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Enriching Reading Vocabulary with 1st grade English for Speakers of Other Languages Students

Rebeca Arndt
Saint Marys University of Minnesota
Schools of Graduate and Professional Programs
Portfolio Entry for Wisconsin Teacher Standard 1& 2
EDUW 691

Caroline Hickethier, Instructor

April 15, 2017

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Selected Wisconsin Teacher Standard Descriptors

Wisconsin Teacher Standard (WTS) 1: Teachers know the subjects they are teaching

The teacher understands the central concepts, tools of inquiry, and structures of the

discipline(s) he or she teaches and can create learning experiences that make these aspects of

subject matter meaningful for students.

Knowledge. (a) The teacher understands major concepts, assumptions, debates,

processes of inquiry, and ways of knowing that are central to the discipline(s) s/he teaches. (b)

The teacher understands how students conceptual frameworks and their misconceptions for an

area of knowledge can influence their learning. (c) The teacher relates his/her disciplinary

knowledge to other subject areas.

Dispositions. The teacher realizes that subject matter knowledge is not a fixed

body of facts but is complex and ever-evolving. She seeks to keep abreast of new ideas and

understandings in the field.

Performances. The teacher can represent and use differing theories, and methods of

inquiry in his/her teaching of subject matter concepts.

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Selected Wisconsin Teacher Standard Descriptors

Wisconsin Teacher Standard (WTS) 2: Teachers know how children grow

The teacher understands how children with broad ranges of ability learn and

develop, and can provide instruction that supports their intellectual, social, and personal

development.
Knowledge. (a) The teacher understands how learning occurs-how students

construct knowledge, acquire skills, and develop habits of mind-and knows how to use

instructional strategies that promote student learning for a wide range of student abilities. (b) The

teacher understands that students physical, social, emotional, moral, and cognitive development

influence learning and knows how to address these factors when making instructional decisions.

(c) The teacher is aware of expected developmental progressions and ranges of individual

variation within each domain (physical, social, emotional, moral, and cognitive), can identify

levels of readiness in learning, and understands how development in any one domain may affect

performance in others.
Dispositions. The teacher appreciates individual variation within each area of

development, shows respect for the diverse talents of all learners, and is committed to help them

develop self-confidence and competence.

Performances. The teacher assesses individual and group performance to design

instruction that meets learners current needs in each domain (cognitive, social, emotional, moral

and physical) and that leads to the next level of development.

Pre-assessments
Self-assessment of Instruction Related to WTS and Targeted Student Learning Objectives
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For Wisconsin Teacher Standard (WTS) 1, I attempt to illustrate that I understand the

central concepts, tools of inquiry, and structures of the discipline in case, while for Wisconsin

Teacher Standard (WTS) 2, I undertake the pursuit of exposing my competency of understanding

how children with broad ranges of ability learn and develop, and can provide instruction that

supports their intellectual, social, and personal development.

I teach reading and English Language Arts, Mathematics, Social Studies and Science in a

blended K-1st grade classroom with 14 students, within a Title I school with various range of

competences.
The group that I work with in Reading and English Language Arts is composed 43% by

speakers of other languages, 29% are Exceptional Student Education (ESE) and 14% of my

group have Emotional Behavioral Difficulties (EBD). As the group, I teach has quite of a unique

set of special needs and skills, I am determined to seek out new instructional practices and

strategies to implement in my instruction to enhance 1st graders reading vocabulary, in addition

to my current practices. I am currently employing the program Wilson Fundations as basis for

my phonemic awareness instruction as well as phonics/ word study, high frequency word study

and vocabulary, handwriting and spelling, however my goal is to improve my students reading

vocabulary by incorporating in my instruction new techniques which will complement the

language program I already use.

I selected two essential WTS 1 descriptors to work as controllers on my journey to

provide effective instruction in vocabulary development through explicit instruction in English

vocabulary together with as many opportunities as possible to hear and speak the language

throughout the day. The performance criterion referring to my skills of representing and using

differing theories, and methods of inquiry interconnects with my research question which

explores instructional practices and strategies relevant in enriching vocabulary for reading

instruction with 1st grade students.

