Literature Strategies

I recently explored teacher resources for literacy strategies on Common Sense Education, focusing on those for my ELL students. The two new resources that I explored and enjoyed are Learning Ally AudioBooks and Rewordify. I will be adding these to my toolbox of differentiation tools for my lower-level readers. Learning Ally Audiobooks has a rich collection of texts that we read through our curriculum and ancillary materials. Students can also explore books of their interest, with guided reading and listening to support their reading development. I am extra excited after learning about Rewordify, a tool that translates complex texts into more student-friendly language. I will be using this in class in our next article about the rise of Adolf Hitler. Text can be copied and pasted into a box, and at the touch of a button, the text is modified to a comprehensible level for students. Additionally, certain words can be highlighted and defined for vocabulary instruction embedded into reading instruction.

The information in the article, “Vocabulary Instruction for English Language Learners” (Sedita, 2023) made several key points that can positively impact my practices in teaching vocabulary to English language learners. My biggest realization after reading is that it’s important to consider the native language development in addition to second language acquisition. If I am able to make connections between grammar and vocabulary in Spanish, my students will better understand and connect to the English grammar and vocabulary that I teach. Next, the article highlights the importance of scaffolding and contextualizing learning. I use scaffolding and differentiation techniques for all my inclusion classes, which have a mix of ESE and ELL students. It’s vital to contextualize vocabulary to help students understand the academic necessity for vocabulary, not only to understand the texts we read, but to see real application in their lives. Finally, repetition and exposure is important for English language learners. The article emphasizes the need for comprehensive approaches that include speaking, listening, writing, and review of new vocabulary.

After reviewing this article, I see the importance of a couple changes in my instructional practices. First is the connection to native languages and identifying similarities among words in both languages. Next, is the importance of writing and speaking practice. I have students read, listen, and review vocabulary, yet they struggle to freely add new words to their oral and written vocabulary. Two techniques that I can try to include these opportunities is to have guided questions with sentence frames for students to use new vocabulary in cooperative discussions, and second, recognizing and celebrating students that use academic and unit vocabulary in their writing.

The information in Silverman's article can profoundly impact my professional practices when it comes to teaching vocabulary to English language learners, by using the Multidimensional Vocabulary Program (MVP). The article challenges the assumption that vocabulary acquisition happens naturally through familiar contents and exposure to diverse texts. Instead, it emphasizes the importance of clear definitions and explanation of words, as well as encouraging thinking of examples of new words in various contexts. Another strategy that I found important is acting out, illustrating, and reinforcing vocabulary instruction with the use of gifs and video clips. This supports the assumptions that understanding the relationship between sound, meaning, and contexts can help deepen word comprehension and retention. A strategy that I can use to support this learning is the use of engaging video clips and gifs that identify vocabulary words in action. For example, when I teach the word liberate, I can show connecting words, such as liberty, free, and unchained, along with the spanish word libertad. In addition to a visual word tree, I can show a gif clip of liberation in action, as seen in example below

By implementing these simple strategies and a multi-dimensional approach to accommodate different learning styles and language backgrounds, I believe that I can reshape my professional practice to better meet the needs of my diverse learning, especially when it comes to grade-level vocabulary instruction.

Citations:

Sedita, J. (2023, June 6). Vocabulary Instruction for English Language Learners. Keys to Literacy. https://keystoliteracy.com/blog/vocabulary-instruction-for-english-language-learners/

Rebecca Silverman . (2009, January 20). A Multidimensional Approach to Vocabulary Instruction: Supporting English Language Learners in Inclusive Classrooms. Www.colorincolorado.org. https://www.colorincolorado.org/article/multidimensional-approach-vocabulary-instruction-supporting-english-language-learners