ESL-440N-RS-Listen Speak Vocab Strategies Pre Emergent, Emergent, Basic, Low-High Intermediate and Proficent. PDF

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Summary

Teachers strategies for Pre Emergent, Emergent, Basic , low-high Intermediate and proficient paper with 3 references. Multiple examples for each section....

Description

Listening, Speaking, and Vocabulary Strategies for ELLs Grade Level: Pre-Emergent Domain Listening

Speaking

Vocabulary

Emergent Domain Listening

Speaking

Vocabulary

Instructional Strategy and Description Following one or two step directions in classroom activities. Students can be successful in this by visual ques and gestures provided by teacher and students. Teacher will have a board with pictures, teacher will point to for student during transitions. Student will have a sheet with little pictures on it that they will use to communicate for restroom, raising hand for question etc. The pictures will also have the word written underneath and the teacher will say the word on the picture when communicating. Communication in English and Spanish if possible. The teacher will say the word to anything that student points at in English or teacher will constantly explain in English items in classroom.

Instructional Strategy and Description The teacher will give multi step directions with little support for student to follow. Teacher will have color coded items and will leave directions on the board until all students are where they need to be. Teacher will play music children will copy songs they hear that focus on rhyming. Using rhyming with pictures along with repetition allow phonemes, blends and phrases to be better learned (Hiebert, et al., 1998). Teacher will read and have kinetic interactions with new vocabulary when possible. Children will have a journal they will draw pictures in to go with the vocabulary word. They will also write or copy a short sentence integrating the vocabulary word. Vocabulary is linked to comprehension it is important to teach the word they are learning in a meaningful way so they can make a connection to not the word but to also speaking and listing vocabulary (Weiser, 2013)

Basic Domain Listening

Instructional Strategy and Description The teacher teaches the vocabulary prior to the lesson coinciding with © 2018. Grand Canyon University. All Rights Reserved.

Speaking Vocabulary

Low Intermediate Domain Listening Speaking Vocabulary

High Intermediate Domain Listening

Speaking

Vocabulary

an action or hands on activity. Students will get in a small group or partner and discuss the book or lesson. Vocabulary words will be posted around the classroom, students will be called on to give description of word, ELL student will only be called on when teacher feels they are capable of answering the question, after listing to others read.

Instructional Strategy and Description Teacher will ask students to write down the main idea of the story, they can have the book to look back to reference too. Teacher will call on student for them to read what they wrote, or they can read it to their partner. The teacher will have the kids highlight the vocabulary words and any other word they have any questions about. The teacher will walk around and answer any questionable words the students had an address them to the class, as many other students might have the same questions.

Instructional Strategy and Description Teacher will ask the students what the author was trying to get across to the reader when discussing a passage, the teacher read to the class. Students can also follow along in the book as teacher reads but not necessary. When a child is exposed to language it will be at a higher level than they can read and process at the same level of higher readers (The Tutor, 2018). The teacher will have the students write as if they were the character in the book and the class will share with each other in a small group or whole class from that point of view. For example, the class is reading about the Native Americans and the west, the student will have to write a paragraph about them being a settler or Native American and their journey to the west or what happened when settlers arrived. The teacher will encourage for students to use vocabulary out of the text and will have a child’s dictionary for the students to add new text or look up words they may have questions on.

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References

Hiebert, E. H., Paris, S. G., Richardson, V., Taylor, B. M., & Pearson, P. D. (1998). Every child A reader. applying reading research in the classroom. Academia.edu. Retrieved from https://www.academia.edu/70577532/Every_Child_a_Reader_Applying_Reading_Researc h_in_the_Classroom The Tutor. (2018, August 16). Reading aloud to build comprehension. Reading Rockets. Retrieved from https://www.readingrockets.org/article/reading-aloud-build-comprehension Weiser, B. (2015, June 22). Vocabulary knowledge: Reading comprehension: Council for learning disabilities. Council for Learning Disabilities | The Council for Learning Disabilities (CLD) is an international organization that promotes evidence-based teaching, collaboration, research, leadership, and advocacy. Retrieved from https://council-forlearning-disabilities.org/effective-vocabulary-instruction-for-kindergarten-to-12th-gradestudents-experiencing-learning-disabilities/#:~:text=%C2%B7%20There%20is%20a %20strong%20relationship%20between%20vocabulary,better%20chance%20of %20understanding%20the%20text%20they%20read.

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