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For WTS 2, I selected one performance descriptors to direct my research and

implementation. This descriptor addresses design(ing) instruction that meets learners current

needs cognitively, as special attention must be given to selecting appropriate vocabulary

teaching techniques to be used with my reading group. I believe that the most effective teaching

begins with the strengths and needs of the specific students you teach. As the students

competencies are assessed, specific strategies and techniques that are needed are chosen to

reinforce and expand skills. Fundamental components for adequate language instruction for 1st

grade elementary students and for English language learners includes teaching explicitly

concepts and vocabulary, teaching phonics and study words, reading appropriate text where for

achieving fluency and comprehension while their competencies and skills are involved for the

students to become increasingly independent and skillful.

I chose one main knowledge descriptor which emphasizes on my capacity to use

instructional strategies that promote student learning for a wide range of student abilities.
As I acknowledge the great impact that vocabulary, both function words and content

words, have on students English reading skills, I guided my exploration of adequate research

that had been previously conducted in the domain of sequential instruction and incidental

learning of vocabulary with low level elementary students.

Research has established that students with greater vocabulary knowledge in first grade

have greater reading comprehension in fourth grade. (Dickinson & Tabors, 2001; Storch &

Whitehurst, 2002)
In my current instructional techniques used for enriching vocabulary and word work are

structured on the multisensory (visual and kinesthetic), structured language program Wilson

Fundations, which serves also a prevention (Tier 1) and early intervention program (Tier 2). My

goal is to augment the benefits of the instructional methods I already implement when working

with my group, by incorporating music and movement in the learning process, as well as new
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strategies to aid me in my instruction so my students reach their true potential and enrich their

vocabulary.
The disposition descriptor for WTS 1 the teacher realizes that subject matter knowledge

is not a fixed body of facts but is complex and ever-evolving. She seeks to keep abreast of new

ideas and understandings in the field blends perfectly with the disposition descriptor for WTS 2

The teacher appreciates individual variation within each area of development, shows respect for

the diverse talents of all learners, and is committed to help them develop self-confidence and

competence by encapsulating my objectives. I am continuously searching to gain knowledge

and acquire new skills in the content I teach, while I am becoming more and more aware of the

uniqueness of my students, their needs and accomplishments, and strive to meet their needs and

help them become successful in their learning, at their own pace.

Assessment of Student Performance Related to Targeted Student Learning Objective(s)
Our groups language schedule is composed by 30 minutes of Wilson Reading System

(WRS) Fundations instruction daily, as well as 1 hour and 15 minutes dedicated to our English

language arts block. Fundations Instruction unfolds according to the Fundations Teachers

Manual, containing detailed daily learning plans, activity procedures as well as the scope and

sequence of all skills to be learned in the program Level 1. This specific instruction based on

reading research emphasizing phonemic awareness, phonics and word study, reading fluency,

comprehension strategies, handwriting, spelling and high frequency word/ sight word study has a

strong vocabulary element.

Vocabulary is taught directly accentuating the meaning of the words and reinforced

through practice reading and in various contexts. As the selection of words is based on Beck, et

al.s research on vocabulary instruction. (Beck, McKeown, & Kucan, 2002)

The Common Core State Standards expect students to master academic vocabulary from all

content areas, therefore it is crucial for the development of these valuable skills to acknowledge

the relationship between words, to understand techniques of word formation such prefixes,
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suffixes and base words, sort words by category, to demonstrate understanding of multiple

meaning words.
Conform to T1 results available on Artifact C1, 96% of my students were proficient in

understanding and using French vocabulary. Artifact C1 reflects my groups performance for the

month first term while Artifact C-2 illustrates the envisioned performance of my group after the

TPR mini-unit will be blended into my current instruction.

Confiding in the Can do statements indicated in the groups profile, my students are in the

beginning receptive-imitative stage of learning basic French vocabulary, therefore students

would benefit from instruction and practice in the skills of acquiring general and domain-specific

vocabulary as well as exploring word relationships.

Assessment of Learning Environment While Learning Targeted Objective(s)

Inquiries into how my classroom ambiance and classrooms learning environment influences

my students performances led me to conduct a classroom climate survey containing nine items,

assessing both students performances and learning environment. As my students are in first

grade, I designed an easy to answer survey (Artifact A-2) displaying three choices of possible

answers yes, no and sometimes, each option being embellished with a smiley face (,

), which should each student select the answer they believe to fit the question. The questions

were read out loud and students had to circle the answer they thought appropriate to each

question. To my consternation for item eight My teacher makes lessons fun, 71% answered

no and only 41% answered yes to item for Our class stays busy and does not waste time.

