ESOL STRATEGIES FOR READING!!! Strategy 17

Collecting words and  processing words, helps the ESOL student develop a strong vocabulary for speaking and writing. ESOL students are constantly engaging words that are unfamiliar to them, that is why it is important to explore those words with them, and show the multiple ways the words can be used. Once the ESOL student has seen the word used in different ways, they can build their confidence up to use it in their everyday life.

Next Generation Sunshine State Standards- 

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L A. 2.1.6.7 The student will identify antonyms, synonyms, and homophones; 

Common Core Standards

• CCSS.ELA-Literacy.RF.2.3b Know spelling-sound correspondences for additional common vowel teams.

ESOL Standards
8) Select and develop appropriate ESOL content according to student levels of proficiency in listening, speaking, reading, and writing, taking into account: (1) basic interpersonal communicative skills (BICS), and (2) cognitive academic language proficiency skills (CALPS) as they apply to the ESOL curriculum.

Strategy 17

STEP BY STEP

• Identify unfamiliar words in reading selections- As you read aloud or have students read, note the words that students seem to misunderstand or cannot act our or explain

• Write the unfamiliar words on chart paper and explore their meanings orally - Ask students to explain these words and/or use them in sentences. Expand their knowledge of the words by giving multiple examples of way te words are used. 

• Have the students act out the words whenever possible -  Some words cannot be acted out but sometimes there is a situation that can be acted out that helps students understand the words. 

• Introduce synonyms and add them to the word collection with the original word - Have the students suggest words that mean the same thing or are similar in meaning. If the words suggested are nuances of differences from the original word, act out the two words to try to show the differences.

• Provide the students with vocabulary journals and challenge them to find ways to use the new words. - Using the T- Chart format, ask the students to list the new words on the left side of the T-Chart and document how they used the word on the right side of the T-Chart. Kindergarten students can draw pictures to show how they used to the words. 

Link to T-Chart: http://store.gistplan.com/system/captures/176/full/T-Chart%202.jpg