *Context *Credibility *Dangling Modifier *Diction *Direct Quotations *Epic *Generalization *Ideology *Illustration *Inference *Irony *Misplaced Modifier *Mixed Metaphors *Nominative Pronoun Case

*Objective Pronoun Case *Paradox *Parallel Structure *Parody *Policy Statement *Redundancy *Resume *Sarcasm *Satire *Sexist Language *Summary *Tone *Topic Sentence *Transcend *Transitions

*Annotated Bibliography *Antithesis *Archaic Diction *Archetype *Audience *Ballad *Conceit *Direct Quotations *Epic *Euphemism *Exaggeration *Extended Metaphor *Gerund *Grammar *Juxtaposition *Literary Criticism *Lyric Poem *MLA *Motif *Nuance *Ode *Paradox *Parallel Construction *Participles *Pastoral *Policy Statement *Primary Source

*Resume *Satire *Secondary Source *Sonnet *Stream of Consciousness *Summary *Tone *Topic Sentence *Transitions *Understatement *Writing

U-46 High School Social Studies Department (9-12) Essential Vocabulary Working Draft 2006-2007

U.S. History Economics Civics

*Americanization *Capitalism *Civil Disobedience *Cold War *DeFacto/DeJure Segregation *Demographics *Diplomacy *Fascism *Foreign policy *Free Enterprise *Genocide *Great Depression *Ideology *Imperialism *Industrialism *Inflation *Labor Union *Materialism *McCarthyism *Nationalism *Neutrality/Isolationism *Plessy v. Ferguson *Popular Sovereignty *Propaganda *Sectionalism *Socialism *Spoils System *Urbanization

*Annual Percentage Rate *Assets *Business Cycles *Capital *Competition *Consumerism *Corporation *Deficit *Economic indicators *Economic Systems *Economic Theory *Economy *Entrepreneur *Factors of Production *Fiscal Policy *Globalization *Gross Domestic Product *Incentive *Investment *Law of Supply and Demand *Liability *Market Economy *Monetary Policy *Mortgage *Opportunity Costs *Scarcity *Tariff

*Bureaucracy *Checks and Balances *Citizen *Civil Liberties *Civil Rights *Democracy *Demographics *Domestic Policy *Due Process *Federalism *Habeas Corpus *Ideology *Judicial Review *Liberal *Political Culture *Political Philosophy *Politics *Popular Sovereignty *Referendum *Representative Government *Separation of Powers *Voting Rights

U-46 High School Science Department (9-12) Essential Vocabulary Working Draft 2006-2007

Scientific Method Life Physical Earth/Space

*Analyze *Characteristic *Classify *Conclusion *Control *Dependent Variable *Experiment *Hypothesis *Independent Variable *Interpret *Metric Conversion *Metric System *Metric Unit *Observation *Relationships *Scientific Method *Theory *Variable

*Adaptation *Autotrophy *Biological Evolution *Biology *Cell Cycles *Cell Organelles *Cell Respiration *Chromosome *Classify *DNA *Ecosystem *Embryo *Environment *Enzyme *Gene *Genetics *Genome *Greenhouse Effect *Habitat *Heterotrophy *Interdependence of Organisms *Metabolism *Mutation *Natural Selection *Organism *Parasite *Photosynthesis *Protein *Reproduction *Sex Chromosomes *Sex-linked Trait *Water Cycle

*Atom *Acceleration *Bond *Buoyancy *Calorie *Chemical Property *Chemical Reaction *Chemistry *Circuit *Compound *Constant *Conservation *Current *Density *Displacement *Dynamics *Electricity *Element *Energy *Endothermic Reaction *Equilibrium *Exothermic Reaction *Force *Force/Strength *Frequency *Friction *Inertia *Ion *Isotope *Kinematics *Magnitude *Mass *Matter *Mechanics *Metal *Mixture

*Molar Mass *Mole *Molecule *Momentum *Motion *Newton *Nonmetal *Organic/inorganic *Period *Physical Property *Physics *Power *Precipitate *Pressure *Product *Radiation *Reactant *Reaction *Reflection *Refraction *Replacement *Resistance *Scalar *Solution *Speed *Stoichiometry * Thermal *Torque *Vector *Velocity *Volume *Water *Wave *Weight *Weight Energy *Work