Only 51% believe that In this class, we learn a lot almost every day.

In my opinion, I schedule within my instructional block plenty brain breaks and fun

activities, however the results suggest that my students believe that I need to design a more fun

game plan which will keep them engaged and learning. While I envision designing a didactic
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plan targeting vocabulary growth using entertaining elements that will captivate students and

keep them engaged and focused on learning, I cannot but address the behavioral component of

my group, which influences dramatically learning and overall classroom environment. Due to the

unique distribution of special needs among the group of students I work with, I need to assesses

individual and group performance in order to design instruction that meets learners current

needs while use(ing) differing theories, and methods of inquiry in (my) teaching.

Assessment Conclusion and Essential Question to Guide Research

The self-assessment, assessment of student performance, and learning environment

assessment show that my outlook on enriching vocabulary with my first-grade students could

benefit an intervention in the undertaking of rebuilding a fundamental area of English language

arts by employing new strategies applied in more fun and engaging way. My learning goal, stated

as an essential question to guide research, draws its wording from both WTS 2 and WTS 1: What

types of differing theories, and methods, practices and strategies will aid me produce

proficiency in vocabulary with 1st grade learners that meets learners current needs?
Research Summary
Speakers of other languages or English Language Learners are students with very diverse

linguistic, cultural and socio-economic which confirmed by Meltzer and Hamman (2005)

represent students who come to school with a first language other than English and whose

opportunities to fully develop English literacy to grade level have not yet been fully realized

(p.5).
Most educationally disadvantaged English Language Learners are those for whom English is not

their first language but, who having been born in the host country, did not developed literacy

skills or high-level language skills in their first language either.

There is a conspicuous increment of diversity in American public schools today. According to the

National Center for Educational Statistics in 2003, 42 percent of American public school children

were of racial or minorities, up 22 percent from 30 years before. Most of this increase in
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diversity was due to immigration from Latin America and Asia, and with this increase in ethnic

diversity came a corresponding increase in linguistic diversity.

Research on effective teaching practices and vocabulary acquisition made in the last 20 years

such as Hinkel (2006), Nation (2005), Sokmen (1997) as well as Hu and Nation (2000) argue

that a successful vocabulary development program should incorporate intentional word selection

or presentations of thematic vocabulary, where students make associations between words, and

scaffold techniques used for students learning. Direct instruction in word meaning and in

strategies used to learn new words including reading- aloud while explaining the target

vocabulary enhance word learning therefore it should be used as a technique with the ELL

students while modeling strategies and processes for learning new words, offering the students

multiple exposures to new words and opportunities to use new words including dramatic play

organized around a carefully chosen theme as Barone and Xu (2008) and Tabors (2008) suggests.
In agreement with Barone and Xu (2008) and Tabors (2008) is the research the effects of

Reciprocal Teaching on the Receptive and Expressive Vocabulary of 1st-Grade Students

elaborated by Mandel (2012), Osana (2012) and Venkatesh (2012) stating that:
It has been demonstrated repeatedly that children acquire new vocabulary when they

engage in storybook reading with an adult (e.g., Coyne, Simmons, Kameenui, &

Stoolmiller, 2004; Robbins & Ehri, 1994). Although explanations for this effect vary, it is

believed that storybook reading is effective because the stories contain words that are not

commonly found in everyday speech (Cunningham & Stanovich, 1998) and also because

shared reading provides rich contexts for discussions about the meanings of new words

(Snow, 1983). (p.408)

Furthermore, a promising instructional method used to enhance the development of vocabulary

with English Speakers of other Languages is storybook reading or read aloud, while
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complimenting this direct and rich instruction with using multimedia. As Silverman (2009) and

Hones (2009) suggest in their research:

An example of multimedia is video that contains live action, animation, voice-overs,

text, and music. Recent research suggests that complementing the traditional storybook

reading format, in which children hear a book read aloud and see the static pictures in the

book, with a multimedia presentation that reinforces the meaning of the text may benefit

children learning a second language (Verhallen, Bus, & de Jong, 2006). (p. 305)
As I extracted information from this valuable groundwork of renowned researchers, to help me

design my research action plan, I have chosen to offer special attention to teaching vocabulary

with read alouds with multimedia support for vocabulary instruction.

This would be a technique of enriching my 1st grade students vocabulary, targeting specifically

my English language learners and other special needs students.

