Vocabulary Development Approaches Matrix

Vocabulary Development Approaches Analysis (Describe the approach, determine how to use the approach in lessons) Application (After analyzing, offer specific ways to apply the approaches in lessons) Advantages Extension Strategies TAP In the TAP strategy, educators communicate with their students by galling them instructions, and children show they understand what is being told through physical response. Students are not obligated or expected to answer verbally unless they believe they are prepared to do so.

This approach requires slight to no constraint to peak, The child answers to the Instructions with actions. In lessons. Students can nod their head for a positive or negative response. They can also putt thumb up if they are In accordance to something wealth the lesson or thumbs down If not. Specific WAP to Introduce this approach into a lesson is by asking the student to raise their hand If they understood the concepts of a story.

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If so, I would ask them to draw what they understood and try to label each picture or part of the drawing with words. If they cannot do this, I would then ask for them to show with body language what they understood. For example, tort the sentence “l love Ice cream and roller coasters”, the student can point to themselves meaning hug themselves or torso showing “love” and close their fists showing they are holding an Ice cream cone and licking it and tort roller coaster they can mover their arm up and down.

Benefits of the TAP approach are a) students learn quicker the targeted language through body movement b) since the student NAS no pressure to speak; they can TA their time to fully comprehend the language c) Body language has been proven to be effective when communicating, students can learn in a quicker pace and in chunks ether than word by word d) children love physical movement and love moving from one place to the other, this helps since they are doing what they like and learning at the same time. Ways to extend the lesson could be by providing homework.

Example, a print out of the homework sheets states that the student is to show or express certain meanings to their families through body movement and parents or care givers are to sign it in proof that it was done. The next day, the student is required to demonstrate his or her homework. Another strategy could be putting students in small groups where hey communicate to each other by body language without speaking to one another. Storytelling This approach can be defined as the act of telling a story repeatedly to ensure memorizing and participation in students.

Storytelling is an enjoyable act children love and can also help rise their confidence and boost their emotional and social developmental. Because children love to hear stories again and again over time, constant repetition of such story allows them to acquire certain language items. I would use this approach in a lesson by telling the students the story of “The Three Little Pigs”. Students would be read to at least twice, and then asked if they comprehended. I would divide them in small groups and ask them to retell the story to each other and write a brief summary about what they learned.

This approach has great benefits like a) since stories often repeat structure and key vocabulary, it helps students memorize every detail of the story and be participative during the next reading b) it allows teacher to revise or introduce new vocabulary Extending a lesson using this approach would be doing a project where students are to be read their favorite story at home and at repeated times if necessary, then write or draw 5 main characteristic of the story and present it to the class.

This can also be done as a group project. Contextual Clues Contextual Clues is a basic method of looking for the definition of unknown words in sentences where clues appear through new words. This is extremely helpful when words have more than one meaning. Using this approach in a lesson would be creating sentences where students will circle the correct word that matches or goes with the sentences. A way I would use to implement this method is by giving students 2 sentences like Miriam and Jake go the library.

Susan wants _ go “. I would give them three words to choose from “to”, “too” and “two”. Each one has a different meaning but students are encouraged to look for the clues in the sentences which will help reveal the answer. The word library is a clue and since it is a place, we go “id’ places. This approach is advantageous because students can learn new concept or meanings of words through a sentence. At the same time they can learn that words although pronounce the same have different meanings.

Contextual Clues is a good approach o follow since teachers could measure the level of comprehension of a student and know if he or she is ready to move on to harder words or need to stay where they stand until full comprehension is acquired. Extending this approach could be asking students to create sentences where the same words have different meanings and where clues are given to know which word goes with what sentence. Narrative Approach This is probably one of the best strategies for teaching to ELL’s. This approach consists of making up stories from the top of your head, creating life like situations ND “narrating” a made up story.

Students are allowed to use their native language along with the targeted language to ensure understanding. This approach has been proven to work effectively since students enjoy a story being spoken to instead of reading it from a book. I would use this approach in a lesson by making up a story about a child who moved to another country. This helps since they are all foreigners, it relates directly to them. A specific way to utilize this strategy in a method would be making up a story of a child that moved to the USA.

In my story I would narrate what ears the child was having but also include how the child overcame those fears. I would then ask them how they relate to the story. Ask them what fears they had when moving to the USA. Were they similar or different to the ones in the story? Since they are allowed to use their home language participation is of great success. This approach is beneficial to the learning of ELL’s since allowing them to use their home language to engage in the activities of this strategy, they can learn how to differentiate the concepts from one language to another.

Allowing children to also rate their own stories is a great way to teach them to speak quicker. Children love to make up stories; it’s like pretend play for them. Extending the lesson for this approach is a treat. I would do an activity where children sit around in a circle a get to tell part of a story. The teacher would start narrating a made up story then the student on the right will continue the story making up their own part of it, when they are done, their person on the right has a turn and so on so forth. Engaging in this activity, students will feel as though they can achieve if they work hard.