*Atmosphere *Atom *Chemical Properties *Chemistry *Climate *Conduction *Convection *Core *Crust *Eclipse *Electromagnetic Wave *Electron *Fission/Fusion *Galaxy *Gravity *Inorganic *Mantle *Mass *Matter *Molecule *Motion *Neutron *Nucleus *Organic *Ozone *Physical Properties *Plate Tectonic *Precipitation *Proton *Radiation *Radioactive Decay *Seismic Waves * Solar System *Universe *Volume *Wave *Weather *Weight

U-46 High School Math Department (9-12) Essential Vocabulary Working Draft 2006-2007

Number Sense Estimation and

Measurement Geometry Algebra Data

Analysis/Probability *Absolute Value *Complex Numbers *Compound Interest *Consecutive Numbers *Down Payment *Earns *Interest *Principal *Scale Factor *Rate of Change

*Capacity *Conversion Factor *Surface Area *Volume

*Angle *Arc *Axis of Symmetry *Central Angle *Chord *Congruent Figures *Conjecture *Cosine *Deductive Diagram *Dilation *Inductive *Line *Pi *Plane *Postulate *Proof *Pythagorean Theorem *Radius *Ray *Reflection *Rotation *Scalar *Segment *Similar Figures *Sine *Tangent *Theorem *Vertex

*Absolute Value *Algebraic Expressions *Ascending *Coefficient *Constant *Coordinate Plane *Descending *Domain *Evaluate *Exponent *Function *Inequality *Integer *Intersecting Lines *Intercept *Like Terms *Linear Equation *Maximum of a Function *Minimum of a Function *Operation *Ordered Pair *Plot *Polynomial *Quadrant *Radical Expressions *Range *Reciprocal *Root *Simplify *Slope *Substitute

*Central Tendency *Combination *Compound Event *Frequency Distribution *Geometric Probability *Permutation *Predict *Random *Venn Diagram

Tool Kit

Reading Strategies

(Taken from Houghton Mifflin Reading Series)

Predict/Infer

• Think about the title, the illustrations, and what you have read so far.

• Tell what you think will happen next or what you will learn.

• Try to figure out things that the author does not say directly.

Question

• Ask questions that can be answered as you read or after you finish reading.

Monitor/Clarify

• Ask yourself if what you are reading makes sense or if you are learning what you

want to learn.

• If you don’t understand something, reread, read ahead, or use the illustrations.

Summarize

• Think about the main ideas or the important parts of the story.

• Tell in your own words the important things you have read.

Evaluate

Ask yourself:

• How do I feel about what I read?

• Do I agree or disagree with it?

• Am I learning what I wanted to know?

• How good a job has the author done?

Text Structure There are two major types of text structure : narrative and expository.

• Narrative writing usually has a predictable story pattern that includes characters, setting, main events, problem, and solution. This type of writing is used to tell a story and is commonly called fiction.

• Expository writing usually has a subject and contains facts. This type of writing

is used in textbooks, newspapers or journal articles, brochures, reports, biographies, instruc tions, lab reports, interviews, and other factual documents. It is sometimes called non-fiction. Expository text can be organized according to its format.

• Common expository formats are:

Problem - Solution Cause - Effect Compare - Contrast Sequence (Time, Order) Definition Description

Teaching Text Structure:

• Narrative text is used more often than expository text in elementary schools while teaching students how to read. Students may be challenged when exposed to expository text because of the unfamiliar structure and large amount of factual information.

• Exposing young learners to and teaching them about expository text can begin as

early as kindergarten.

• You can help students to understand and create expository writing by using graphic organizers and identifying signal words that are associated with each writing format. Different questions might also be asked with each format.

• In the following pages you will find a brief definition of each expository format.

Also included are several signal words, possible questions, and a graphic organizer.

Text Structure Teaching Tips

• Preview the title and headings of the text to establish the subject and main ideas.

• Read the first paragraph to determine the format of the text.