Research Implications
My essential question to lead my research was How do I help my 1 st grade students,

especially my English for Speakers of Other Languages students to enrich their reading

vocabulary?
As a first-year teacher of regular elementary education, I was not entirely familiar with most up

to date strategies and techniques employed in a regular education classroom regarding

instruction, however due to my priviest experience working as an English Language Learner

teacher, I have opted for making use a blending instructional approach encompassing teaching

vocabulary with read alouds used collaboratively with multimedia support for vocabulary

instruction.
I chose to explore the technique of teaching vocabulary with read alouds as during story

time, students listening to read alouds, are exposed to unfamiliar words in a rich context which is

a type of authentic word learning providing a more profound understanding of a words meaning

than learning definitions in isolation as well as familiarize students for the reading that they will

do later.
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As the efficiency of vocabulary instruction with storybook reading to children had been

established by various studies, Mandel (2012), Osana (2012) and Venkatesh (2012) illustrates

explicitly my perspective on employing read alouds as an interactive technique to positively

affect my students vocabulary development, as shared reading provides rich contexts for

discussions about the meanings of new words (Snow, 1983).

Simultaneously, I will be using multimedia support for vocabulary instruction by utilizing visual

and audio aids such as the interactive whiteboard. As presented by Hur (2012) and Suh (2012)

which exposes information about digital technology (which) allows teachers to create and

incorporate audio and visual data easily, and studies demonstrate that using technology is

beneficial to improving English proficiency (Kern, 2006; Liu, Moore, Graham, & Lee, 2003).

(p.321)

Research-based Action Plan

Action Plan Summary Outline
1. Design lesson by selecting a short engaging thematic text, above my students grade

level targeting certain vocabulary words to teach, as well as accessing Internet

resources to project images and videos that can assist my students with language

instruction.
2. Envision the delivery instruction in sessions of approximatively 30 minutes, over the

course of three to five days per week by choosing five vocabulary words to target my

instruction. Instruction will encompass (a) the reading of the entire text; (b) the

explanation of each intended vocabulary word; (c) sharing pictures or videos using

the interactive whiteboard to help illustrate each word; (d) provide opportunity for

practice of the new words in sentences orally and in writing; (e) display the words on

a Word Wall for the entire week; (f) have students draw pictures that represent the

words.
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3. Assess outcomes and delivery through envisioned I-Ready testing score and compare

the outcomes to the factual results recorded before this instructional technique was

implemented. Use same classroom survey and similar teacher observations to gather

envisioned learning environment data.

Targeted Student Learning Objective
1. Wisconsin Academic Performance Standard for Reading, Vocabulary acquisition and Use

for 1st grade L.4: Determine or clarify the meaning of unknown and multiple-meaning

words and phrases based on grade 1 reading and content, choosing flexibly from an array

of strategies. a. Use sentence-level context as a clue to the meaning of a word or phrase.

b. Use frequently occurring affixes as a clue to the meaning of a word.

Task(s) and Essential Proficiency Criteria for Targeted Learning Objective(s)

1. Task Objective: Identify, explain, use in a sentence and represent new

vocabulary words.

2. Criteria that Prove Proficiency in Meeting Targeted Learning Objective(s):

a. Correct identification of the word

b. At least a short sentence explanation of the meaning of the word

c. Using the word in a sentence, adult support provided

d. Representing the word in a picture with minor errors of interpretation.

Method(s) to Assess Progress of Proficiency for Targeted Learning Objective

1. Students will be monitored and quizzed on an envisioned I-Ready platform for their

vocabulary growth for a period following envisioned instruction. Skills assessed will

address Academic and Domain Specific Vocabulary, Word Relationships, Word-

Learning Strategies, Use of Reference Materials: Prefixes, Suffixes, and Word Roots.

Post-assessments
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Self-assessment of Instructional Related to WTS and Targeted Student Learning

Objectives

I have high hopes that my students will achieve improving their vocabulary

through read alouds and enhanced by Interactive Whiteboard to further improve their

reading ability and reading comprehension.

Prior to the envisioned implementation of my newly designed instructional plan, my

students pass rate on Vocabulary related tasks on I-Ready platform was 86% with 3 hours

and 21 minutes on task, between 01/27/2017 and 02/26/2017 (Artifact A-2), however this

percentage is a classroom overall score, and does not isolate my ESOL population, nor

highlights results of my students with special needs.

