Teaching Vocabulary For ESL: CASE 1

Objectives

-performance, condition, criterion

-Given a list of vocabulary words students will be able to identify, orally and in writing, 6 /10 common classroom items using the specific English vocabulary-Given a list of vocabulary words students will be able to describe, orally and in writing, those 6/10 common classroom items using specific English vocabulary-Given a list of vocabulary words students will also be able to use the vocabulary words to build and construct 6 simple English sentences without any grammatical mistakes (orally and in writing)

Materials

-worksheets- fill in the blank (assessment)

*picture-line-picture

-E-board with activities

*hangman game with English vocabulary.

Procedure 1. Teacher will start the lesson by having students go around the room and finding 10 items to be named in English -common items like a pencil, pen, paper, bookbag, kleenex etc.

2. Once all items are collected at the front of the room, set items in a row and name each item in English and give a simple example sentence of what it could be used for (for example: “This is a bookbag. We use a bookbag to carry things.”)

3. Make a simple action to associate with the word (for example: act like you are carrying a bookbag when you say the word “bookbag”.)

4. Have the students repeat the word in English and do the action for each item.

5. Once the class has done this with all of the items, do a “call and answer” informal check of understanding. Do this by calling out a word, then pause and say the sentence. Ex.“Pencil, I write with a pencil.” and have the students do the action associated with the word.

6. Repeat this for each item, for each word a student struggles with, stop and say the sentence while doing the action with the item.

7. Switch the roles then, and do the action while the students say the word in English and the sentence (repeat step 6 if needed).

8. Once all the students correctly identify each item, write the names of the items on the board. Write the sentence

associated with each term on the board. Have the students copy this down on their own paper as notes.

9. Hand out the picture-to-name worksheet and pull it up on the e-board.

1. http://www.eslpdf.com/esl- pdfs/vocabulary_basic1.pdf

10.Go over the worksheet directions, give an example. (show students how to use their previously learned actions for vocabulary terms to help recognize a word/picture on the worksheet). Review briefly priorly learned vocabulary.

11.Have students come up to the board to connect pictures with the word labeling it (do this only for previously learned words, the worksheet will assess vocabulary development of new terms.)

12.Give students about 10-15 minutes to complete the sheet. Observe students for early finishers/ late finishers and be ready to answer questions/help.

13.Once all students finish the worksheet, collect it. It will be used for the rubric, along with your observations, for assessing understanding.

14.Using the same terms/items gathered before, and previously learned terms (vocabulary words), introduce the hangman e-board activity.

15.Pull up the game on the e-board, and explain the directions (Students must guess letters to fill in the blanks of letter-spaces for the names/vocabulary of items the students just learned as well as previously learned vocab. These letter-guesses can fill in the blank if it is the correct guess, or draw a part of the man if it is incorrect.)

1. http://www.mylanguageexchange.com/HmanMyG ames.asp

16.Have the students play the game, taking turns for each student to go up to the board to type/write in a letter-guess. Do this for every term of vocabulary.

17.For words that students still struggle on, review the action and sentence that is associated with it, and make a point of the spelling of the word while saying the word.

Standards 6th Grade Standards

-Interacting with others in written English in various communicative forms. (print, communicative technology, and media) W.6.6; WHST. 6.6; SL. 6.2; L. 6.3, 6

7th Grade Standards

7th Grade Standards

-Listening actively to spoken English in a range of social and academic contexts.

SL.7.1,3,6; L.7.1,3,6

-Selecting and applying varied and precise vocabulary and other

language resources to effectively convey ideas.

W.7.4-5; WHST.7.4-5; SL.7.4,6; L.7.1,3,5-6

Evaluation/Assessment-Rubric for participation (included below)-informal check for understanding-formal check for understanding through worksheet

Aspect 1 2 3

Student engagement in activities

student is not engaged, quiet

student occasionally participates

student is constantly participating

Student use of vocabulary

student is not using vocabulary correctly, many mistakes, used vocab out of context

Student uses vocabulary correctly in most instances, with few mistakes

student uses vocabulary words accurately

Student effort

student is quiet, not using vocabulary, does not think about answers, makes simple mistakes (where effort would make it correct- not misunderstanding)

student thinks about answers, but is quiet/not using vocab - makes some simple mistakes due to lack of effort

student thinks about answers, is displaying effort to participate, makes few mistakes (due to misunderstanding not lack of effort)

Student can identify vocabulary

Student cannot identify vocabulary on worksheet or picture worksheet: less than 5/10 right

Student can identify some vocabulary on worksheet or picture worksheet: 6/10 or more

Student can identify most vocabulary on worksheet or picture worksheet: 8/10 or more

RESOURCES

Department of Education English Language Development Standards for Grade 6. (2012).

http://www.cde.ca.gov/sp/el/er/documents/sbeeldstdg6bw.pdf

Article 1: Biemiller, A. (2011). Vocabulary: Needed If More Children Are To Read Well. Reading

Psychology, 24(3-4), p.323-335, DOI: 10.1080/02702710390227297

This article discusses individual differences between students’ learning of vocabulary, a predictable

sequence of learning vocab, and the need for direct instruction for vocabulary growth. It also

discusses methods for “promoting vocabulary knowledge”

Article 2: August, D., Carlo, M. Dressler,C., & Snow, C. (2005). Critical Role of Vocabulary

Development for English Language Learners. Learning Disabilities Research and Practice, 20,1, 50-

57. DOI: 10.1111/j.1540-5826.2005.00120.x

This article discusses that ELL students who are slower in vocabulary development are are less

able to comprehend materials for their grade level. It also discusses strategies to develop

vocabulary techniques for those who are low in that area and have students determine meanings of

basic English words.

http://onlinelibrary.wiley.com/doi/10.1111/j.1540-5826.2005.00120.x/abstract← link to article 2