• If uncertain of the text format, continue reading or reread.

• Look at signal words for clues as to the format being used.

• Choose a graphic organizer that fits the text format.

• You can sketch your own graphic organizer on a blank piece of paper.

• Read the text from the beginning and record main ideas and important details on

the graphic organizer.

• Break long passages down into paragraphs or sections.

• Think about how the section you are reading is connected to the topic.

Problem-Solution

• Problem-solution is a format that states a problem and gives possible solutions to the problem.

• Signal words used in this form of writing may include: because, unless, instead

of, in spite of, although, otherwise, rather than, either/or, for this reason, therefore.

• Sample graphic organizer:

Problem Solution

Possible questions:

• What is the problem?

• What are the possible solutions?

• Do you think any of the solutions would work?

• How would you solve the problem?

Cause-Effect

• Cause-Effect is a format that is used to give reasons about why an event happened or why something exists.

• Signal words used in this form of writing may include: because of, since, accordingly, therefore, for this reason, so, so that, thus, as a result or, in order to, due to, if…then, consequently, this leads to.

• Sample graphic organizer: Possible questions:

• What happened? • What caused this to happen?

• What might have happened if it did not take place?

Effect 3

Effect 2

Effect 2

Effect 1

Cause 2

Cause 1

Effect 3

Effect 1

Compare-Contrast

• Compare-Contrast is a format that shows how two or more things are the same and/or different.

• Signal words used in this form of writing may include: as well as, despite, on the

other hand, while, though, but, however, similarly, regardless, at the same time, instead, both, likewise, yet, still, nevertheless, on the contrary.

• Sample graphic organizer: (Venn diagram)

Possible questions:

• What things are being compared? • How are these things alike?

• How are they different?

Sequence

• Sequence is a format of writing that lists steps or puts events in chronological order. This format tells the reader how to do or make something or recounts an event.

• Signal words used in this form of writing may include: first, second, next, then,

before, after, finally, earlier, later, when, while, as, in the end, last, since, until, now, ultimately, previously, subsequently.

• Sample graphic organizer:

Title

Event 1 Event 2 Event 3 Event 4 Event 5 Event 6 Event 7 Event 8

Possible questions:

• What is the author explaining how to do or make? • What event is being presented?

• What happened first? Second? Third?

• What would happen if the events happened in a different order?

Definition

• Definition is a format of writing that is used to define a subject. It often includes examples and non-examples of the subject.

• Signal words used in this form of writing may include: for example, like, such as,

for instance, which is, e.g., specifically.

• Sample graphic organizer:

Frayer Model

Definition

Characteristics

Examples

Non-examples

Possible questions:

• What is being defined? • What is it like?

• How is it different from _____________?

Word

Description

• Description is a format of writing that is used to describe people, places, or things. It tells the reader what something is. Usually the main topic is introduced and then specific details are included to tell more about the topic.

• Descriptive writing usually involves words that tell about how we perceive the

subject with our senses. Other signal words used in this format of writing may include: also, and, besides, in addition, too, moreover, furthermore.

• Sample graphic organizer: (Semantic map)

Possible questions:

• What is being defined? • What do/did you already know about the subject?

• What did you learn about the subject?

• What else would you like to learn about the subject?

Books for Teaching Strategies to Younger ELL Students- Intermediate Stage

Making Connections: A is for Asia by Cynthia Chin-Lee Dolphins by Victoria St. John Dumpling Soup by Jama Kim Rattigan First Day in Grapes by L. King Perez La Mariposa by Francisco Jimenez Asking Questions : 1,000 Questions and Answers by Robin Kerrod A Boy Called Stow: The True Story of Sitting Bull by Joseph Bruchac Crazy Horse’s Vision by Joseph Bruchac Why?: The Best Ever Question and Answer Book About Nature, Science and the World Around You by Catherine Ripley Visualizing: From the Belly Button of the Moon and Other Summer Poems by Francisco X, Alarcon I’m in Charge of Celebrations by Byrd Baylor Iguanas in the Snow and Other Winter Poems by Francisco X. Alarcon Sagawa, The Chinese Siamese Cat by Amy Tan Sergei Prokofiev’s Peter and the Wolf (with CD), Illust. By Peter Malone, retold by Janest Schulman Inferring: Fables by Arnold Lobel Juan Bobo Goes to Work: A Puerto Rican Folktale by Marisa Montes Roadrunner’s Dance by Rodolfo Anaya Sitti’s Secrets by Naomi Shihab Nye