These scores provided me a very broad picture of where my students are in terms of

vocabulary acquisition, and surely a very inexact representation of where my ESOL

students are now. Having in mind the needs of my English language learning students my

planning and implementation of instruction followed a path that had as goal the

enrichment of my students vocabulary employing learning words in context, a critical

competency which will aid them not only with reading and comprehension but develop

their oral language proficiency.

In agreement with my research into best teaching techniques to promote vocabulary with read

alouds and through multimedia support for vocabulary instruction, I began designing four units

read out loud practice curriculum (artifact A-3), mostly using classic stories belonging to the

comedy and humor genre, that will appeal to my students through the entertaining and dynamic

synopsis.
Each unit will unfold on the length of a week, in sessions of 20 to 30 minutes per day, having the

entire book divided into smaller passages, as for the content to be easier to digest by my
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students. For each separate unit, I selected a group of about five vocabulary words targeted for

instruction, Tier 2 words that are most likely to be encountered again in further readings and

which can be related to other familiar words to my students (Tier 1). For example, for our fourth

unit Tacky the Penguin I elected the words: companion, odd, greet, graceful,

politely and hearty because I believe that my students direct interaction with these specific

words through context will benefit their vocabulary acquisition and enable further encounters

with this vocabulary to be meaningful and sustain reading comprehension.

I created for each unit a power point presentation containing the vocabulary words selected,

providing a short definition, a picture and a short sentence (Artifact A-4), however I chose to

present three vocabulary per day, after initially having the book previewed, discussing the front

and back page, as well as examining some theories pertaining to the topic.
As the curriculum created for a length of 4 weeks belongs to the genre of comedy, I decided to

activate my students prior knowledge regarding the topic of each unit by providing my students

with an entertaining yet educational video in a length varying between 2 and 5 minutes that will

be viewed employing the technology available in our classroom, our Interactive Whiteboard.
Beginning with previewing of the story, following by the introduction of the pre-selected

vocabulary words and triggering my pupils previous knowledge in relation with the topic

presented, the implementation of the unit planning will unfold into a well-defined step by step

process, which blends all elements of story read-alouds in conjunction with technology.
The components of unit carry out a similar sequence of implementation, as shown in Artifact A-

5, following a step by step process which will culminate with step 18, which will be considered a

formative assessment providing me with valuable data.

According to the results of the formative assessment I would be able to adjust my teaching,

review or re-teach information that too confusing or distorted.

Assessment of Student Performance Related to Standardized Expectations

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My main prognosis for the predicted delivery of the curriculum I designed, is the

augmentation in over-all class performance for Wisconsin Academic Performance Standard for

Reading, Vocabulary acquisition and Use for 1st grade L.4: Determine or clarify the meaning of

unknown and multiple-meaning words and phrases based on grade 1 reading and content,

choosing flexibly from an array of strategies. a. Use sentence-level context as a clue to the

meaning of a word or phrase. b. Use frequently occurring affixes as a clue to the meaning of a

word. At the starting point of my research journey the data gathered reflected a passing rate of

86% for my group, with 3 hours and 21 minutes time spend on task. This information was

collected from Class Response to Instruction testing for I Ready Florida Diagnostic and

Instruction between January 27, 2017 and February 26.

Throughout my envisioned implementation of curriculum, I predict that my students

performances at the end of 4 weeks of elaborate lesson implementation and adjustments made to

prior instruction will increase with 10%. Artifact B-1 illustrates the envisioned performance of

my group between February 27th to March 26,2017.

Although the group I work with in Reading and English Language Arts is composed 43% by

speakers of other languages, 29% are Exceptional Student Education (ESE) and 14% of my

group have Emotional Behavioral Difficulties (EBD) I postulate that the new instructional

practices and strategies I envisioned to be implemented in my instruction will enhance 1st

graders reading vocabulary, their word meaning knowledge and the ability to both understand

and use words appropriately in the four language systems of speaking, listening, reading, and

writing.
Comparison of Learning Environment While Learning Targeted Objective
For my classroom, I foresee that the due to the blending of entertaining pieces

implemented via multimedia technology together with read alouds which promotes explicit
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instruction of specific vocabulary words will stimulate learning and increase my students word

consciousness.
Through my engaging lesson plans I envision creating a word-rich environment which

will foster a deep and rich vocabulary learning for all my students, especially my English

language learners. In my opinion the essence of my vocabulary instruction will be my

determination to construct a simple, comprehensible process for my students, promoting

listening comprehension exercises combined with oral language activities, as well as reading and

writing opportunities.

