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\nLearning with VOCABULARY SNAPSHOTS  \nActivity Overview  \nSince ELL students must know approximately 93% of the words they hear in order to learn new words from oral input, visual scaffolding is essential in making instruction more comprehensible. Vocabulary Snapshots are supplementary activities designed to provide instructional support for ELL students. Using images breaks vocabulary instruction into steps that allow linguistically diverse students to make connections between what they see and what they hear. This process contributes to language development as well as increased student participation.  \nThe Vocabulary Snapshots activity introduces ELL students to image-supported key words from the unit text and guides them to write, or draw, a description of the word. This is a three-step process in which students move from vocabulary introduction to application of vocabulary knowledge (see below) .  \nVocabulary Snapshots are recommended as pre-teaching activities. The sidebars on the first pages of Lessons 1, 2, and 6 suggest targeted vocabulary relevant to stories and art in those lessons. Timing for these activities will vary based on students’ English language proficiency levels and content knowledge. The sample lesson given on the following pages is based on Lesson 1. The 1-2-3 Steps format can be followed for each additional lesson.  \n© Copyright 2012 Young Audiences, Inc. All Rights Reserved  \nUnit 6, Support  \nVocabulary Building & Comprehension:  \nVOCABULARY SNAPSHOTS – A Sample Lesson STEP 1: BUILDING BACKGROUND: “THIS IS  ”  \nProcess: Start the activity by writing the vocabulary words for Lesson 1 one at a time and displaying the visual icons, using a document camera and/or interactive unit image/word wall (Lesson 1 word labels and images are provided in Resources, pages 5-7, just following this sample lesson) . For each word provide a descriptive definition, appropriate for the students’ English language proficiency level, using the visual icons.  \nNote: Displaying and labeling vocabulary in both English and students’ native language will contribute to content and language comprehension.  \nSuggested Dialogue:  \nBefore we begin today’s lesson, we are going to learn some new words that will help us read the story in the Arts for Learning unit. We are going to be looking at pictures to help us understand these new words and later we are going to write (or draw pictures) about them.  \nShow the first image and provide a descriptive definition.  \nThis is a cellar…a cellar is the lowest part of a house or building and is below ground.  Sometimes the cellar is the place where we store boxes, bicycles or things we don’t need all the  time, like winter clothes.   \nThis is a cellar.   \nSample of native language vocabulary for “cellar”:  \n􀀡 подвал-Russian 􀀡 keller-German 􀀡 sótano-Spanish 􀀡地下室–Chinese  \nContinue introducing the rest of the lesson’s vocabulary words following the same process with appropriate wait time between words.  \nSTEP 2: CHECKING MEANING: “SHOW ME THIS  ”  \nProcess: Distribute the Unit 2 Texts. Have students open to the Vocabulary Snapshots-Lesson 1, pages 2-3. The Unit 2 Texts has the same vocabulary as here in Resources, with the addition of a space for students to write or draw definitions (in Step 3) .  \nUsing a document camera and/or interactive unit image/word wall, cover all vocabulary labelsand randomly display each of the images, one at a time. Ask students to identify each image  \n© Copyright 2012 Young Audiences, Inc. All Rights Reserved  \nUnit 6, Support  \norally (“This is…”) and in their Vocabulary Snapshots by drawing a circle around the vocabulary word (“Show me…”) .  \nSuggested Dialogue:  \nLet’s continue to learn about these words. I am going to show you each picture again, but this time you are going tell what I am showing you by saying the word aloud and then finding its picture and drawing a circle around it. Open your Unit 2 Texts to pages 2-3, Voc","cbCainQOaqVCdmiU","https://ap.wps.com/l/cbCainQOaqVCdmiU","pdf",359837,"English","# Activity Overview\n## Step 1: Building Background\n## Step 2: Checking Meaning\n## Step 3: Making Connections\n## Step 4: Continue Vocabulary Connections During Story","[{\"question\":\"Why are “Vocabulary Snapshots” designed with images for ELL students?\",\"answer\":\"Because ELL students need a high percentage of spoken words understood to learn new vocabulary from oral input, visual scaffolding helps make instruction more comprehensible and supports connections between what students see and hear.\"},{\"question\":\"How do students demonstrate understanding in Step 2?\",\"answer\":\"Students identify each image by saying the target word aloud (“This is… / Show me…”) and drawing a circle around the matching vocabulary word on their Vocabulary Snapshots pages.\"},{\"question\":\"What do students do in Step 3 to strengthen vocabulary connections?\",\"answer\":\"They write and/or draw a description of each word/image in the provided box on their Unit 2 Texts Vocabulary Snapshots pages after viewing the images again.\"}]","Vocabulary Building & Comprehension - Vocabulary Snapshots - A Sample Lesson | PDF"]