Ap English Language Learning Strategy

Fossils Tell of Long Ago uses accessible language and illustrations to aid all students in vocabulary and new concept growth. Explicit instructions, reading the book allowed to the class, and allowing conversation among individual students as they work through learning new words will aid ELL students in expanding their word knowledge. Furthermore, having ELL students translate new word to into their native language will help them activate their previous knowledge. Encouraging all students to be actively engage in learning words will ensure that ELL students and all students will gain knowledge and make connections to new words.

their meaning. The students will repeat the vocabulary words every time the teacher says the

Reading comprehension: students will complete various comprehension questions in class and will bring individual questions to class.

The teacher would first select an age appropriate storybook, such as “Cloudy with a Chance of Meatballs”. This book is complete with detailed pictures to capture the classrooms attention, provide visual aid and has a number of vocabulary words that can be elaborated on.. The teacher would then select a group of target words to focus on, using elaboration on these selected words to enhance the understanding of a given target word. For example, In the book “Cloudy with a Chance of Meatballs” target words could include ‘prepared’, ‘damaged’ and ‘emptied’. The story would be read to the class and the target words would be elaborated on. An example of this would be, when the teacher arrived at the word ‘prepared’, he/she could say, “Prepared, this is when you gather important things together so that you have them when you need

Viewing the “Comprehension” clip, reminded me of my own experience within the classroom. Mr. deLeon introduced vocabulary words such as evidence, decoy, and suspense to help students better comprehend what they’ll read. The teacher also activated the students’ prior knowledge of the words. When a word was hardier to understand, Mr. deLeon gave an anecdote for the word decoy. Teachers use many techniques to introduced vocabulary words in order for them to get a grasp on a text while reading. I read to the children daily, but before I review unfamiliar vocabulary before reading. I ask the class if they’ve ever heard the word before, and if so, if they can help me give definition to the meaning. This doesn’t guarantee students to fully understand

Graphic organizers are also great tools for building vocabulary to help students focus on unfamiliar words through a road map, or outline of the reading. Also, students can use organizing tools like Venn diagrams to compare and contrast information and other tools to practice literacy skills helpful for comprehension. With the use of concrete items or visuals, students can better connect prior information to new concepts. For example, when teaching a unit on a topic about travel, the teacher can present a story to the class and then provide them with real objects related to travel as a way to support, provide meaning, establish interest, and link background to influence learning. In regards to vocabulary, concrete items and visuals are also helpful in the pilgrimage to support ELL’s in social studies. Due to the multiple meanings words can carry with them, concentrated vocabulary instruction focused on visuals and continued practice is important for students to build word knowledge. For example, when presenting a lesson filled with new vocabulary, ELL’s can benefit from the use of pictures, drawings, or objects to explain word meanings in a more appropriate tangible manner. After words are learn, teachers can increase content retention by providing the class with many ongoing opportunities to practice their vocabulary. Lastly, social interactions are

The student saw the face on the cover of the book and interpreted the unknown word “front” to be face and she tried to initiate a discussion about the face. Therefore, I discovered that a picture of something unrelated to the word being taught can create confusion. In this instance, I found it helpful to take the focus away from the picture on the book and teach the concept on books without pictures and by pointing to objects that were not books. From this I learned that, for earlier learners, it is harder to teach conceptual words that are not easily shown with

If they still don’t understand the word, they can ask me and I’ll prompt them or help them accordingly. This strategy also helps students to take charge of their own learning, and to learn what ways work best for them. Many of my students feel the need for constant validation and are always asking “is this what I should write?” before answering a question. This best practice allows students to build efficacy in their ability to impact their own learning. Students also tend to take more pride in their knowledge of these new vocabulary words when they’ve uncovered the meaning themselves. We often do “visual vocabulary,” where students teach a new word to the class using pictures, gestures, or other visual representations. In this way, their learning is social and students are able to learn from each other. For example, for our current unit on 1984 by George Orwell, students are creating visual representations of the major thematic vocabulary words (like surveillance and totalitarianism) and then adding the vocabulary words from the chapters that fit with those words. The students can choose what words go where, and what visuals make the

Students will use math vocabulary with intentionality while incorporating a comprehensive vocabulary program that will be updated and utilized throughout the year as a main component of my instruction. Throughout the ELL certification program, vocabulary has been consistently emphasized as an invaluable strategy for the teaching and learning of ELL students. Although this has been stressed, it has not become a focus in my instruction; my plan is to develop a structure that will ensure that vocabulary becomes a part of my weekly lesson plan. Robert Marzano has written much regarding vocabulary instruction. Additionally, he provides research to support just how important it is not only to EL students, but also to all students throughout their learning. Marzano states, “direct vocabulary instruction has an impressive track record of improving students background knowledge and the comprehension of academic content. Direct instruction on words that are critical to new content produces the most powerful learning.” Marzano is asserting that vocabulary is fundamental to learning.

Vocabulary is defined as the knowledge of words and word meanings. Steven Stahl (2005) states "Vocabulary knowledge is knowledge; the knowledge of a word not only implies a definition, but also implies how that word fits into the world." Students cannot understand what they read without understanding what most of the words mean. Decades of research have confirmed the important role that vocabulary plays in reading comprehension and in students’ overall academic success (Hiebert & Kamil, 2005). Students need multiple exposures to words in multiple contexts before they understand, remember, and apply them (Nagy, 2005).

Context clues are hints or bits of information that help us figure out the meaning of difficult or unfamiliar words we read. Context clues are the words, phrases, or even pictures that surround a word, which help explain the word’s meaning. For example, “During winter, there is not enough light or water for leaves to keep their green color. As the bright green fades away, we begin to see yellow and orange colors.” We can determine from the context clues that the word “fades” means “loses color.”

review on using context clues to figure out the meaning of an unknown word. Since

Another component to word-study in my classroom will be activities from the book Making Words. This will probably be more helpful for my emergent and early readers who are just acquiring basic reading skills but still beneficial for the transitional and fluent readers as far as spelling and word recognition is concerned. This is one of the books that I bought immediately after it was introduced in class because I knew right away how necessary it would be in a second grade classroom!

The top-communicative approach that advocates implicit vocabulary learning was dominant in the 1970s and 1980s which led many educators to discourage the frequent use of dictionary and pay more attention to guessing word meaning from context (Sökmen, 1997). However, there are many limitations to employ merely the guessing strategy. As

Vocabulary has the important part for students so it makes many teachers should teach about vocabulary knowledge for the begining. There are many ways to teach their