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“Vocabulary Development Approaches Matrix”

Jessie Johncock

Grand Canyon University: ESL 523N

July 11, 2012

Vocabulary Development Approaches Matrix

Mod. 5 Assignment

Vocabulary Development Approaches |Analysis

(Describe the approach, determine how to use the approach in lessons) |Application

(After analyzing, offer specific ways to apply the approach in lessons) |Advantages

|Extension Strategies | |Total Physical Response (TPR)

|TPR connects actions with words to transfer meaning. This method teaches language by using physical movement to react to verbal input. This approach typically reduces student embarrassments and lowers their affective filter. Teachers can utilize this approach exercising commonly used commands (such as “stand up” or “wave good-bye”) that can be paired with gestures and dramatization (Peregoy & Boyle, 2008). |In order to implement TPR effectively, it is necessary to plan regular sessions that can be progressed in a logical order.

By using TPR with English Language Learners (ELLs), students are able to actively participate in learning new action words via watching, imitating and responding to the teachers.

In TPR, the teacher plays the role of the director and the students are the actors in a stage play. The teacher sets up a situation in which students follow a set of commands using actions (and can include props) to act out a series of events.

Suggestions for TPR:

• K-5: Making a salad, peanut butter sandwich or other simple dish

• 6-8: Washing a car

• High School: Shopping for groceries |Actions demonstrate word meaning

• Students show comprehension by responding

• Speaking is not required (especially beneficial for beginning level ELLs)

• Fun

• Effective

• Low-pressure way to learn new words

• Facilitates long term retention

• Reduces student anxiety and stress

• Easy to implement, no translation

• New playing field: no disadvantages for academically weaker students

• Trains students to react to language and not think about it too much

• Easy to assess |Simon Says: using actions and body parts

• Charades

• Songs: singing and moving

• A Stroll Around the Classroom: walk around the classroom and interacting with teacher prepared objects

• Mime Role Play: Have student A interpret verbally what student B is nonverbally acting out | |Storytelling |Storytelling involves using a sequence of events to convey a message or story. This approach relies on both verbal and nonverbal communication in the telling process.

By using props, visuals aids, vocabulary, proper oral delivery and rich body language in the storytelling delivery, the ELL students are able to comprehend and tertian oral narratives. |When implementing storytelling within the classroom environment, teachers can incorporate a story-theater within the classroom here are the various steps that need to be considered:

• Choose a theme

• Use real literature

• Repeated exposure by implementing the story through whole group instruction, partner reading and individual reading

• Community connection, encourage students to talk to their parents about their stories and receive feedback

• Keep a tape recorder, to document humor and teachable moments that can be reflected upon

• Use the students own words by making it personal

• Tell the story in different ways by changing the pace, adding singing or using accents

• Have the students give their peers feedback about the different stories and how they would edit them |Offers significant auditory input through social narrative interaction, which is more sophisticated linguistic features than conversation

• Demonstrates a varied use of tense and linking devices in organizing ideas

• Enhances literal, inferential and critical aspects of learning

• High student engagement

• Is beneficial for both proficient and non-proficient language learners |A teacher can teach their students specific vocabulary words (rhyming words seem to be more easier and fun for students) by using bodily expressions. Then the teacher will have the students act out a story that is developed around the vocabulary words and their actions.

• Have the students participate in traditional oral storytelling by retelling a story from their heritage

| |Contextual Clues |Using the contextual clues approach involves discovering meanings of unknown words that may be understood by examining the parts of a sentence surrounding the word for definition/explanation clues, restatement/synonym clues, contrast/antonym clues, and inference/general context clues (). |Read with students in small groups and as they come across a term they do not understand, pause and explain it to them, using as many examples, synonyms, or cognates as necessary to convey the meaning.

Teachers can implement contextual clues by having their students consider:

• Deduction: which words does the unknown word seem to relate to?

• Part of speech – is the unknown word a verb, noun, preposition, adjective, time expression or something else?

• Chunking: what do the words around the unknown word mean?

• Vocabulary Activation: After skimming the text, what does the text seem to be about? (Beare, 2012) |This strategy helps teach students how to generate plausible word meaning from context when they are reading on their own. |Contextual Redefinition: a strategy that should can apply to conclude the meaning of an unknown word they came upon while reading.

• Thinking-Out-Loud: ask the students questions and allow them to verbally answer

• Cloze Sentence: have sentences with words left out that the students need to fill in

• SQP2R2: this is a framework for teaching content that involves – survey, question, predict, read, respond and summarize the text

• Circle the word that does not belong worksheets | |Narrative Approach |By using narratives (stories, texts, ect.) students are able to connect diverse events, happenings and actions of human lives. This approach involves incorporating book read-out-louds into the teacher’s lesson plan to promote language development. |Prior to implementing the narrative approach into a classroom setting, teachers should investigate their students background knowledge by:

• Discussing the title of the book

• Discussing the main ideas in the piece as a whole

• Parts of the book: index, table of contents and captions (for non-fiction)

Narratives support comprehension by connecting vocabulary to pictures, actions and sheltering assistance. |Exposure to various genres: Stories, poems, essays, articles and more.

• Gains familiarity with the sounds and cadence of the English language.

• Exposes ELL students to the organization and flow of written English.

|Label vocab to images in text

• Extend the story: what if ______ had happened? (Different point of view)

• After reading, read again with students echo, and then read with sequential days. | |

Reference:

Beare, K. (2012). ESL Reading Lesson – Using Context for Reading Literacy. Retrieved July 8, 2012 from

. Context Clue. Retrieved July 11, 2012 from

Peregoy, S. F. & Boyle, O. F. (2008). Reading, writing, and learning in ESL: A resource book for K-12 teachers (5th ed.). Boston: Pearson Education, Inc. ISBN-13: 9780205593248.

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