Which approach helps ELL students with vocabulary comprehension during lessons?

Choosing to define unfamiliar words during readings is an effective approach to help English Language Learners (ELL) with vocabulary comprehension. This method provides students with immediate clarification of words that may be unfamiliar to them, allowing them to engage more fully with the text. When students encounter new vocabulary, offering a clear definition helps them understand the material better and supports their ability to make connections between the new word and its context within the lesson.

Defining unfamiliar words allows ELL students to build their vocabulary in a context that is relevant and meaningful to them. It encourages active participation in learning and promotes retention and use of new words, as students can see how these terms fit into the larger narrative or argument being presented.

In contrast, options such as encouraging silent reading may not directly support vocabulary acquisition since students might come across unfamiliar words without the immediate assistance needed to comprehend them. Rephrasing content without examples could leave students unclear about the meanings of terms that are essential for understanding the subject matter. Lastly, using abstract terminology is not conducive to learning as it may confuse students further, especially if they are already struggling with basic vocabulary. Thus, providing definitions within the context of reading offers substantial support and enhances overall comprehension.