Multilingual Learning

​CHAPTER 3 – VOCABULARY

The 7 steps were carefully crafted after testing many approaches to teaching vocabulary.

1. Why is repeating the word 3x so important for all students? How does that simple step support language development for ML students?

2. Why should we do all 7 steps each time?

3. What social-emotional competencies are students developing with the 7-steps?

4. What cognitive skills are the students developing through the 7 steps?

5. Why is it important to do the 7 steps verbally, without students writing?

6. Why should we spend only 2 minutes teaching a word/phrase?

7. Why is it so important for the K-3 teacher to create meaningful sentence stems for student practice?

 

Andrés is a 7th grader, attempting to read a 3rd grade passage. Understanding Andrés experience highlights the importance of comprehension work in addition to foundational reading skills.

1. What were the reading skills Andrés had learned?

2. Why was comprehension missing?

3. How could pre-teaching the ML students even Tier 1 vocabulary word support comprehension?

4. What additional scaffolding would benefit Andrés?

5. How would your K-3 ML students benefit from additional comprehension practice with grade-level passages?

 

CHAPTER 4 - READING

The Partner Reading + Summarization has been tested with MLS in K-12 classrooms.

1. Why alternate sentences when reading with a partner?

2. Why is it important to summarize verbally after reading each paragraph?

3. Why should we do Partner Reading and Summarization without skipping the verbal summary?

4. Why is it important to do this strategy verbally, without writing anything?

5. What social, emotional, discourse, and cognitive skills are developed with this strategy?

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CHAPTER 5 - WRITING

As part of a writing process, after students draft a narrative, they can learn to edit their own work with strategies such as Ratiocination.

 

It is important for K-3 teachers to see where their students are headed so they can begin an engaged, dialogue-centered writing process with students early. These examples offer a glimpse at the overarching goal for ML students and dialogue-focused writing.

1. How does ratiocination in small teams help students internalize the editing process?

2. Why should ratiocination be taught in all content areas and all grade levels?

3. What are the social-emotional skills that students are learning during all the phases of the writing process?

4. How will you map out the implementation of the integrated vocabulary, reading, discourse, cooperative learning, and writing process?