ELL Student: Teaching Vocabulary

ELL Student: Teaching Vocabulary

Description of Student:

Grade: 3

Stage of Acquisition of Language: Speech Emergence

Listening & Speaking / 1.  beginning to be understood when speaking (may still have incorrect use of grammar)
2.  asks and answers questions using simple phrases and sentences
3.  orally communicates and recites simple stories using phrases or sentences
Reading Fluency and Vocabulary Development / 1.  applies knowledge of content-related vocabulary to discussions and readings
2.  reads simple vocabulary, phrases, and sentences independently
3.  recognizes English syntax by correcting errors when speaking or reading aloud
Reading Comprehension / 1.  demonstrates understanding of simple stories by answering explicit questions with simple sentences
2.  orally identifies basic sequence of events in stories using simple sentences
3.  reads text and identifies the main idea using simple sentences and drawing inferences about the text

Read Aloud Book:

The Secret Knowledge of Grown-Ups by David Wisniewski

NGSSS:

LA.3.1.6.1: The student will use new vocabulary that is introduced and taught directly;
LA.3.1.6.2: The student will listen to, read, and discuss familiar and conceptually challenging text;
LA.3.1.6.3: The student will use context clues to determine meanings of unfamiliar words;
LA.3.1.7.3: The student will determine explicit ideas and information in grade-level text, including but not limited to main idea, relevant supporting details, strongly implied message and inference, and chronological order of events;
LA.3.1.7.4: The student will identify cause-and-effect relationships in text;
LA.3.1.7.8: The student will use strategies to repair comprehension of grade-appropriate text when self-monitoring indicates confusion, including but not limited to rereading, checking context clues, predicting, summarizing, questioning, and clarifying by checking other sources.
LA.3.2.2.2: The student will use information from the text to answer questions related to explicitly stated main ideas or relevant details;

Vocabulary Instruction

WORD #1: Evidence / an object that shows that you did something
How would you explain/demonstrate what the word means? / To show that she went to the fair, Julie produced her ticket stub and an empty bag of cotton candy as evidence.
Write two sentences that provide an example and non-example. / Example: I can tell Mark ate the chocolate chip cookie because he had crumbs around his mouth.
Non-example: If Mark had used a napkin and wiped away the crumbs, then there would not have been any evidence that he had eaten the chocolate chip cookie.
Write two sentences that assess the students understanding of the word. / Example: If I left my bag in the room, is there any evidence that I was there?
Non-example: If I took my bag with me when I left the room, is there evidence that I was there?
What activities would you do to scaffold instruction? / I would ask the students to find evidence that it is daytime.
I would play an “I Spy” type game:
“I Spy evidence that we have a pet fish.”
(there is a fish tank and fish food within the classroom)
WORD #2: Assemble / to put things together
How would you explain/demonstrate what the word means? / I would assemble Legos to create a tower.
“Watch how I just assembled these Legos to create a tower!”
Write two sentences that provide an example and non-example. / Example: I had to assemble the toy I got for my birthday because it was in many parts.
Non-example: I got a soccer ball for my birthday so I did not need to assemble it.
Write two sentences that assess the students understanding of the word. / Example: Would you need to assemble a sandwich in order to eat it?
Non-example: Would you need to assemble a pencil in order to use it?
What activities, etc. would you do to scaffold instruction? / I would provide ice cream and toppings and allow the students to assemble ice cream Sundays.
I would ask the students to assemble themselves in a line.
“Assemble yourselves!” will then become a classroom command.

Comprehension Instruction:

Expository

Cause/Effect graphic organizer (see attached)

Identify one of the strategies for developing comprehension that you have viewed or practiced in a class (e.g. QAR, Reciprocal Teaching, Blooms)

Dictoglos

Selecting an appropriate piece of text- We will read aloud The Secret Knowledge of Grown-Ups at a normal speaking pace. At first, the students are instructed to just listen carefully and think about which section they want to write about.

Rereading the text orally- Read the text again making sure the students know which section they are listening for. The students are now instructed to jot down key phrases.

Pairing to re-create the text- Have the students work in pairs to recreate as much as their section as possible using the notes taken by each of the partners to write the text as closely as possible to the original text as read by the teacher.

Working in groups of four- Have two pairs meet together and pool their re-creating of the text to reconstruct it more completely. Have the group of four work together to write down as much of the text as possible. Their aim is to re-create it as closely as possible to the original.

Reading the re-created text- Ask one member of each group to read the group’s re-creation of the text and ask the other groups to see how closely it matches their versions. Display the groups’ re-created texts, and compare and discuss them, noting the sections in the text that were difficult to re-create.

3 Questions: During

1. Do your parents ever tell you that you cannot/are not allowed to do something? What are their reasons?

Answers will vary. Possible answer: My parents tell me that I am not allowed to cross the street without holding their hand because it is unsafe.

2. Why do the files say we need to eat our vegetables? Is that what your parents say?

The files say we need to eat our vegetables because otherwise they will get out of control and eat us alive! That is not what my parents say. My parents say to eat vegetables because they are good for you.

3. Do you think that what the secret file says is true?

Answers may vary. Possible answer: No, the secret files are not true.

Question: After

1. Was The Secret Knowledge of Grown-Ups fact or fiction?

Fiction