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Paule Faustin GromerParticipant
The way that I teach vocabulary is somewhat similar to the principles mentioned in the article “The Magic of Words.” I had four groups in my classroom. Each group would get a word. Then, using a template, each group would have a different task for their word. For example, one group would use a semantic map. Another group would draw a picture of their word. Then, another would look up the word in a dictionary. The last group would act out their word. Each group writes a sentence for their word. Then we share using synonyms and antonyms as often as we can.
We try to practice the words throughout the week through repetition. The students have the words for homework and try to use them as often as possible for ownership.
Paule Faustin GromerParticipantI found Principle 4, which states: For students with developed knowledge of Spanish, teach morphology in relation to cognate instruction.
This principle is most interesting to me because I wasn’t aware that I could have better served my students by having them make use of cognates that exist in Spanish and English. Next fall, I will make great use of cognates in my daily instructions.
My school uses a phonics program called “Fundations”. It has many of the components needed for oral and written language: phonology, morphology, semantics, and syntax to an extent. When I sit down to do running records for students, I found that many of them are figuring out words by using the strategies taught in Fundations.
Paule Faustin GromerParticipantHi, my name is Paule Faustin Gromer. I’m a second grade teacher and this year, I taught a class with a majority of ELLs. I did get support but I didn’t feel that I had total control of needed strategies to help my students more forward consistently.
I’m hoping to get well informed strategies for scaffolding in order to help my students end the year on grade level. I came close this year, which not the goal I had in mind at the start of the school year. Thank you -
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