Creating An Esl Vocabulary Book

When I first took a look at my first assignment for English Composition I – Write a Literacy Narrative. The first thought it came to mind was “ESL” (English as of Second Language). I started to reminisce about my first year as a freshman in High School. It was the fall of 1985; I just had arrived from Colombia as an exchange student. On the first day of School, I reported to the front office, still not knowing what to say or what to do. I was completely lost and scared; the nice lady at the desk looked at me with a smile and started to talk. I did not understand a single word of what she was saying at that time, except “Hello”. After a few minutes of silence and staring at each other, I gave her a piece of paper that my

Literacy is a vital part of all later learning. Because of this, the children will engage in hands on activities that relates to what they have read and give them opportunities to make up their own versions, as well as make up their own stories. They will have a large group story time and a partner reading time. An ample variety of books will be available at all times. Signs with words and pictures will be posted around the classroom showing, daily activities, objects that are used daily, and the placement of toys and

The aim of this action research is to find and develop the book corner with the use of stories to support children with English as an Additional Language (EAL) within an early years setting. Recommendations in the form of evaluation to show the best methods which will help to improve the way support is given to children with EAL within the early years setting.

[This lesson plan is intended to guide students from their initial introduction to the Spanish language to a basic level of competency in terms of communication. Students would progress from remembering and reciting the alphabet to combining vocabulary words into simple sentences.]

This final part of the K-W-L activity gives students a chance to ask questions about concepts or words that they didn’t grasp through the activities. If students have unanswered questions or new questions, the class will have a discussion. This allows students to self-monitor their work to ensure its completion (Ogle, 1989). Students should ensure all their questions from “what I Want to know” have been satisfactorily answered, and that they have filled out as many new or interesting facts as they can in the “what I Learnt” column. Recaps and summaries of lessons are useful as students reiterates what they have just learnt, reinforcing the acquired knowledge. It also allows the teacher to check that all students understand the text. EAL/D and low literacy students are also encouraged to copy the formulated answers from their margin questions directly into the Learned column. Answers from the margin questions activity may overlap with questions students created for the Know column. By completing this activity, students will have an easily accessible worksheet containing all of the information learnt from this class. Both activities (Appendix C and D) give the students an opportunity to express their prior and learnt knowledge in various modes of communication. The range of literacy activities provided to the

However, new language learners most face some difficult and boredom in reading, so teachers should try to give students books that can attract students interest and curiosity. Reading stories and novels can create great interest and suspense that ELL student’s need. Through my reading to this book ‘Their Eyes Were Watching God’ I strongly recommend it as one of these books that can benefit ELS students. According to Krashen (1993) reading is an effective way to increasing and improving improve spelling, grammar, and writing for ELL students, especially reading for pleasure. Krashen also said that students who read for pleasure have better reading comprehension, writing style, and increasing vocabulary. The author also emphasized that the best way to develop Vocabulary is through real encounters words within context (Krashen,

Strategies for this SIOP lesson were chosen after viewing the content and language standards as well as using the language acquisition theories. The strategies chosen were technology, drawings, acting out parts of books, sharing feelings and past experiences, scaffolding, collaboration, graphic organizers, re-writes and Author’s chair. All of these strategies promote second language

This paper takes a close look at various instructional strategies for teaching English Language Learners (ELL). It explores many methods and techniques utilized by ELL teachers; specific strategies include sheltered instruction, scaffolding, and the transfer of cognate knowledge. It is imperative in the ELL classroom that comprehensible input be disseminated to the students on an age-appropriate basis; therefore, it will be detailed in this paper. Various methods of feedback

Overall, literacy resources can be used to aid in language development while also building ELLs’ English proficiency. They can be easily integrated into teachers’ instructional

Welcome to English Language Developme 3/4! My name is Jordan Cabahug, and this will be my fourth year teaching at SCCA. With your cooperation, I look forward to making this class as awesome as possible! The other sections of this syllabus are of all the information you need to be successful in my class this year (or to help your child be successful). Please read carefully because YOU are the one responsible for knowing what is expected of

This book is a mazing store of the reader who wants to learn basic vocabulary and grammar. I prefer this book for international students because they can organize ideas to write paragraphs. I enjoyed read the store and has many excited activities. When I read the store, I learned some children who have different ways in their mind. Most kids do not know advantages and disadvantages while they are going to new place. Children should avoid risks when they go to trip. During I was reading the book the writer talks about some boys have a bad relationship

Teach to read is a dynamic goal of education; it is demonstrated that reading open a new world of knowledge and enhance children’s reading expertise by developing the phonemic awareness, phonics, vocabulary, fluency, and comprehension. There are a lot of reading series that develop children’s reading proficiency, however, the Real Kids Readers is a critical series of phonics based books for the kids. Real Kids Readers book series is established on fiction and non-fiction along with the actual photographs; the realistic story lines and sparkling characters engross the children’s imagination, and lively photographs provide the context clue, so the new readers can decode the text. This series have been developed at three different levels, therefore,

Take every opportunity to develop the student’s language numeracy, reading and related skills as directed by the class teacher.

Rationale: this activity will help students practice spelling, vocabulary, grammar and text formation which differ quite a lot from speaking.

The Trophies textbook series has an overall good quality of information and lessons that can help a teacher teach an effective language lesson. The textbook gives full lessons, which can greatly assist a teacher who is not confident in their language teaching. The worksheets are effective and able to help the students learn the correct material. These worksheets can be used as daily assignments and effective assessments. The textbook gives great differentiation for the teacher to look back on for the students who are struggling with the language process they may be learning. This textbook is useful because the content really shows how to teach a the lesson. The script it gives for the teacher includes questions to ask the students for high order thinking, which is important when it comes to language and reading comprehension. The useful for vocabulary and learning how to say specific words for English Language Learners.