Key Elements
- Explicit Instruction
- Read Fiction and Nonfiction
-Informal Ongoing Assessments
- Read Fiction and Nonfiction
-Informal Ongoing Assessments
- Explicit Instruction focuses on individual words chosen by the teacher. It's a repeated exposure and reviews of new words. The student will begin to recognize the form and meaning of words.
Learning new words is done by explicit learning and incidental learning. These two strategies will develop students' word consciousness. Students are exposed to new words through interactions, academic instructions, and other daily activities. All these events help students acquire high-frequency words. Those words are frequent in texts and conversations and therefore are a crucial part of vocabulary development. Students still need key elements to learn general academic words and academic content-area words.
-Informal Ongoing Assessments
Using informal Assessments allows teachers to plan differentiated instruction. Teachers can access what students know while preparing to learn the new content and keep track of their process.
Using informal Assessments allows teachers to plan differentiated instruction. Teachers can access what students know while preparing to learn the new content and keep track of their process.
- Read Fiction and Nonfiction
English language learners need exposure to new words. Introducing books, poems, essays, and articles allows students to get familiar with sounds and are exposed to the organization of English writing.
English language learners need exposure to new words. Introducing books, poems, essays, and articles allows students to get familiar with sounds and are exposed to the organization of English writing.
Key Elements
- Explicit Instruction focuses on individual words chosen by the teacher. It's a repeated exposure and reviews of new words. The student will begin to recognize the form and meaning of words.
-Informal Ongoing Assessments
Using informal Assessments allows teachers to plan differentiated instruction. Teachers can access what students know while preparing to learn the new content and keep track of their process.
Using informal Assessments allows teachers to plan differentiated instruction. Teachers can access what students know while preparing to learn the new content and keep track of their process.
- Read Fiction and Nonfiction
English language learners need exposure to new words. Introducing books, poems, essays, and articles allows students to get familiar with sounds and are exposed to the organization of English writing.
English language learners need exposure to new words. Introducing books, poems, essays, and articles allows students to get familiar with sounds and are exposed to the organization of English writing.
Important Strategies to Develop Student
Vocabulary
Vocabulary
- Sheltering strategies
Model new words by using gestures, showing pictures or objects to help get the meaning across. Model the words immediately after introducing new words. Make concepts more accessible to students by adding visual content and simplifying directions.
Model new words by using gestures, showing pictures or objects to help get the meaning across. Model the words immediately after introducing new words. Make concepts more accessible to students by adding visual content and simplifying directions.
-Alternative tools
Using words cards, word wall dictionaries, reading-aloud, word games, and online vocabulary games assists students to move on to intermediate levels. Students get assistance with homophones, prefixes, and suffices, and other English skills. Students will also start to make connections.
Using words cards, word wall dictionaries, reading-aloud, word games, and online vocabulary games assists students to move on to intermediate levels. Students get assistance with homophones, prefixes, and suffices, and other English skills. Students will also start to make connections.
- Vocabulary Strategies
Before reading any material teachers should provide a list of new words to focus on. Reviewing new vocabulary draws students' attention when reading. The student will actively look for the words and try to connect the meaning to the book. Students can also create lists, groups, and label maps. Students brainstorm a list of words that relate to the topic then they proceed to group them into categories. In the last step, students label the words into illustrations to explain the relationships.
Before reading any material teachers should provide a list of new words to focus on. Reviewing new vocabulary draws students' attention when reading. The student will actively look for the words and try to connect the meaning to the book. Students can also create lists, groups, and label maps. Students brainstorm a list of words that relate to the topic then they proceed to group them into categories. In the last step, students label the words into illustrations to explain the relationships.
Important Strategies to Develop Student
Vocabulary
Vocabulary
-Alternative tools
Using words cards, word wall dictionaries, reading-aloud, word games, and online vocabulary games assists students to move on to intermediate levels. Students get assistance with homophones, prefixes, and suffices, and other English skills. Students will also start to make connections.
Using words cards, word wall dictionaries, reading-aloud, word games, and online vocabulary games assists students to move on to intermediate levels. Students get assistance with homophones, prefixes, and suffices, and other English skills. Students will also start to make connections.
Specific Strategies to Teach Five Words
1. Little
2. Around
3. Carry
4. When
5. Jump
2. Around
3. Carry
4. When
5. Jump
When- This word
Carry- To teach this word teachers can model and apply it in a meaningful context. Students should make a connection with the word from their personal experience. For example, a student can make a connection with grocery shopping and possibly say " I help carry the groceries."
Little- To teach the word "little" I would use objects to compare the size of the items. For example, I will show a basketball and compare it to a tennis ball. Point to the basketball and say, "The basketball is big compare to the tennis ball" While pointing to the tennis ball.
Jump- To teach this word, I would use TPR (Total Physical Response). After demonstrating its meaning with gestures. Then use commands for students to follow.
Around- To teach this word, I would use TPR (Total Physical Response). After demonstrating its meaning with gestures. Then use commands for students to follow. The commands can be done indoors or outside. Throughout, the day gives small tasks with the word. For example, Turn in your assignments on the bin around the pencil holder.
When- To teach this word, I will first explain what it means using an example students can relate to like birthdays and holidays. Once students show they understand the question I will implement it into reading and summarize when important events happen. With practice, students will advance to answering when questions and explain using the word.
Specific Strategies to Teach Five Words
Carry- To teach this word teachers can model and apply it in a meaningful context. Students should make a connection with the word from their personal experience. For example, a student can make a connection with grocery shopping and possibly say " I help carry the groceries."
Jump- To teach this word, I would use TPR (Total Physical Response). After demonstrating its meaning with gestures. Then use commands for students to follow.
When- To teach this word, I will first explain what it means using an example students can relate to like birthdays and holidays. Once students show they understand the question I will implement it into reading and summarize when important events happen. With practice, students will advance to answering when questions and explain using the word.
