Resource: Lions Laughing

One of the strongest predictors of children's success in school is how well developed their vocabulary is when they enter kindergarten. Many children enter kindergarten knowing the meanings of at least 3,000 root words, while some children understand as few as 500. When English is not the primary language spoken at home, children may come to school knowing even fewer English words. Nevertheless, by the time children enter the fifth grade, they will need to know the meanings of at least 5,000 words in order to understand their library and text books.

Teachers in preschool and the early grades can make a concerted effort to boost vocabulary knowledge, especially among English language learners. Creating a "language-rich" classroom is critical to boosting children's vocabulary. In language-rich classrooms, teachers encourage children to become aware of new words and to ask questions about word meanings. They introduce unusual words into classroom discussions and explain the meanings of new words that appear in the context of a book. Teachers also have one-on-one conversations with individual children that extend the child’s grasp of grammar and vocabulary. In language-rich classrooms, children also have a chance to talk to one another as they play with stimulating materials and learn about a variety of topics. Teachers closely monitor their language development with interest and encouragement.

Watchful teachers will notice, from time to time, that some words may be confusing to a number of students, and find ways to demonstrate meanings and give clear examples with repeated practice. Some children with limited vocabularies may need more direct and intensive coaching to help them catch up with their peers.

"Lions Laughing" focuses on words commonly used in day-to-day classroom routines, and that teachers tend to assume preschool children know. But research indicates that four-year-olds and English language learners are unclear in their understanding of "first," "next," "last," "all," and "every." It can be difficult to explain these “relational" words to children; this video segment sets up a demonstration that can also be adapted as a group activity.

• If possible, try translating the words in this segment into the home language of your English language learners, and have them act out the scene as you use their names and the language that’s familiar to them. Then substitute English words as you repeat the scene with the same children.
• Try to take note of words that may be confusing to some of your students. With English language learners, it sometimes helps to use hand motions to act out words and expressions that may be unfamiliar. Remember, too, that repetition in different contexts is essential in teaching new vocabulary words, so try to use these words frequently during the day, checking for understanding.
• Play games to help children demonstrate their understanding of the words you’re studying. For example, ask four children to stand up, and play a “Simon Says" type game with them:
  • Sam, Simon says that you are first in line.
  • Tia, Simon says that you are next in line . . . . etc.
  • Simon says everybody in line start hopping.
  • Everybody stop hopping, etc.