The document discusses strategies for teaching writing and vocabulary to young English language learners. It describes the process writing approach, which involves prewriting, writing, revising, editing, and publishing. Some techniques for implementing process writing are writing models, group writing, talking/writing boxes, writing centers, conferences, inventive spelling, and word walls. The document also discusses the importance of both direct and indirect vocabulary instruction, giving strategies like pre-teaching words, using context clues, and activities to develop vocabulary like word games and notebooks.

1. Manuel Alejandro Moreno de León
Teaching children a second language
Unit 4

2.  Is a process with refers to the act of gathering ideas and
working with them until they are presented in a manner
that is comprehensible to readers.
 When we are teaching writing to young learners we must
consider two separate areas:
• Physical skills
• Cognitive skills

3.  Process writing helps native English-speaking children as well as
EFL or ESL young learners develop English-language writing skills.
 The process writing approach involves the process steps necessary
to produce a good quality final piece of writing.
 Steps
1. Prewrite
2. Write
3. Revise
4. Edit
5. Publish

4.  Prewrite: Children are prepared to write and collect thoughts or
ideas and thinking about what is going to be written.
 Write: Children get their ideas and write down on a paper.
 Revise: The initial piece of writing is examined and reworked so
their ideas are logical and flow.
 Edit: Learners work to make sure that they are not any content
errors, grammatical or spelling errors.
 Publish: Put the writing in a final finished format.

5.  Several techniques and activities for implementing
different aspects of the process writing of the children
are the next ones:
1. Writing models
2. Group writing
3. Talking and writing box
4. Writing centers
5. Writing conferences
6. Inventive spelling
7. Word walls

7. • Language consists in words, so vocabulary is the collection
of words.
• Children learn vocabulary items related to the different
Concepts they are learning.
• As a teacher, it is important to use verbs, adjectives,
adverbs and prepositions, and also you will want to use
some different lexical fields as colors, days of the week,
actions verbs etc.

8.  It is important to use formal and informal vocabulary
instruction that engages students cognitive skills and
gives opportunities to learners to use new vocabulary.
 Learners need to acquire vocabulary learning strategies
in order to discover he meaning of new words.
For example use a method like TPR to include vocabulary
items in the listening activity.

9. Some principles for help children of EFL, OR ESL, in order to know
new vocabulary are the next ones:
 Direct instruction and indirect instruction
 Teach vocabulary words before a new activity
 Teach how to use the context
 Give opportunities for deep processing
 Help students se dictionary
 Have students keep vocabulary notebook

10.  Direct instruction refers to teaching the words and their
meaning.
Indirect instruction refers to helping children learn
appropriate strategies so they figure out the meaning by
themselves.
 Pre-teaching

11.  Students can benefit from learning how to use context
clues and guessing the meaning of the word, so this
help them to use unfamiliar concepts.
 Deep processing means working with the information at
a high cognitive or personal level.
Deep processing is a very important component of
vocabulary acquisition and development.

12.  Some activities that can be used in order that children
develop and expand their vocabulary are the next ones:
1. Word for a day
2. Categories
3. Scavenger hunt
4. What´s missing?
5. Mystery words
6. Concentration
7. Vocabulary basket