Reflection: ELL Students Measuring Our Classroom's Perimeter and Area! - Section 4: Wrap-up


Students who are both gifted and ELL learners are a unique and wonderful challenge.  As all of my students are officially fluent English speakers (about half of them having been reclassified from English Language Learner status), I have more freedom to play with vocabulary than I would if they were in the beginning or even intermediate stages.  I introduce the same vocabulary to all my students, regardless of their original language.  I make sure to repeat sentences with new vocabulary in a synonymous way that only changes the target word.  This provides scaffolding for my two language speakers but I don't think it's a technique that is, or should be, restricted to language learners.  It's a sensible way in which to build vocabulary in general.

Here's an example of what I mean (from the lesson):

Do you think everyone has the same definition of what constitutes a close guess?

Do you think everyone has the same definition of what makes (up) a close guess?

Here's an example of what not to do!

In other words, what I mean to ask is that, do you think everyone has the same idea about what a close guess is, or do you think that a close guess is different for everyone?

Why not?  It's no longer a parallel sentence and it's too wordy.  When I first began teaching and I was asked to repeat myself I did what I do outside of school, I completely reworded what I was saying, as if I were being edited.  That is not repeating!  It is rephrasing!  For a second language learner especially, this is a nightmare.  They can completely lose the thread of what is being said because all the parts of speech get jumbled around and new words are thrown into the mix.

  Synonyms as Vocabulary Support and Enrichment
  ELL Students: Synonyms as Vocabulary Support and Enrichment
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Measuring Our Classroom's Perimeter and Area!

Unit 14: Area and Perimeter
Lesson 1 of 8

Objective: SWBAT make reasonable estimates of ordinary rooms, such as the classroom, and then will calculate the perimeter and area.

Big Idea: Connect new measurement knowledge and skills to the students' immediate environment.

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8 teachers like this lesson
Math, Geometry, Critical Area
  60 minutes
measuring the classroom 6918
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