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Revising My Vocab Language For ELL Students

455 Words2 Pages

While revising my lesson plan, I never realized how much language is embedded into the lesson. This isn’t everyday vocabulary either, it’s specified math language. I realized that not all students will understand these key words. Therefore, I must incorporate a mini vocab lesson into every math lesson I teach. For the most part, this lesson will be beneficial to all students, but it is imperative for ELL students. This is why I included the graphic organizer in my lesson. In an ideal lesson I would like to have the students fill out this word map for every key vocab word, then the student can keep it in a three ring binder with the other words they learned that year. Since time is always an issue, ELL students might miss out on a big portion of the warm-up for math. The warm-up may include going over yesterday’s homework, working on dashes, or calling out their multiplication facts. But for ELL students, learning the key words is more important, because if they don’t understand the words, then they can’t comprehend the math content in the lesson. …show more content…

I now realize that language has to be a part of every lesson. I guess it is obvious that language is everywhere, but I have to notice language like my students notice language. By putting myself into my ELL students’ shoes by asking myself, “what does that work mean? How can I put it into words that my elementary students would understand?” I think this will give me better understanding of how my ELL students feel. Then from this, I can address this language in the lesson and ask students to write out the word, draw what it looks like, and act it out. When students are doing this, they are pairing the word to speech, writing, drawing, and movement. I would also like my students to make prior connections to language and

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