Developing Vocabulary in the ESOL Classroom. 8 th Annual World Language Symposium Alice C. Sagehorn, PhD Pittsburg State University. What is an ELL?. English Language Learner Limited English Proficient
Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.
8th Annual World Language Symposium
Alice C. Sagehorn, PhD
Pittsburg State University
English Language Learner Limited English Proficient
A student aged 3-21 not proficient in spoken and/or written English, as determined by an English proficiency assessment.
ESL/ESOL = English as a Second Language/English to Speakers of Other Languages - the SERVICE or SUBJECT.
When the student:
When the student:
5. Possesses a listening and speaking vocabulary sufficient for the kind of reading material to be introduced (Native speakers 2500 words before reading is introduced.)
GOOD FOR ALL
4 Kinds of Vocabulary
Every lesson should have a vocabulary objective.
Development of vocabulary is integral to literacy skills.
Limited Vocabulary knowledge was the principal factor in the school failure of disadvantaged students.
Once decoding skills are mastered, insufficient knowledge of word meaning is the chief remaining barrier to school success.
Students need to learn 88,500 words for the grade 3-8 content areas.
Rule 1: Rehearsal – Spell and Say
(Linda Ventriglia, PhD Interdisciplinary Vocabulary Development – Rule of 3)
Rule 2: Word Analysis
Rule 3: Creative Production (Deep Processing)
Students are given vocabulary words cards. Students walk around the room to match cards synonyms, antonyms,
Students use cards as card game - Go Fish!Word Wall and Word Sort
Objects or pictures of objects are placed in a bag or box. One student chooses an item or picture of the item and orally describes it until the rest of the class or small group can guess the object.
Students work in small groups.
Student #1 rolls the cube and reads the word or picture.
Using the word or picture, the student describes the picture and the other students have to guess the object OR the student gives synonyms or antonyms until the group identifies the word or picture.Story Cube
The teacher makes a reading selection and asks the students to read for specific knowledge, facts, or information. Students are seated in pairs so they are ear-to-ear. Using their six-inch voices they alternate reading a paragraph until the selection has been read. The teacher asks questions to check for comprehension. Students can TPS the answer before responding.
Each student writes a list of three statements about the reading assignment or information that is being reviewed. Two of the statements are true and one is a fib. Taking turns, one student at a time reads their three statements as if they are all true. The other students on the team can talk to each other about which statement they think is the fib, but they do have to come to consensus. When they have decided which statement is not true they tell their guess to the author. If the author has fooled the teammates, the author gives the reason why the statement is false. If the students have identified the fib, they change the statement to true. The activity continues with the next student reading his/her three statements and the other students identifying the fib.
A small group of students in the class form a circle,
shoulder to shoulder, facing outward. A second group
of students face the inner circle. The inner circle
students show their card to the student facing them
from the outer circle. The student in the outer circle
answers the question or give the correct form of the
verb, etc. When the teacher gives the signal students in
the outer circle move one person to the right and
repeat the process.
This is a matching activity. The teacher
prepares two sets of cards. One set has a
question or part of a sentence. The other has
the answer or end of sentence. Divide the class
in two groups and hand out cards. Students
Move around the room and silently find their
partner. When all matches have been made the
student reads his/her card aloud making the
www.readwritethink.org – click on lessons
Delta Publishing Co
1400 Miller Parkway
McHenry, IL 60050