What is the primary reason pre-teaching vocabulary is effective for ELLs in Mrs. Weiss's class?

The effectiveness of pre-teaching vocabulary for English Language Learners (ELLs) lies significantly in the way new vocabulary is integrated into their learning experience. Presenting new vocabulary in a less structured context allows students to engage with the language more naturally and meaningfully. This approach encourages exploration and connections to their prior knowledge and experiences, ultimately facilitating better retention and understanding of the vocabulary.

When we pre-teach vocabulary in a less rigid setting, it often includes real-life situations, visuals, and interactive activities that make the words more relatable and applicable. These contexts help bridge the gap between unfamiliar vocabulary and the students' existing language abilities, which is particularly beneficial for ELLs as they navigate the complexities of a new language.

Other choices, while they have their merits, do not capture the essence of why providing vocabulary in a less structured context is particularly advantageous. Engaging students in word selection or relying on dictionaries might be beneficial in certain scenarios, but they do not inherently create the same level of contextual understanding and authentic usage that comes from a more exploratory approach to vocabulary learning. Similarly, using other comprehension strategies has its place but does not address the specific impact of vocabulary instruction itself on ELLs.