196. I would like to have my ESL students read "The Ninth Story" by Boccaccio. Can you help me analyze the vocabulary to be introduced before I read the story to my students (and they read silently along with me)?
YES!!! Delighted to help!!! I agree with you: The VOCABULARY must be introduced FIRST --with lots of visuals, if possible. Then, you may wish to make copies of the story so that students practice "active listening" as they hear you read the story and they read along silently while underlining or highlighting the vocabulary words they recognize.
My own ESL students had read "The Story of Roland" (written around the 800's) before reading "The Ninth Story" by Boccaccio (Italian writer of the second half of the XIV Century). Because I introduced the vocabulary FIRST, and the students practiced "active listening" as I read "The Ninth Story" to them, they were able to compare and contrast both stories AFTER I read them. In essence, I did not need to "check for understanding." I had evidence of learning and understanding as students compared both stories. Here is the analysis of the vocabulary:
Click here to view the analysis of the vocabulary for "The Ninth Story." [pdf format].
Adobe Acrobat Reader is required to view this document. If you do not have this program on your computer, click here to download the Acrobat Reader from the Adobe Systems' website. It is available at no charge.
For more in-depth information, classroom demonstrations, and "coaching" of new and/or experienced teachers, Dr. CARMEN SANCHEZ SADEK offers:
1. Cognitive - Academic Language and Vocabulary Development
2. Cross Cultural Diversity - Multicultural Strategies
3. Effective Instruction for English Learners (L.E.P. students) Parts 1, 2, 3, 4
4. Promoting Academic Success in Language Minority Students
5. Cognitive - Academic Language and Vocabulary Development
6. Oral Language / Literacy Skills / Higher Order Thinking Skills
7. 50/50 Dual Language Programs: design, planning and implementation
8. The Structure of English / The Structure of Spanish
9. Transition: Introduction to English Reading
Web Site Programs for Teachers: Numbers 1, 5, 7, 8, and 9.
Web Site Programs for Paraprofessionals: Number 3.
Web Site Programs for New Teachers:
Enhanced Cultural Sensitivity - The Challenge of Students Diversity
Identifying / Responding to Students' Language Needs
Phonemic Awareness: Teaching English phonics to L.E.P. students
Relationship Between Reading, Writing and Spelling
Improving Reading Performance -- Building Oral Language Skills)
Write and e-mail any additional questions you may have, and Dr. CARMEN SANCHEZ SADEK will establish with you, your school or district a Technical Assistance Service Contract. Dr. CARMEN SANCHEZ SADEK will answer all your questions promptly and to your satisfaction.
For information and credentials please click on the link below or contact directly:
CARMEN SANCHEZ SADEK, Ph.D.
Educational Consultant, Program Evaluator
National Board for Professional Teaching Standards, Certification (12/2006)
3113 Malcolm Avenue, Los Angeles, California 90034-3406
Phone and Fax: (310) 474-5605