(from Making Sense: Small-Group Comprehension Lessons for English Language Learners by Juli Kendall and Outey Khuon

Texts for Teaching Strategies to Older ELL Students Making Connections: Look to the North: A Wolf Pup Diary by Jean Craighead George My Very Own Room by Amada Irma Perez My Name Was Hussein by Hristo Kyuchukov Smoky Night by Eve Bunting Wolves by Gail Gibbons Asking Questions: Aunt Harriet’s Underground Railroad in the Sky by Faith Ringgold Follow the Drinking Gourd by Jeane tte Winter Martin’s Big Words by Doreen Rappaport Sweet Clara and the Freedom Quilt by Deborah Hopkinson Visualizing: In to Sea by Brenda Z. Guiberson Laughing Tomatoes and Other Spring Poems by Francisco X. Alarcon Wings by Christopher Myer Inferring: The Green Frogs: A Korean Folktale by Umi Heo The Old Man and His Door by Gary Soto Prietita and the Ghost Woman by Gloria Anzaldua

(from Making Sense: Small-Group Comprehension Lessons for English Language Learners by Juli Kendall and Outey Khuon

Word Study Examine roots, suffixes, and prefixes!

Word Part: ___________________

Word Part Meaning: _________________

Word Meaning Picture

Name: _________________

Assess and Conquer

Vocabulary

1 = I have never seen this word. 2 = I have seen this word, but I don’t know what it means. 3 = I think I know this word. 4 = I understand this word when I see it. 5 = I can use this word when I write or speak.

Word Rate Yourself BEFORE 1 2 3 4 5

Rate Yourself AFTER 1 2 3 4 5

Vocabulary Activities

1) Labeling Things One way to help students learn the vocabulary they need is to label objects. You can use stickers or post- it notes to label things. There are many games you can play with the labeled objects. For example, you can take the labels off and have the students try to put the correct labels back on the objects.

2) Mime Game / Charades Make a set of cards with the words the students need to learn. (The words need to be words that the students can act out.) Have a student pick a card and act out the word they chose. The rest of the students try to guess which word the student is acting out.

3) Memory Make a memory game using slips of paper or note cards to learn words and definitions or words and their synonyms. For example, if you had 6 cards with the words scream, begin, hurry, yell, start, and rush written on them, the students could try to match scream and yell, begin and start, and hurry and rush as words that mean the same thing.

4) Bingo Make a Bingo card and write a vocabulary word in each of the boxes. You can read a definition from your list and have them mark the matching vocabulary word. Otherwise, you can write each definition on a slip of paper and draw definitions to read to them. A student wins when they have a row complete.

5) Mnemonic Devices Try to come up with silly tricks to help the students remember their vocabulary words. For example, Helsinki is the capital of Finland. You can have them picture a fish with a big fin on it saying, “Help me, I’m sinking!”

6) Jumble Each student writes down the vocabulary words without spacing (as one huge word.) Have the student change papers. Race to see who divides each word list correctly with spacing lines. When all the students have finished, trade the papers back and correct them.

Translation Websites

http://ww2.saturn.stpaul.k12.mn.us/hmong/sathmong.html

http://members.aol.com/nyablaj/hmong.html

http://www.hmongdictionary.com/

http://www.lomation.com/hmong/reader/index.php

http://www.geocities.com/Tokyo/4908/glossary1.html

English – Hmong Special Education Glossary Ability – rab peev xwm; muaj cuab kav Academic Achievement – Menyuam kawm tau zoo li cas bauv tsev kawm ntawv. Area of Weakness – qhov txawj tsis txaus; qhov ua tsis tau Area of Strength – qhov txawj txaus; qhov ua tau Assessment Instruments – tej ntaub ntawv siv los txheeb xyuas; tej ntaub ntawv los yog

lwm yam uas muab coj los ntsuam xyuas ib tug me nyuam

Behavior Plan – kev npaj qhia kom coj zoo Counselor, Guidance Counselor – tus kws pab tswv yim: tus kws pab tswv yim txog kev

kawm ntawv. Tus no yog tus tau kawm los mus pab cov tub kawm ntawv npaj lawv txoj kev kawm. Nws tseem yog tus yuav los pab cov tub kawm ntawv daws lawv tej teeb meem los sis tej kev ntxhov siab thiab

