Vocabulary Instruction for ELLs at Elementary Level Grades 1 and 2
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Transcript Vocabulary Instruction for ELLs at Elementary Level Grades 1 and 2
1
What
about our ELLs?
Why Teach Vocabulary?
What Does Research Say?
Article “Six Vocabulary
Activities for the English
Classroom”
Vocabulary Activities
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Whatever
It’s mine
Ya-right
Oops
Dawg
Straight up
What it is
My stuff
Yes/No
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Can you name others?
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What do you want to know about English
Language Learners?
What do you know about English Language
Learners?
Your own experiences, or
What you’ve learned
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What language do they speak at home?
How much English do they know?
How much prior schooling do they have?
When did they come to U.S.?
Do their parents speak English?
What is the education level of their
parents?
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Learning, as a
language based
activity, is
fundamentally and
profoundly
dependent on
vocabulary
knowledge.
Baker, Simmons, Kameenui
1998
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“Increasing vocabulary
knowledge is a basic
part of the process of
education, both as a
means and as an end. At
the same time, advances
in knowledge will create
an even larger pool of
concepts and words that
a person must master to
be literate and
employable.”
Naggy
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For English language learners (ELLs),
vocabulary development is especially
important. The average native English speaker
enters kindergarten knowing at least 5,000
words. The average ELL may know 5,000 words
in his or her native language, but very few
words in English. While native speakers
continue to learn new words, ELLs face the
double challenge of building that foundation
and then closing the gap.
(Honig, 1996)
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Text factors, Word importance, Student
Factors, Tier 1, 2 or 3
Manageable Number (approximately 10)
Provide a Model, Definition or Synonym
Practice (using complex texts)
Nurture an Appreciation of Words
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Tier
One Words (every day)
Tier
Two Words (general academic)
Tier
Three Words (Domain-specific)
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Tier 1 words:
◦ blue, elbow, table, run, girl
Tier 2 words:
◦ difference, temperate, omnivore,
exaggerate, measure
Tier 3 words:
◦ asphalt, couplet, revolutionary
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Some farmers grow blueberries in big fields.
The people who live nearby can earn money
by helping to pick the blueberries. Each one
takes a pail out to the field and fills it with
blueberries. They work fast so that they can
fill many pails. They want to earn as much
money as they can. When they are done
picking, their fingers are blue from the juice
of the berries!
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Some farmers grow blueberries in big fields.
The people who live nearby can earn money
by helping to pick the blueberries. Each one
takes a pail out to the field and fills it with
blueberries. They work fast so that they can
fill many pails. They want to earn as much
money as they can. When they are done
picking, their fingers are blue from the juice
of the berries!
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Which words deserve the most attention from
you and from your students? (All words are
not created equal as far as instruction time
and effort are concerned)
How will you allocate your time so you are
spending the time and effort on the words
that will provide the most powerful change in
student learning?
Take a look at the words you are teaching
this week. For each word on the list, ask
yourself the following questions:
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Is this word important and useful, i.e., is this
a word that is going to show up throughout
someone's life?
Does this word have all kinds of possibilities
for instruction, i.e., can I see numerous ways
to teach this word--and to bring in other
language learning, too?
Do my students have the background
knowledge to understand this new word that
I'm teaching--or do I need to provide some
context for them, first?
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Before doing an
activity, teaching
content, or reading a
story in class, preteaching vocabulary is
always helpful for ELLs
Students will get the
chance to identify
words and then be able
to place them in
context and remember
them
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Role playing
Pantomiming
Using gestures
Showing real objects
Pointing to pictures
Doing quick drawings on the board
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Pre-select words from an upcoming text
Explain the meaning with student-friendly
definitions.
Provide examples of how it is used.
Ask students to repeat the word two or three
times.
Engage students in activities to develop
mastery.
Ask students to say the word again.
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Six Vocabulary Activities for
the English Language
Classroom
(Jigsaw Activity)
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Four different groups
◦
◦
◦
◦
Group
Group
Group
Group
#
#
#
#
1:
2:
3:
4:
pages 12-14 (stop before: Additional…)
Pages 14-15 (stop before: Important …)
Pages 15-16 (stop before Six Voc …)
Pages 16-19
Read
Summarize
Present
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Keeping a running
list of words
Vocabulary cards
Reading vocabulary
items
Vocabulary ladder
puzzle
Vocabulary
sentence auction
Scrambled
vocabulary
envelopes
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Frog
Toad
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Frogs
Smooth, moist skin
Live in or near water
Good swimmers
Make long jump
Have teeth
More active at night or
on rainy days
Have a long sticky
tongue to capture prey
Toads
Dry, rough, bumpy
skin
Live mostly on land
Shorter, less powerful
back leg
Have teeth
More active at night or
on rainy days
Have a long sticky
tongue to capture prey
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Alone
Cheer
Fine
Meadow
Reason
Spoiled
“Days With Frog and Toad”
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Write the word
Write its definition
Draw a picture about the word
Write a sentence with the word and draw a
picture about the sentence
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Meadow: Grassy land
The horses are grazing in the meadow.