Reflection of Entire Learning Process

Rooted on WTS 2 and WTS 1, my essential question that piloted my research was: What types

of differing theories, and methods, practices and strategies will aid me produce proficiency in

vocabulary with 1st grade learners that meets learners current needs?
I analyzed this question from the perspective of all my 1 st grade students, however offering

special attention to research that addressed my English language learner student body which

encompasses 43% of my group size.

My targeted learning objective was aligned with Wisconsin Academic Performance Standard for

Reading, Vocabulary acquisition and Use for 1st grade L.4: Determine or clarify the meaning of

unknown and multiple-meaning words and phrases based on grade 1 reading and content,

choosing flexibly from an array of strategies. a. Use sentence-level context as a clue to the

meaning of a word or phrase. b. Use frequently occurring affixes as a clue to the meaning of a

word, therefore the overarching goal of my research was to investigate best techniques and

methods to implement in my classroom to enhance my students vocabulary acquisition.

My personal greatest learning undertaking from the entire process was the research component,

from which I extracted valuable information for my current project, as well for my future career

as a teacher.
What Worked or should work
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1. It worked to construct my research projects, following all the helpful materials,

templates and models available.

2. It served me immensely to have my instructors support along the road of learning this

valuable skill of composing my own research project.

3. It served me well to have built my project around my existing class, having a specific

situation to refer to, analyses and evaluate.

What Did Not Work or may not work
1. It did not work great for me to not be able to gather final data for my research, and be

obliged to envision the implementation and the results of my investigation.

2. Due to the uniqueness of the student body that instruction is targeted towards, the end

results (a 10% growth in their vocabulary acquisition) might not be accurate.

3. It may not work to implement the lessons planned in this investigation on the length

of 4 weeks, as it may take longer due to unforeseen events that might alter the planning element.
My Next Steps
1. Apply the vocabulary strategies presented in this research paper for other content areas,

including foreign languages (French is one other content area I am certified to teach).
2. Learn to align Wisconsin Teacher Standards, Targeted Student Learning Objectives

with essential question for each unit and individual vocabulary lessons for both Reading and

English Language Arts as well as for French.

This school year had been a learning experience for me to teach elementary education, while I

previously taught French as a second language. Besides gaining a wealth of knowledge in

procedures and expectations in an elementary school, I learned throughout this course that the

information I acquire can be applied to other areas as well and are not necessarily adherent only

to one single topic.

References
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Barone, D. and Xu, S. H. (2008) Literacy instruction for English language learners Pre-K-2.

New York: Guilford Press.

Dickinson, D. & Tabors, P. (Eds.). (2001). Beginning literacy with language; Young Children

learning at home and school. Baltimore, MD: Brookes

Storch, S. & Whitehurst, G. (2002). Oral language and code-related precursors to reading:

Evidence from a longitudinal structural model, Developmental psychology, 38, 934-947

Hickman, P.& Pollard-Durodola, S.& Vaughn, S. (2004). Storybook reading: Improving

vocabulary and comprehension for English -language learners. The Reading Teacher.

International Reading Association, 57(8), 720-730

Hinkel, E. (2006). Current perspectives on teaching the four skills. TESOL Quarterly, 40(1),

109-127.
Meltzer, J. & Hamann., E., (2005). Meeting the Literacy Development Needs of Adolescent

English Language Learners Through Content-Area Learning - PART TWO: Focus on Classroom

Teaching and Learning Strategies" (2005). Faculty Publications: Department of Teaching,

Learning and Teacher Education

Nation, I. S. P. (2005). Teaching vocabulary. Asian EFL Journal, 7(3), 47-54.
Nation, I. S. P. (2006). How large a vocabulary is needed for reading and listening? The

Canadian Modern Language Review, 63(1), 5982.

Yahia, Y. & Sinatra, R. (2013). Vocabulary development Strategies for the L2 Classroom. Arab

World English Journal, 4 (2), 152-159

Yesil-Dagli, U. (2011). Predicting ELL students beginning first grade English oral reading

fluency from initial kindergarten vocabulary, letter naming, and phonological awareness skills.

