Nick Wallen

March 14, 2016

ESL Methods
Jen Rider
Portfolio Artifact: Vocabulary
Grade Level: 3rd
Content Area: Math
Colorado Academic Standard: Standard: 1. Number sense, properties, and operations.
Concept 3: Multiplication and division are inverse operations and can be modeled in a variety of
ways.
Evidence Outcome: d. Solve problems involving the four operations, and identify and explain
patterns in arithmetic.
WIDA Standard: Standard 3: English language learners communicate information, ideas and
concepts necessary for academic success in the content area of Mathematics.
Vocabulary Words Chosen: All Tier 3
Addition, Subtraction, Sum, Difference, Multiplication, Division, Quotient and Product
Overview of Activity: Students will work together in pairs. Each pair of students will receive a
worksheet with directions and all of the vocabulary words. Only one student will get to see the
words and they will play a catch phrase type of game with their partner. The first partner will
have to give a definition and explain the vocabulary word to the other partner without using the
vocabulary word. They are not allowed to say the word or spell it or rhyme with the vocab word.
Then the second partner will have to try and guess the correct vocabulary word. The first partner
will do this with four of the vocabulary words. Then the partners switch roles and do the same
thing with the four other vocabulary words.
Justification of Activity: This activity is great for ELLs because it gives the students a chance
to discuss these vocabulary words. It is an effective strategy to build concept and word
knowledge for ELLs because it engages them in academic discussions supported by
comprehensible input (Colombo 2011, page 149). When the students are trying to get their
partner to guess their word, lots of discussion will be happening. These discussions also lead to
the students analyzing the words. Since they cannot say the specific vocabulary word, they have
to create a definition and break down the word. They also get to explore new words surrounding
the vocabulary words. Teaching about word parts, uses, and relationships, and taking advantage
of cognates in learners language (Levine and McCloskey 2009, page 151). This also gives
students lots of time to develop their oral language, which goes hand in hand with vocabulary
development. From my own experience, I learn the best when I get to teach someone else the
content and I believe that ELLs will learn this way too.

Artifact:

Guess That Word!

With a partner, you will play a game to guess the vocabulary words. Partner 1 will
receive four of the eight vocabulary words. The goal is to get partner 2 to guess the
vocabulary words. You cannot say the word, spell the word, or use rhyming words.
Partner 2 has to guess the correct vocabulary word while partner 1 explains the
word without saying it. Once partner 2 guesses all four words correctly, send
partner 2 up to get four more words and play the same game with the roles
switched. Once you understand the direction send partner 1 up to get the four
vocabulary words. After both partners have gone, each person needs to write down
all the vocabulary words with a definition you have come up with.
(Students will receive index cards with the vocabulary word on it.)

Partner 1s vocab words Partner 2s vocab words

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