SEI Teacher Candidate Strategy Application Report: Vocabulary

Name: Date: 4/4/2024

Grade Level & Type of Classroom: 10th Grade Biology Lesson Topic: Cell transport

Content Area: _18__(#) students in my class, of which _3_ are ELs

My ELs’ levels of English Proficiency: (From WIDA Can Do Descriptors)

Student Name (use initials) Reading Writing Speaking Listening

NB 3.1 3.7 2.9 6

RO 1.9 1.8 1.1 2

YU 2 2.9 2.7 2.7

Content Objective(s):

Students will be able to make a prediction on what would happen if a cell membrane did not have carbohydrates.

Language Objective(s):

Students will be able to develop a hypothesis on what would happen if a cell membrane did not have carbohydrates using
the language feature “if ... then”. Students will use the vocabulary words from the text to quick write a one-sentence
summary of the reading.

Targeted Tiered Vocabulary from Mentor Text or Source

Tier 2 & Tier 3 words should be integrated into student product/assessment

Tier 1 words : Cell, stick

Tier 2 words : Input, transport, identification, communicate

Tier 3 words : Molecule, carbohydrate, cell membrane, homeostasis, stimuli

 Strategy Application and Reflection

What Strategy that we learned in class could you use in your current field placement?

I use vocabulary strategies in my classroom often, especially the Frayer model. When I first took the
SEI course back in 2022, I tried the 7 steps of vocabulary because my principal decided it would be
beneficial for our ELL student population. From what I found, the 7 steps of vocabulary strategy feels
awkward with high school students but the Frayer model is well received and helps many students
with their misconceptions of homophones we use in class, for example, the word stable.

How would you adapt this strategy for your students, if necessary?

I adapt the Frayer model based on my students’ access scores in certain categories. For example,
one version of the Frayer model I use asks for the vocabulary word to be used in a sentence.
According to the WIDA Can Do Descriptors, this may not be suitable for an ELL student with a 1 or 2
in writing. Instead, I may have them draw a picture or orally state their sentence if the access scores
support speaking over writing. Also, for level 1 and 2 ELL students, I usually have them write the
translation of the vocabulary word in the center of their Frayer model while I may have level 3 and 4
students write a synonym and antonym instead.

How would you embed this strategy into a lesson?

Vocabulary should be taught often and could be incorporated into lessons in many different ways. A
classroom word wall is a great and passive way to have a strategy always on going but a class
period could be used for the students to create the word wall as new vocabulary is introduced.
Personally, vocabulary should be front-loaded prior to the start of a new unit or lesson so the
students can build upon the knowledge of the meaning of the words in more meaningful ways.

How would this strategy help to make the content understandable to ELs in your classroom?

Vocabulary is key for anyone to understand anything that is being taught. To use a personal
example, when I first started teaching I heard many foreign “buzz” words being thrown around during
the meetings that I didn’t understand. As a result, I felt confused and not only did I barely learn
anything at the meeting, I kind of felt discouraged, as if I was already supposed to know these words
to even be at the meeting. Students should not begin writing notes, watching videos, or reading
content until the vocabulary words are introduced because how can they possibly get anything out of
the material if they are trying to decipher meanings in new words?