DevelopingVocabularyintheESOLClassroom sagehorn

Developing Vocabulary in the
ESOL Classroom
8th Annual World Language Symposium
Alice C. Sagehorn, PhD
Pittsburg State University


What is an ELL?
English Language Learner
Limited English Proficient
A student aged 3-21 not
proficient in spoken and/or
written English, as
determined by an English
proficiency assessment.
ESL/ESOL = English as a Second
Language/English to
Speakers of Other Languages
- the SERVICE or SUBJECT.


Basic Suggestions for
Working Effectively with ELLs
Be warm and welcoming.
Allow students to use native
language.
Assign buddies or peer tutors.
Encourage students to share native
language.
Focus attention on key vocabulary.
Keep talking to the student.

Arrange for intensive help.


Cultural Concerns
English is not a phonetically consistent language. It may be difficult
for ELLs to differentiate sound variations in the English Language,
especially if those sounds do not exist in their own language.
Knowledge about the ELLs native language can be helpful when
teaching how to read.
Always teach the sounds of the new language within a meaningful
context.
Write what you are saying. This helps students see the connections
between the oral and written word.
Label the entire room.
Support reading in the native language at home.
Research indicates that readers are better able to understand and
remember stories that reflect their cultural background.


When is the ELL Ready to Read English?
When the student:
1. Hears and discriminates among the sounds in
English. (Be sure the student hears the
English sound BEFORE you build a soundsymbol correspondence)
2. Has rhyming elements
3. Knows the alphabet
4. Has learned the sound/symbol
correspondence

When is the ELL Ready to Read English?
When the student:
5. Possesses a listening and speaking vocabulary
sufficient for the kind of reading material to be
introduced (Native speakers 2500 words before
reading is introduced.)
6. Recognizes common language symbols (singular and
plural; past, present and future; word derivatives –
bake, bakes, bakery; prefixes, suffixes, and base
words
7. Understands simple directions and commands (Go
from concrete to abstract)


Research Based Strategies
 Total Physical Response
(TPR)
 The BIG FIVE –Phonics,
Phonemic Awareness,
Vocabulary Development
Fluency, Comprehension

 Cooperative Learning

GOOD FOR ALL
STUDENTS !


Total Physical Response TPR
Understanding of spoken language must be developed

in advance of speaking
Understanding and retention are best achieved
through movement of the body in response to
commands
The imperative form of the language is a powerful
took because it can manipulate students’ behavior and
guide understanding.
Students should never be forced to speak before
they are reading. As the target language is
internalized speaking will emerge naturally.


Total Physical Response
(TPR)
1.
2.
3.
4.
5.
6.
7.

Setting Up
Demonstration
Group Live Action
Written Copy
Oral Repetition and Questions
Student Demonstration
Pairs

TPR Activities
Simon Sez
Teddy Bear
What’s Missing
Card Games –
Go Fish, Crazy
8s, UNO


Vocabulary
4 Kinds of
Vocabulary
1. Listening
2.Speaking
3.Reading
4.Writing


Vocabulary Development
Every lesson should have a vocabulary objective.
Research:
Development of vocabulary is integral to literacy skills.
Limited Vocabulary knowledge was the principal factor
in the school failure of disadvantaged students.
Once decoding skills are mastered, insufficient
knowledge of word meaning is the chief remaining
barrier to school success.
Students need to learn 88,500 words for the grade 38 content areas.

The Rule of 3
Choose one activity from each rule

Rule 1: Rehearsal – Spell and Say







Build background information
Spell and Say
Word Recognition
Writing the Word and its Meaning
Cumulative Recognition
Self-Testing

(Linda Ventriglia, PhD Interdisciplinary Vocabulary Development – Rule of 3 )


The Rule of 3
Rule 2: Word Analysis
 Phonological Features
 Semantic Mapping
 Contextual Meaning
 Manipulation
 Classification
 CLOZE Exercises

The Rule of 3
Rule 3: Creative Production (Deep Processing)






Creates Visual Representation
Construction of Meaning
Cooperative Grouping
Mnemonic Strategies
Complex Use of Content


8 or 16 Fold Bingo
8.5 x 11 paper per person
Fold the paper into 8 or 16 boxes
Students write one word (letter) in each box
in a random manner
Teacher calls out the definition of a word or
holds up a picture of an object that
begins/ends with sound of…. Students locate
and place marker.
Bingo = Xs in a line horizontally or vertically


10 Questions

Teacher chooses an
object in the room.
Students create questions
that include descriptive
vocabulary and require a
yes or no answer.
Students have 10
opportunities to guess the
object.


Compare and Contrast
Classifying is a fundamental
cognitive process that refers to
sorting objects, events, and
phenomena into clusters according
to their common characteristics.
(Campbell, Campbell and Dickenson,
2004).
Students compare two objects and
complete activity sheet or Venn
Diagram using descriptive
vocabulary - size, color, shape


Who Am I?
On the back of each student is the name of
a person, object, or place. (Students should
not be able to see their own sign.)
Students walk around and ask yes or no

questions of each other to determine the
identity of the person, object or place.
When the student identifies their sign,
they can sit down.


Word Wall and Word Sort
Word Walls (Tompkins,
1997) are alphabetical
lists of words created
in the classroom for the
purpose of vocabulary
development. Walls can
be formatted in a
variety of ways - High
Frequency Words,
Literature Words,
Synonyms and
Antonyms, etc.

Students are given
vocabulary words
cards. Students
walk around the
room to match
cards synonyms,
antonyms,
Students use cards
as card game - Go
Fish!

Build an Alien
One student goes to the
board or chart paper and
draws an “Alien” as
described by classmates.
Use geometric terms,
colors, numbers, body
parts, and direction. (Draw
the head with two green
triangles, side-by-side.)
Alternative Activities
Alien Clothes


Mystery Bag
Objects or pictures of objects
are placed in a bag or box.
One student chooses an item
or picture of the item and
orally describes it until the
rest of the class or small
group can guess the object.


Story Cube
Place one picture or
vocabulary word on
each side of a 6sided cube.

Students work in
small groups.
Student #1 rolls
the cube and reads
the word or picture.

Using the word or
picture, the student
describes the picture
and the other students
have to guess the
object OR the student
gives synonyms or
antonyms until the
group identifies the
word or picture.


Cooperative Learning
Instructional Strategy
Based on the principles of communicative
language teaching
Student work together in teams
Under the direction of the teacher
Formal Structures
Students learn by interacting with the
content and with fellow students


Benefits of CL for ELLS

Increases the number of opportunities for
student output and feedback
Teacher is able to track students’ progress
especially in large classrooms
Promotes application of the four primary skills of
speaking, listening, reading and writing
Promotes a positive language learning environment
Lowers the affective filter in a group environment
Encourages students to be active participants