Depressed, Depression – kho siab; lwj siab; ntxho siab; kev ntxho siab; kev lwj siab Disability, Impairment, Handicap – kev tsis taus; xiam hoob qhab Emotional / Behavioral Disorders – kev ntshawv siab; kev tsiv siab English as a Second Language – Kev qhia pab rau cov menyuam uas thawj yam lus tsis

yog lus Askiv.

General Education – kev kawm ntawv rau txhua tus Individual Educational Plan (IEP) – Tsab ntawv teev kev kawm ntawv tus kheej; kev

kawm ntawv tus kheej. Yog ib yam kev pab tsis tsa los ntawm ib pab neeg hais txog tus menyuam kev thiab homphiaj raws xyoo, thiab kev xam pom sai yam tom ntej.

Language Delay – ncauj zum; hais lus taj Mental Impairment, Mental Retardation: - laj lim qeeb; tswv yim qeeb Off-task – tsis ua raws; tsis quav ntsej ua. Piv tias nws tsis ua raws li qhov tus kws qhia

ntawv hais.

On-task – ua raws. Piv tias nws ua raws li qhov tus kws qhia ntawv hais. Prereferral Intervention – kev pab ua ntej; kev txhawb ua ntej. Piv li, tsev kawm ntawv

muab kev pab rau ib tug me nyuam uas pheej kawm poob qab seb kawm tau li cas ua ntej thaum yuav muab nws lub npe xam tawm mus muab kev ntsuam xyuas.

Silent Period – Lub sijhwm kawm lus uas kom cov menyuam mloog. Special Education – Kev kawm ntawv tshwj xeeb. Chav kawm uas muab pab rau cov menyuam ua pom tias yuav keb pab tshwjxeeb (EEN’s). Lawv yuav tau kawm ib nrab los yog tas cov kes kawm nram no los muaj: Speech and Language – hais lus Cognitive Disabilities – hais tsis tau lus Learning Disabilities – cimseeb tsis zoo (kawm tsis tau) Emotionally Disturbed – siab tsis tus (tswj tsis tau tus kheej)

Please note:

The following activities can be used in many different ways. Use your creative abilities to substitute vocabulary or themes the student is studying for those that are suggested.

Adapt the ideas so that they are age and subject appropriate.

Many of the games in this section are taken from or adapted from the following websites:

http://www.sil.org/lingualinks/literacy/implementaliteracyprogram

http://www.eduref.org

http://www.edhelper.com

Hundreds Chart and Activities

How to use the hundreds chart

• Practice counting By 1’s By 2’s By 5’s By 10’s

• Cover up a number. Have students determine what number is hidden.

• Find Patterns.

• Ask Questions: What number is this? What number is above _______? What number is below _______? What number comes right before _______? What number comes right after _______? Which number tells more ______ or _____? Which number is greater ______ or ______? What number comes between _______ and _______? _______ is between what numbers? How many numbers come between _______ and _______? _______ is how many more than _______? _______ is how many less than _______? Is _______ odd or even? How do you know?

• Play Guess My Number:

Directions: Use words like smaller, fewer, less, larger, bigger, more, and greater. Avoid using the words higher and lower. One player thinks of a number and secretly writes it down. Other players try to guess the number. Player one gives clues to the correct number based on other player’s guesses. Player one does this by saying, “My number is _______ than (other player’s guesses). For example: if the mystery number is 37 and another player guessed 54, player one would say my number is less than 54. The next person would then pick a number less than 54. Players keep track of the numbers already guessed by using markers. It is fun to see how many guess it takes to figure out the correct number.