7Th Grade Class Azella Esl 433N Clayton State Uni

7Th Grade Class Azella Esl 433N Clayton State Uni

7Th Grade Class Azella Esl 433N Clayton State Uni

Vocabulary Strategies

This activity builds upon the Proficiency Level Analysis assignment from Topic 3. You will use the groups that you created in that topic for this assignment.

Select one of the seventh grade passages from the New K-8 Reading Passages website. Create a 5-8 slide PowerPoint that could be used to demonstrate vocabulary strategies to your colleagues. Your PowerPoint should include the following:

  1. Key vocabulary that you would pre-teach the students in Ms. Jensen’s class;
  2. One strategy you would use to pre-teach this vocabulary to this group of students; and
  3. One strategy to practice this vocabulary later in the lesson.

In addition, include a reference slide with 3-5 references from the required readings or other sources to support the reasons for choosing these strategies.

While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a grading rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

Description

  • There is no template for the assignment as you can use your own background and slide types.
  • Select one of the 7th grade passages NewsELA or Readworks website. Yes, a 7th grade passage is required since Ms. Jensen’s class is in 7th grade. For Readworks you will need to create a TEACHER account that is free.
  • Create a 5-8 slide (including the title or reference slides) that includes
    • 1. the passage title 2. the vocabulary words (4-6 words) 3.a pre-reading strategy 4. an after reading strategy 5. a reference slide with 3 references

    Resources

  • Read Chapter 6.URL:http://gcumedia.com/digital-resources/pearson/2014/sheltered-content-instruction_teaching-english-learners-with-diverse-abilities_ebook_5e.phpRead Chapters 34 and 37.URL: http://gcumedia.com/digital-resources/pearson/2015/50-strategies-for-teaching-english-language-learners_ebook_5e.phpWatch “Teaching Vocabulary using Word Wall,” located on YouTube.URL: https://www.youtube.com/watch?v=0tEjDdFoB2kUtilize the resources on the New K-8 Reading Passages to complete the Vocabulary Strategies assignment in this topic.URL:http://www.readworks.org/new-passages-fall-2013
  • Ms. Jensen’s 7th Grade Class AZELLA Scores
    Student Name Reading Label Writing Label Listening Label Speaking Label
    Aryanna Proficient Intermediate Intermediate Proficient
    Carlos Intermediate Basic Basic Intermediate
    Corynn Basic Basic Emergent Basic
    Desiree Basic Intermediate Basic Intermediate
    Gabriel Proficient Intermediate Intermediate Proficient
    Hailey Basic Emergent Emergent Basic
    Jade Basic Basic Intermediate Intermediate
    Jakob Intermediate Basic Intermediate Intermediate
    Jerry Intermediate Intermediate Intermediate Intermediate
    Michael Intermediate Proficient Intermediate Proficient
    Noah Basic Intermediate Intermediate Intermediate
    Petie Proficient Intermediate Intermediate Intermediate
    Ramon Emergent Emergent Pre-Emergent Emergent
    Rebecca Basic Emergent Basic Basic
    Suzanne Proficient intermediate Intermediate Proficient

  • Proficiency Level Analysis

    When grouping students, it is essential to consider their abilities in terms of strengths and weaknesses. This helps to determine the kind of strategy that is more likely to improve their overall skills. Similarly, one needs to understand the learning process of a new language from listening, speaking, reading to writing. In Ms. Jensen’s class, the students should be grouped into 3 sets. The first group will have Suzanne, Jerry, Rebecca, Desiree, and Hailey. The reason why this group should be placed together is that they have varying abilities and they can complement each other. For instance, Suzanne is good at reading and speaking, she can help out her group in those areas to become better than they are.

    The second group should have Aryanna, Michael, Corynn, Noah, and Jade. This group possesses the same kind of skills. In more than 3 categories they match in terms of their abilities. This will help because when a few students have better skills than others they are more likely to speak and the rest would have no say in the group. Advanced speakers are more likely to have a say and the beginning students are likely to get lost in the mix (Herrell, 2016). So this group will allow all members to contribute and argue out their points because they are on the same level.

  • The third group will have Gabriel, Jakob, Petie, Ramon, and Carlos. This group has different levels and the advanced students can help the rest in their areas of proficiency. The rest can join in and help in the discussion especially in reading and writing because they are almost on the same level.