Week 4: October 5, 2018
ELD Strategy 4: Interactive Dictionary
Vocabulary acquisition is an area where our ELs can really struggle.
Here is a chart of Vocabulary Usage expectations by WIDA Level,
which is adapted from the WIDA Speak and Writing rubrics,
and shows what ELs can produce orally and in writing at each WIDA level.
But how do we help them expand these vocabularies?
Here is a chart of Vocabulary Usage expectations by WIDA Level,
which is adapted from the WIDA Speak and Writing rubrics,
and shows what ELs can produce orally and in writing at each WIDA level.
But how do we help them expand these vocabularies?
ELs of all levels are constantly encountering new vocabulary.
One way to help them organize this new information is to develop an Interactive Dictionary.
This could be something students do individually, or by class, or team, or grade.
And now that almost every classroom has one-to-one chromebooks,
creating a digital interactive dictionary could be a resource easily shared among all of the ELs.
One way to help them organize this new information is to develop an Interactive Dictionary.
This could be something students do individually, or by class, or team, or grade.
And now that almost every classroom has one-to-one chromebooks,
creating a digital interactive dictionary could be a resource easily shared among all of the ELs.
Often times we as teachers define many new words during the course of one lesson.
I was in an ELA class this week and the teacher had to define five words for the ELs on just one page of the Outsiders!
However, research shows students need multiple exposures to new words in order to move them into their long-term memories.
Keeping an Interactive Dictionary can help reinforce our students’ burgeoning vocabularies,
and be a support for them to look back on as we ask them to analyze and synthesize previously read text or content.
Here is an example below.
I was in an ELA class this week and the teacher had to define five words for the ELs on just one page of the Outsiders!
However, research shows students need multiple exposures to new words in order to move them into their long-term memories.
Keeping an Interactive Dictionary can help reinforce our students’ burgeoning vocabularies,
and be a support for them to look back on as we ask them to analyze and synthesize previously read text or content.
Here is an example below.
word
|
reference
|
meaning
|
drugstore
|
The Outsiders, Ch 2 p.18
|
Like a pharmacy, where they sell medicine
|
Kools
|
The Outsiders, Ch 2 p.18
|
A brand of cigarettes
|
drive-ins
|
The Outsiders, Ch 2 p.18
|
A place where you watch a movie in your car
|
fuzz
|
The Outsiders, Ch 2 p.18
|
The police
|
Concession stand
|
The Outsiders, Ch 2 p.18
|
Where you can buy snacks
|
The key is to record the student-friendly definitions we share with our ELs in the moment.
Optimally, this chart would be projected during the lesson,
and the teacher or a selected student could record the words and their meanings in real-time.
(Then even to differentiate it further, teachers could assign students at the lower WIDA levels to find an image that defines each word.)
Optimally, this chart would be projected during the lesson,
and the teacher or a selected student could record the words and their meanings in real-time.
(Then even to differentiate it further, teachers could assign students at the lower WIDA levels to find an image that defines each word.)
**As always, all of the ELD Weekly Strategies can be found here, for your reference. If you have any questions about this ELD strategy or any other strategy, please let me know.
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