Lesson Plans

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Suggested Uses for WizdomInc Bilingual Dictionaries & Glossaries: Since the Bilingual Content Dictionaries from WizdomInc are meant to increase the comprehension of English Language Learners, we suggest the following:

1. Provide English Language Learners with the Bilingual Content Dictionaries in each of the core subjects: Language Arts, Math, Science, and Social Studies.

Math is available in either Basic Math, which includes Algebraic and Geometric terms, as well as Advanced Algebra. Science is available in Basic Science or Advanced Science. The Advanced Science Bilingual Dictionary includes both Basic Science and terms found in senior high or college courses in Chemistry, Biology, Astronomy, Physics, as well as Nuclear Physics.

It is recommended that parents have the opportunity to purchase these as well. In this way, they will be able to understand the homework assignments and assist their children.

2. Present the format of the Bilingual Content Dictionaries.
Initially, you will note words, terms, and phrases are in alphabetical order. The dictionaries are formatted with English first, above the Spanish translation. Point out the words or terms that are Spanish.

3. To introduce the use of the Bilingual Content Dictionaries, select a subject for study. Ask students to take out the textbook as well as the Bilingual Content Dictionary in that subject. Open to a chapter in the textbook.

For example, if the subject is American History, note the new vocabulary to be found in the chapter. Write those words on the board. Try to limit the number of words so that it will not be overwhelming. Pronounce the words. Students could then read the terms in unison.

Ask them to find the words in the dictionary. Assist those who may be struggling to find the words. For the ELL’s who are able to read, depending on their language level, ask them to read the definitions in Spanish.

To extend the initial lesson:
For English Language Learners, there are additional unfamiliar terms throughout the chapter. Assign all students a partner. Ask students to find other words, terms, or phrases they do not know. Write those on the board. Pronounce them. Students would then work with their partners to look for the words in the Bilingual Content Dictionary for that subject.

Call on students to read the word and its definition in English. The ELL could then read the definition in their language.

Game: This could be made into a competitive game to see who could find all the words and write them down first. The first 5 teams with correct answers wins!

4. Teachers might make a tape of the terms for each chapter. It is suggested that they take care to pronounce the English terms correctly. Leave a short period of silence for the student to repeat the terms orally. The ELL’s could practice pronunciation by playing the tape and repeating the terms at a listening center, much like beginning readers.

Another tape could be created with the definitions but not the terms. Students would say the terms. This could also be done on a teacher-created worksheet: one with definitions but no terms. Students write the terms.

5. Teachers could create Basic Word Lists of terms in Spanish with no definitions. These are most useful during a test when the ELL’s would be able to glance at the list for instant recall of the term they have studied. As English terms and definitions are not provided, ELL’s will need to recall from their prior study.

6. Read the chapter out loud. This could be done in a variety of ways:
- Call on students randomly.
- Allow students to call on the next reader of their choice.
- Students could take a turn reading in order of their seating.
- The class could chant a paragraph, in grouped sections, much like a singing “round.”

7. Answer questions or do related work at the end of a lesson. Students could work independently using their Bilingual Content Dictionary. Or, working with a peer, the two students could find definitions for words that the ELL’s do not know. This will enable the students to answer the questions together.

8. For newer English Language Learners, Levels 1 or 2, a modification of the class assignment should be considered. An easier worksheet could be used to reinforce the concept or words being taught in the textbook. Worksheets with visuals would be best. Using the Bilingual Content Dictionaries would be encouraged, providing the ELL’s with reassurance that they will be able to understand.

9. Students could locate terms in the textbook by use of colored cellophane strips used by Resource students. These strips are available commercially. But, if none are available, 6” strips could be constructed with cutaway windows, with or without colored cellophane. The cellophane strips or cardboard windows highlight or isolate words visually, enabling ELL’s to focus on terms. Then, with the cellophane strip or cardboard window in place, they could find the term more easily in the Bilingual Content Dictionary. The important concept is that using a device such as this will isolate or highlight terms.

10. The creation of projects becomes accessible to ELL’s with the use of the Bilingual Content Dictionaries. Hands-on projects will become understandable if they have the Bilingual Content Dictionaries to explain the directions and terms given by the instructor.

11. A variety of games could be devised using the words from the Bilingual Content Dictionaries along with a game sheet with a “path” or a blank Bingo form, provided by the teacher. Forms for games are often found in workbooks. First, a peer could write terms on the game sheet “path” or Bingo board. Students then create “cards,” by cutting construction paper into 2” x 3” rectangles, writing the terms on some, and definitions on others. Using the terms and the definitions cards, along with game pieces and die, an English Language Learner could play a game with a peer. Terms would be reinforced for both the learners.

12. Students, working in small groups, could write a song using the terms. Then, each group would sing it to the class.

13. Students could write a dialogue with terms, creating a Conversation Play in any subject. They would perform for the class.

14. Students could Role Play a historical figure or character from a piece of literature. Other students would ask them questions about their role in history. It would be part of the preparation for such Role Play that ELL’s would research the terms related to their character’s life and actions, as well as their significance to history or the literary meaning.

15. The Bilingual Content Dictionary is a Homework Helper! Often, parents of English Language Learners do not know English well enough to help with homework. Or, parents are not available as they are working. If students have been provided with a Bilingual Content Dictionary in each subject, or if parents have purchased them for home use, the ELL’s will find the words they do not understand. Words useful in understanding directions for each assignment are included in the dictionaries for each subject. For instance, in Language Arts, a teacher might say, “Brainstorm and create a web.” English Language Learners, or their parents, might not understand these concepts. But given these same concepts in the home language enables them to follow the assigned directions. Clearly, more homework will be completed correctly and understood.

Please create your own Lessons using the Bilingual Content Dictionaries in each subject. E-mail us your ideas and suggestions by connecting to our web site at: www.wizdominc.com. We would love to have your feedback!


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