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Write the correct vocabulary word next
to the definition
Write two sentences using two
different vocabulary words
Draw a picture that describes one of
the vocabulary words
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Fine
Very good
Spoiled
Ruined
Cheer
Make glad
Alone
Not with anyone
Reason
Cause
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Compound Words
Two teams: one team calls the first half of
the word and the other team calls the second
half
If answer is correct write the new word on the
post card and draw a picture about the word.
Words will be posted on chart paper
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rainbow
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Write vocabulary word next to the correct definition
Write the word and draw a picture describing it
Complete sentences with vocabulary words
Complete a CLOZE activity
Write a story with the words
Use words in a crossword puzzle
Part of speech
Prefix and suffix
Singular and plural
Compound words game
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Learning new
vocabulary words can
be a challenging task
for many students. One
way to overcome this
challenge is to play
games (e.g. jeopardy,
pyramid, mimes,
bingo) that will make
learning new words fun
by creating a
competitive
environment.
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Select 3 Tier 2 words
and write them on the
board
Introduce the story
Introduce the
vocabulary words you
have chosen
Read the story
Review Vocabulary
words by asking
students how they
were used in the text
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Favored
something that is
liked or wanted
more than other
things.
What’s the word?
You are favored by
your parents.
I am going to name
some words. If you
think the word
means wanted more
than other things,
say favored.
Otherwise, stay
quiet. Ready?
Favored means
Tell students:
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Remember say
favored or stay
quiet
Disliked
Chosen
Preferred
Special
Undesirable
Remember say
Slave or stay
quiet
Work in the fields
Relax
Take care of animals
Have fun
Get paid lots of
money
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In this sentence you are going to underline the word
_______________. Read each sentence to students.
1- Our country is called the United States of America.
2- The government of the country is big.
3- You are too young to vote in this election.
4- You should hope no one is ever a slave again.
5- All the other children felt that John was the favored student.
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1- Our country is called the United States of America.
2- The government of the country is big.
3- You are too young to vote in this election.
4- You should hope no one is ever a slave again.
5- All the other children felt that John was the favored student.
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Questions that elicit oneword answers:
What’s …?
Yes/no questions: Is it
tall?
Either/or questions: Is
it smaller or larger?
Questions that elicit
higher order thinking:
Why?
How?
What do you think
about …?
What would you do
differently?
Entering/Beginner Level:
Developing/Expanding
Level:
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Effective ELL Strategies
Use of visuals, gestures, realia, hands-on tasks
Frontloading/explicit instruction for concepts and vocabulary
(including academic language)
Scaffolding information – modified text, graphic organizers,
sentence frames and stems, modified and alternate text, note
taking, listening guides, info gap activities
Adjusting teacher speech - shorter sentences, use of idioms,
pace and clarity of speech, saying many different ways
Frequent opportunities for language practice (small group
cooperative learning, think-pair-share, numbered heads)
Safe environment for speaking (think-pair-share, whisper to
me, etc.)
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Student-friendly definition
Compare and contrast
Elaboration
Gestures
Real, concrete objects/hands-on experiences
Teacher examples
Student examples
Repetition
Connections to students’ experiences
Fun with words (Word Walls, Word Jars)
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http://www.fcrr.org/
http://languageartsreading.dade
schools.net/
http://www.corestandards.org/
assets/Appendix_A.pdf
http://bilingual.dadeschools.net/
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Vocabulary knowledge is the single
greatest contributor to reading
comprehension and thus a strong
predictor of overall academic
achievement.
--Kate Kinsella, Isabel Beck, Robert Marzano,
Doug Fisher, et. al.
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http://teachers.net/lessons/posts/1133.html
http://www.thevirtualvine.com/frogs.html
http://www.vrml.k12.la.us/2nd/ela/trophy/2nd
/book1/frog_toad/frogtoad_interactives.htm
http://www.theteachersguide.com/booklessons
/dayswithfrogandtoad/VocabTestdayswith.pdf
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CONTACT INFORMATION
North Regional Center
Deland Innocent, Supervisor
[email protected]
305-995-2977
Randi Russell, Curriculum Support
[email protected]
Central Regional Center
Cary M. Pérez, Supervisor
[email protected]
305-995-1962
Alina Plasencia, Curriculum Support
[email protected]
South Regional Center
Lourdes Menéndez,Supervisor
[email protected]
305-995-2098
Gio Stieve, Curriculum Support
[email protected]
Emma Francois, Curriculum Support
[email protected]
Martha Valdes, Curriculum Support
[email protected]