STEP 1.

Ask the student to use a pre-determined vocabulary

word in a sentence.
It took 24 hours for the singer to retain the lyrics
from the song's vocals.
Students response: to remember (prior spelling
word)
STEP 2. If the student can correctly use the word in a
sentence, ask them a pre-determined word that is a little
more difficult.
I would appoint thirteen people to discuss the
structure and architecture of the building.
Students response: to put
After reading the sentence another time, student
responded to assign
*STUDENT UNDERSTOOD BOTH WORDS*

STEP 3. Write a reflection paragraph about the process you

went through with the student and how a student
"understanding" of a word can exist on many different
levels. What does this mean to you as a classroom teacher
in terms of "teaching" vocabulary, especially in regards to
ELL students.
The student I tested had an IEP last year and received
pull out learning support throughout the day but does
not receive the support this year. She has showed
major growth and clearly by the sentences I had her
listen to, I can tell she is paying attention during
spelling and grammar lessons in the classroom. I
believe my teacher is doing a great time teaching
vocabulary and tying in extra vocabulary practice
wherever she can. This will only benefit all of the ELL
students, if there are any in the class, and all
students in general.