Term
Spring 2019
Capstone
Capstone Project
Degree Name
MAEd
Facilitator(s)
Julia Reimer
Content Expert
Jeff Baldwin and Ekaterina Chon
Abstract
The guiding question addressed in this Capstone is: How will the use of task-based vocabulary activities to support literacy development affect the vocabulary acquisition of elementary Korean English language learners? It documents one teacher’s curriculum development of two units that offer a new perspective to ELL vocabulary acquisition by building vocabulary using morphological training then access and build on background knowledge through practical applications which lead to higher comprehension. This project explores a) the role that task-based curriculum plays on literacy development focused on the development activities that supports the vocabulary development of elementary Korean English language learners using Greek root words and affixes beyond vocabulary word lists. b) Uses grapheme, phoneme, morpheme awareness, integrated in a way that helps students understand how words are built and takes the form of a unit plan adapted from Understanding by Design Backward (Tomlinson & McTighe, 2006). c) Activates student knowledge in the application phase through personalized communication practice.
Project Type
Curriculum
Keywords
Curriculum, ESL/ ELLs, Literacy, Motivation
Recommended Citation
Levinson, Samantha, "Greek Mythology Vocabulary Building" (2019). School of Education and Leadership Student Capstone Projects. 296.
https://digitalcommons.hamline.edu/hse_cp/296
Type
text
Publisher
Hamline University
Format
application/pdf
Source
School of Education Student Capstone Theses and Dissertations at Hamline University