Developing Academic Language Flashcards Preview

Introduction to Instructional Planning and Presentation – NHC1 > Developing Academic Language > Flashcards

Flashcards in Developing Academic Language Deck (3)
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1

What strategies can be used to introduce and model content vocabulary?

Concrete examples to explain abstract (Helps clarify vague concepts), Direct Instruction (Good strategy to introduce vocabulary), Think-Alouds (Models critical thinking wih vocabulary), Vocabulary rings (Fancy name for flashcards), Cooperative Groups to categorize words (Peer interaction that combines thinking about similarities and differences in words). Drill and Practice (Repeated exposure to targeted vocabulary), Dictionary Use (Best if definitions are then paraphrased), Word walls (visual representation of vocabulary)

2

What does academic language mean?

Language of School, Content Vocabulary: The essential words that the teacher has identified from the content that are essential for the student to understand.
Process Vocabulary: The terms that we use to ask students to do: compare and contrast, sum vs addition. We ask students to do something and assume that they know what we mean.
Words with Multiple Meanings: Some words are used differently outside of the classroom. Example: In art education, the term movement is used, and students may think to look for someone running in the art. In short, students ‘know’ the word because of what it may mean to them outside of the classroom. Movement in art refers to what the eye tracks within a piece of artwork.

3

What are best practice strategies to use to help ELL students?

• Allowing more time for learning activities

• Avoiding jargon or idioms

• Building on what the students already have experienced and know

• Dividing complex discourse into smaller, more manageable units

• Encouraging student writing, such as journals, blogs, or writing projects

• Giving directions in a variety of ways

• Helping students learn the vocabulary

• Presenting instruction that is concrete (least abstract) and that includes the most direct experiences

• Using books translated to their native language

• Using dual language dictionaries and other resources

• Recording important lessons or lectures on DVD for use by students

• Involving parents, guardians, or siblings

• Planning and using all learning modalities

• Using a variety of examples and models

• Incorporating the home language into lectures, class activities, and learning centers

• Allowing students who share the same language to work in pairs or small groups

• Using technology