Early Childhood Research Quarterly, 26, 12-29

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Artifact A-1

Classroom Climate Survey for 1st grade

Directions: Please answer the following questions as honestly as you can.

1. My teacher makes me feel as if she really cares about me.

Yes
No
Sometimes
2. My teacher really tries to understand how students feel about things.
Yes
No
Sometimes
3. Students in this class treat the teacher with respect.
Yes
No
Sometimes
4. Our class stays busy and does not waste time.
Yes
No
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Sometimes
5. My teacher has several good ways of explaining each topic we cover.
Yes
No
Sometimes
6. My teacher explains difficult things clearly.
Yes
No
Sometimes
7. In this class, we learn a lot almost every day.
Yes
No
Sometimes
8. My teacher makes lessons interesting.
Yes
No
Sometimes
9. My teacher checks that we understand when s/he is teaching us.
Yes
No
Sometimes

Artifact A-2
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Artifact A-3

Title of the book Genre Author Vocabulary words

Lillys Purple Comedy and Kevin Privacy=being alone

Humor Artistic= enjoying art
Plastic Purse Hankes Rodent= a small animal such as a
mouse, rat, squirrel, or beaver
Semicircle= half of a circle
Deluxe= of better quality and usually
more expensive
Surgeon= a doctor who performs
operations or surgeries

A House for Classics Eric Carle Snug= fitting tightly

Sway= to move slowly back and forth
Hermit Crab Willing=wanting to do something
Coral= a hard material formed on the
bottom of the sea
Debris= the pieces that are left after
something has been destroyed

Bread and Classics, Russell Gooseberries= small green berry that

has a sour taste
Comedy and Hoban
Jam for Humor
Veal cutlets= small, thin slices of veal
meat
Frances Pleased= happy
Poached= cooked in boiling water
Thermos= a container that keeps
liquids hot or cold for long periods of
time
Tangerine= a small, sweet fruit that is
like an orange

Tacky The Comedy and Helen Companion= a person or animal you

spend time with
Humor Lester
Penguin Odd= something different or strange
Greet= to meet, to welcome
Graceful= moving in a smooth way
Politely= having or showing good
manners or respect for other people
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Chanting= to say or to sing words

Artifact 1-4
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Artifact 1-5
Components of teaching vocabulary with read alouds

1. Select the book/text that will be taught, considering that the

content should be above grade level.

2. Choose an appropriate amount of vocabulary words (Tier 2) to

target for instruction.
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3. Preview the read aloud (front and back page) and discuss
concepts related with the topic of the book.

4. Warm up: making use of the technology available in the classroom, attempt
accessing the students previous knowledge with the topic by viewing a short
informational video.

5. Display the target vocabulary words on a word wall and

introduce the vocabulary words to the students via a multimedia
presentation containing the words, a short definition, a picture
that represents the word and a sentence encompassing the word
in case.

6. Read the vocabulary words aloud, the short definition and the
sentences and have students repeat after me.

7. Prepare a set of enough index cards for each student and have the
students write each new vocabulary words (preferably with a
marker).

8. Inform the student of the following events:

Today we are going to read a story. As we read the story, lets listen carefully for
these new words: 1, 2, 3
9. Read the text aloud once all the way through using proper
prosody. Then revisit the sections of the text containing the target
words.
10. Explain again each word, using clear and simple language.
11. Discuss its meaning in the context of the story.
12. Reinforce understanding of the target words by encouraging the
students to use the new vocabulary words when retelling the
story.
13. Reread and discuss the same text one more time after inviting the
student to be word detectives and raise their right hand up in
the air each time one of the vocabulary words are revealed.
14. Provide opportunities for practice by guiding the students to
create sentences containing the vocabulary words by providing a
template which can be employed by students.
Example: I think penguins are graceful because __________
In my opinion people chanting are ____________
I believe that everyone should have a companion
because _________
 WTS 1&2 page 25 of 25

15. On the duration of a week (the length of the entire unit) display
the words on a Word Wall.
16. Have students chose a word from the wall and give an example
or use it in a sentence.
17. Encourage students to draw pictures that represent the words
and support them labelling their pictures.
18. Check for understanding by employing the target words pairing
students and having them complete sentence frames such as

When someone moves in a smooth way, we can say someone moves ____
When something is different, we can say it is _______
Someone that you enjoy spending time with is your ______________

Artifact B-1