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In this article, the authors explain how the intricacies of word knowledge make assessment difficult, particularly with content area vocabulary. They suggest ways to improve assessments that more precisely track students' vocabulary growth across the curriculum, including English language learners. Explore the five recommended practices for teaching literacy in English to English language learners: (1) Screen and monitor progress, (2) Provide reading interventions, (3) Teach vocabulary, (4) Develop academic English, and (5) Schedule peer learning Innovations Intermediate: Teacher's Photocopiable Resource Book. She SlOpS after a few examples and involves the students in deciding what notes she should add.\. the things they WANT 10 know about the topic and. and roaches download pdf. This is an approach that uses the knowledge regarding what learners are doing with input when they are asked to comprehend it. - one that guides and helps learners focus their attention when they process input. type of syllabus based on communication in real life - start with greeting, then narrating, then investigating...which will bring structures along. directly teach academic words, multiple word meanings, cognates, strategies for figuring out word meaning from context; interactive read aloud; choose words for direct teaching that are central in a semantic field, teach word meaning in relation to other words that are known, use linguistic and situational context to develop word knowledge, teach denotative and connotative meanings, teach multiple meanings, teach idioms, metaphors, etc., identify referents for nouns and pronoun phrases access to early literacy programs in L1; early assessments in L1; grade-level content with simple directions; make connections and use clear background, teach reading strategies, focus on vocab, word webs, KWL use surveys, drama, songs, flashcards, commands, visuals, 1. model 2. rehearse 3. activities for meaning; interact in conversation, converse with peers, periodic support and direct teaching; introduce new language structures through conversation, then repetition with games use Language Experience Approach, Dialogue Journals, build background, model text type, guided practice, independent writing, read together until learner associates written form with spoken; can be individual or group; use purposeful writing activities; process writing; base on reading, shared and interactive writing teach vocab explicitly, group reading, multiple assessments, culturally relevant instruction, age-appropriate instruction, teach phonemic awareness and phonics and phonetics, interactive read aloud, meaningful, purposeful, functional with explicit phonics instruction; teach sight words and word families same for native speakers for ELL's, focus on word meaning in context; phonics instruction: 1. single initial consonant 2. short and long vowel sounds; letter patterns and word families, digraphs and blends; syllabication Phonemic Awareness; phonics, word study, vocab development, read aloud, shared reading, guided reading, teach reading strategies, literacy centers, independent reading, shared/interactive/mediated writing; emphasize word identification in proportion to individual words; acknowledge L1, immerse and real world experiences with various purposes; enrich environment with print; accept and celebrate progress (w/errors); encourage at home CALP- explicit instruction, integrate content and language objectives, support students use of English to discuss content, KWL, charts, vocab, experience, illustrations, webs, visuals, teach cognitive strategies, allow dictionaries, small group discussion, hand-on A form of CALLA , source: click epub.

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