Hailey Steffey
EDLR 471
EDLR 471
(1) If a publishing company asked you to develop a vocabulary program, what would be the key elements contained in the program?
Key Elements:
- Assessment of Prior Knowledge
- This would be done to see what vocabulary knowledge students already know.
- Class Book Reading
- Students take in vocabulary during reading, and class reading can provide students with more vocabulary attainment as teachers give pictures, gestures, and further context for students to grasp onto and correlate with the words being read.
- Vocabulary Assignments
- Chosen vocabulary work that provides students with a more in-depth study of the vocabulary introduced in class reading.
- Writing Assignment with Vocabulary Usage
- Students are encouraged to create through writing with the usage of the assigned vocabulary. This will promote comprehension and vocabulary retention.
- Assessment of Prior Knowledge
- This would be done to see what vocabulary knowledge students already know.
- Class Book Reading
- Students take in vocabulary during reading, and class reading can provide students with more vocabulary attainment as teachers give pictures, gestures, and further context for students to grasp onto and correlate with the words being read.
- Vocabulary Assignments
- Chosen vocabulary work that provides students with a more in-depth study of the vocabulary introduced in class reading.
- Writing Assignment with Vocabulary Usage
- Students are encouraged to create through writing with the usage of the assigned vocabulary. This will promote comprehension and vocabulary retention.
(2) Develop a program for beginning or intermediate-level students and discuss the most important strategies you would use to develop student vocabulary.
Beginning Level Student Vocabulary Program:
1- Assess Prior Knowledge
- Brainstorming activity, individually, about a topic to get a feel of what vocabulary students may already know. This would be related to a teacher-chosen book that will be read in class to tie it all together with the theme of the book. Students should be encouraged to share their brainstorming in a small group setting. This will also build knowledge on the topic before the class reading which will increase comprehension.
2- Class Reading
- The class reading time would consist of a teacher-selected book that is relevant to the grade level vocabulary. A book could be read in a variety of ways, whether it be following along as the teacher reads, popcorn reading, or student volunteer reading. Teacher reading is encouraged the most often, as students can receive a clear reading experience and the teacher should be reading with gestures/actions, providing picture representation, and stopping to ask students questions about the book to check on comprehension. As students develop a stronger vocabulary, there can be instances of popcorn reading and student volunteered reading if appropriate.
1- Assess Prior Knowledge
- Brainstorming activity, individually, about a topic to get a feel of what vocabulary students may already know. This would be related to a teacher-chosen book that will be read in class to tie it all together with the theme of the book. Students should be encouraged to share their brainstorming in a small group setting. This will also build knowledge on the topic before the class reading which will increase comprehension.
2- Class Reading
- The class reading time would consist of a teacher-selected book that is relevant to the grade level vocabulary. A book could be read in a variety of ways, whether it be following along as the teacher reads, popcorn reading, or student volunteer reading. Teacher reading is encouraged the most often, as students can receive a clear reading experience and the teacher should be reading with gestures/actions, providing picture representation, and stopping to ask students questions about the book to check on comprehension. As students develop a stronger vocabulary, there can be instances of popcorn reading and student volunteered reading if appropriate.
Beginning Level Student Vocabulary Program Continued
3- Vocabulary Assignment
- Work that promotes a more in-depth study of the desired vocabulary. This can include:
- Vocabulary scavenger hunt with an age-appropriate dictionary
- Online vocabulary practice games
- The creation of word cards/flashcards
- Vocabulary Sketches
any supportive activities that promote further use and understanding of the vocabulary presented through the class read-aloud book can be used! These activities should also be instructed as group or individual work depending on the needs of the students.
4- Creative Writing
- Students are now expected to use the vocabulary they have been studying and create something unique out of it. This can be as simple as creating a personal story with the use of a list of vocabulary or a personalized fill in the blank's mad libs with a presentation to the class. This can also be a bigger project, which can include, but is not limited to, students working in groups to create a play that is based on the vocabulary and then acting it out for the class or students creating a poem book using the vocabulary. This is more than just a vocabulary assignment as listed in the 3rd step of the vocabulary program, it is the students creating something unique out of the vocabulary learned.
5- Final Assessment
- Choose an appropriate assessment to test students knowledge of the vocabulary. This can be a vocabulary test with definition to word matching.
3- Vocabulary Assignment
- Work that promotes a more in-depth study of the desired vocabulary. This can include:
- Vocabulary scavenger hunt with an age-appropriate dictionary
- Online vocabulary practice games
- The creation of word cards/flashcards
- Vocabulary Sketches
any supportive activities that promote further use and understanding of the vocabulary presented through the class read-aloud book can be used! These activities should also be instructed as group or individual work depending on the needs of the students.
4- Creative Writing
- Students are now expected to use the vocabulary they have been studying and create something unique out of it. This can be as simple as creating a personal story with the use of a list of vocabulary or a personalized fill in the blank's mad libs with a presentation to the class. This can also be a bigger project, which can include, but is not limited to, students working in groups to create a play that is based on the vocabulary and then acting it out for the class or students creating a poem book using the vocabulary. This is more than just a vocabulary assignment as listed in the 3rd step of the vocabulary program, it is the students creating something unique out of the vocabulary learned.
5- Final Assessment
- Choose an appropriate assessment to test students knowledge of the vocabulary. This can be a vocabulary test with definition to word matching.
(3) Select five words you would teach to students and describe specific strategies you would use in a classroom.
Words to Teach Students:
1. Problem
2. Talk
3. Without
4. Parent
5. Concern
1. Problem
2. Talk
3. Without
4. Parent
5. Concern
Strategies to Teach the Words:
- Creating word cards that provide students with word, definition, and/or translations. They can also use these word cards to study the words with classmates.
- Create stories using the vocabulary words, which promotes students to relate the "new" with the "known". This also adds a personal touch and gives them a chance to be creative.
- Word sketches also allow students to be creative, as they draw the meaning for the word, providing context and practice in a fun way.
- Have the students engage in group work as they create a short play that they act out in front of the class, and they must use those vocabulary words.
- Create comprehensible input as the teacher through gestures, pictures, and meaningful repetition in daily lessons.
- Creating word cards that provide students with word, definition, and/or translations. They can also use these word cards to study the words with classmates.
- Create stories using the vocabulary words, which promotes students to relate the "new" with the "known". This also adds a personal touch and gives them a chance to be creative.
- Word sketches also allow students to be creative, as they draw the meaning for the word, providing context and practice in a fun way.
- Have the students engage in group work as they create a short play that they act out in front of the class, and they must use those vocabulary words.
- Create comprehensible input as the teacher through gestures, pictures, and meaningful repetition in daily lessons.
Loading...
References: Boyle, O.F. & Peregoy S.F. (2017). Reading, Writing, and Learning in ESL: A Resource Book for Teaching K-12 English Learners, 7th Edition. Retrieved from Reading, Writing, and Learning in ESL (virdocs.com).
Loading...
