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Reading, Writing, and Learning in ESL
Transcript of Reading, Writing, and Learning in ESL
Next, collect work samples and record each student's strengths and areas requiring improvement. Conferencing with students is another great way to monitor the students' vocabulary process. For younger students, you can give them classify a list of objects by common attributes. This helps you assess how well students recognize and infer relationships. Assessing Second Language Learners' Vocabulary Progress Other topics in the text What Does Research Tell us About Vocabulary Development in a Second Language? How do we differentiate vocabulary assessment and instruction? Beginning-level Vocabulary Learners:
Characteristics and Strategies Summary Reading, Writing, and Learning in ESL Written by: Suzanne F. Peregoy & Own F. Boyle English Learners' Vocabulary Development What words do students need to know? Narrated by: Leora Brenowitz a rich, multifaceted approach to vocabulary instruction works best
previewing words before and reviewing them after reading promotes greater cognitive understanding
teachers need to understand the differences between receptive oral vocabulary vs. productive oral vocabulary and receptive written vocabulary vs. productive written vocabulary
For Example: take the word catch
"if catch is in your receptive oral vocabulary, you will recognize and understand it when you hear it; if it's in your productive oral vocabulary, you will be able to use it when speaking" (Peregoy & Boyle, 2013). high frequency words
Exemplify relationships among other words within a sentence.
Their meaning depends on a previous sentence or phrase and are best learned through exposure.
For example: the, to, and, a, I, nevertheless, moreover
Consist of nouns, adjectives, verbs, and adverbs.
For example: ask, blue, brown, president. Sample word lists can be found at:
http://www.harenet.ne.jp/~waring/vocab/index.html sensory exposure, ie hearing or reading
reading a variety of materials both independently and with the teacher
being asked to demonstrate sentence articulation through writing
explicit instruction on word recognition and differentiating word parts
implementation of varied word development strategies The aforementioned steps will aid students in developing a word consciousness that will allow learners to "recognize, understand, and use new words" effectively (Peregoy et al., 2013). Take into consideration the age and grade level of your learners.
Determine your student's English language proficiency.
Know the primary language of your students because some aspects of the first language knowledge transfers to learning English.
example: Both Spanish and English use the Roman alphabet, with consonants representing similar sounds.
Use vocabulary assessments when planning instruction.
example: Give students a list of words and have the students separate the words into categories such as words that are recognized, those that can be defined, and some that can be used in a sentence. 1. Picture dictionaries containing colorful illustrations of high frequency words.
2. Bilingual dictionaries for students who are literate in their primary language.
3. Monolingual dictionaries containing only definitions in English language. Online Resources:
www.visual.merriam-webster.com/index.php Total Physical Response (TPR) is an approach to language teaching "that pairs actions with words to convey meaning" (Asher, 2000, p.237). For example, verbally prompting the class by saying "clap your hands" and then physically demonstrating the action. As the students begin to understand the language you can make the demands more complex with multiple actions. For example, "get your books and put them in your locker". Read-alouds are a great way to model the language you want your students to understand and eventually use. For beginners, read-alouds should consist of shorter stories and poems. Longer read-alouds should be saved for the older classrooms when sitting still and listening are mastered skills. Another great resource for younger classrooms are 'word-wall' dictionaries. Words the students are exposed to are added to the list. Reviewing the words on the word walls is a great way to get students to use the new vocabulary words. This chapter focused on high-frequency words and content-area vocabulary. When teaching ELL students, an educator must be conscious of major sources of word-learning: incidental learning & contextual absorption, explicit instruction of specific words, and contiguous instruction of word-learning strategies. A student's ability to decipher contextual meanings and apply advanced conception is paramount to developing complex sentences and articulating deeper word consciousness. - Language and Language Acquisition
- Classroom Practices for Effective English Learner Instruction
- English Learners and Process Writing
- Reading and Literature Instruction for English Learners Video: Teaching English Language Learners http://www.learner.org/workshops/teachreading35/session6/sec2p2.html Possible Activities References Asher, J. (2000). Learning another language through actions: The complete teacher’s guidebook (6th ed.). Los Gatos, CA: Sky Oaks Productions.
Peregoy, S. F., & Boyle, O.F. (2013). Reading, Writing and Learning in ESL: A resource book for teaching k-12 English learners (6th ed.). Boston, MA: Pearson.