Vocabulary for ELLs

Using the Texas Essential Knowledge and Skills (TEKS) for English Language Arts and Reading (ELAR) and Mathematics data, the Texas Education Agency reported vital methods for educators to employ for successfully teaching ELLs academic vocabulary in the "Academic Vocabulary for Fifth-to Seventh-Grade English Language Learners in Texas" article. Many of the things mentioned were included in chapter 9 of Kylene Beers' text When Kids Can't Read: What Teachers Can Do; however there were some new techniques which I found useful enough to highlight. Students need to learn how words work; therefore, teach root words, prefixes and suffixes. Actively engage students in vocabulary building so they will take ownership of scaffolding their word knowledge -- include an array of visuals. Spend time developing common academic content terms for ELLs. Make time for students to read and to read a variety of texts. Capitalize students' knowledge of their first language, while requiring students create definitions in their own words in their notes. Teachers can review what all students have written to monitor understanding of words. All students need maximized exposure to the words for content vocabulary and understanding of common terms.

Along with consistently integrating essential academic words into class discussion there are multiple vocabulary strategies educators can employ to increase encounters with new words, such as:
1. Word Scaling - on index cards give student groups related words to put in order (i.e. smallest to greatest, degree, size)

2. Semantic Feature Analysis - use a chart to illustrate hierarchical relationship of words

3. Rating Word Knowledge - provide a list of relevant words for students to rate whether they have heard/seen the words, know what the words mean, can successfully use in sentences, can accurately explain to others
Resource: http://education.ky.gov/curriculum/conpro/engla/Documents/vocabulary_rating_comprehension_strategy_teaching%20tools.pdf


4. Cognate Connection - using a graphic organizer students write the equivalent of a vocabulary word in their native language (ex. English - circle, Spanish - circulo)

There is no one "best" approach to teaching ELLs vocabulary, so be flexible and provide multiple opportunities. 

Worksheets resource link: https://wvde.state.wv.us/strategybank/VocabularyGraphicOrganizers.html
http://www.readingrockets.org/article/classroom-vocabulary-assessment-content-areas

Source:
The Meadows Center for Preventing Educational Risk. (2010). Academic Vocabulary for Fifth-to Seventh-Grade English Language Learners in Texas. Texas Education Agency. Retrieved from http://www.elltx.org/docs/AcademicVocabulary.pdf



Comments

Post a Comment

Popular posts from this blog

Teacher Trip 1: Day Trip to Jirisan

Image
Be autiful view at Jirisan HAPPY NEW YEAR!! Life in SK is busy and interesting. I have visited so many beautiful places that take my breath away and find me thanking God for the blessing of sight and the spirit of fearlessness.  Last November I attended my first teacher's trip with the 40 faculty members and the administrators. We traveled two hours to Jirisan or Jiri Mountain, one of the largest mountains in South Korea, that spans four provinces. On the way there we played a few games. The best one, to me, was the toilet paper race. My side of the bus lost. Lol It was a bonding moment I will treasure as long as I can remember it. We ate lunch near Jirisan and dinner together once we returned to Daejeon. At the lunch I felt moved to thank everyone for their welcoming and kindness. I got emotional - because we were drinking - and told them they were my family now and that the meal was a replacement for the Thanksgiving I would miss in the states. Many people expressed embarra...
Read more

Open-Class

Image
Yesterday, one of my coteachers and I attended an open-class at an elementary school in 20 minute walking distance of our school. I enjoyed the experience, for many reasons. I chose to attend, because this is a public school with 999 elementary students*. The open-class was a general 40 minute English class for 28 students in E-4 (4th grade);  there were 15 girls and 13 boys. On average the elementary students in this school experience instruction, 80% English and 20% Korean. Approximately 90% of the class was taught in English. Open-class, as I understand it, is a scheduled class where parents, faculty, administrators and academic guests are welcome to sit in the back of a classroom and observe the teaching, students, materials, lesson/s, etc. The invitation was provided about two weeks in advance. Usually a survey is completed afterward. For about 45 minutes post class the observers sat with the teacher and administration to discuss the strengths and weak...
Read more

WebQuests

Hola! Today's topic for educators are WebQuests (WQs).  What are WQs, you say? Before today, I had never heard of WQs.   A WQ is an inquiry-oriented lesson format that incorporates all parts of Bloom's Taxonomy.  Much of or all gathered information that learners work with is from the Internet.  The model was introduced to the world by a professor at the San Diego State University, who was assisted by a member of the Educational Technology staff at the San Diego Unified School District, and members of the Teach the Teachers Consortium.  [The names of these individuals are purposely absent, because there may be a WQ created for you to find their names on your own dear reader.] The announcement was released in February of 1995.  Where have I been?! There are many benefits to using WQs.  Here's a list of supportive reasons: - to encourage high-level thinking (analysis, synthesis, and evaluation) from students - to motivate and engage learners ...
Read more