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Linguistically Diverse LearnersStudent-Centered Sheltered Instructional Strategies: Vocabulary

CREATED BY NAOMI MIGLIACCI

PREPARED BY NAOMI MIGLIACCI | NM CONSULTING | 2015

ESSENTIALS FOR EVERY EDUCATORFor the Love of Learning and the Joy of the Journey

Agenda: Where are we going?Goals and Outcomes

Strategies

Warm-Up/Do Now

Station Rotation: Dealing With Vocabulary

Jig Saw: Text Discussion

Station Rotation: Dealing with Vocabulary

Think & Ink with Turn & Talk

Cool-Down, Review & Feedback


Pink Boat, Australia (Photo: Naomi Migliacci)

Strategies Used in the Workshop

Word Wall Think & Ink

Station Rotation/Carousel Turn & Talk

ABC Lists Annotations

List-sort-group Highlighting

Probable Passage Vocabulary Cards

Google Word Lists Power Point Movie Style

Word Wall Anticipation Quiz

Signpost Language Outcome Sentences

Paint Chips Jig Saw

Dictionary.com And THESAURUS.com

Use these strategies in your lessons to get at your objectives

We always use:

-- Warm-up

-- Cool-Down

-- Reflection

-- Collaboration

-- Independent Work Time

-- Visuals


Goals and Outcomes

Understand how vocabulary is learned and acquired

Select vocabulary strategies appropriate to the learning outcome

Use technology to develop vocabulary


How do I deal with content and academic vocabulary? How many new words should students learn?What are effective ways of teaching vocabulary?

FOCUS ON VOCABULARY


Vocabulary DevelopmentTypes: Tier 1 • Tier 2 • Tier 3

Purpose: Experience words • Learn new words • Make connections with words • Cognates • Word parts • Preview for lesson

Strategies: Student-Created Word Wall • Whip Around • Matching • Paint Chips • Word Games • Each One Teach One


Student-created Word Wall (Photo: Naomi Migliacci)

Use Academic Language in the Classroom


Social Language Academic Language

figure out conclude

group categorizeclassify

guess predicthypothesize

think infer

see observe

show demonstrate

saytell

reportexplaindescribe

write down record

Use Academic Vocabulary

Conclude: conclusion, concluding, concluded

Categorize: categorically, category, categorized, categorizing

Classify: class, classification, classified, classifying, reclassification

Predict: prediction, predicting, predicted

Hypothesize: hypothesis, hypotheses, hypothetical, hypothetically

Infer: inference, inferring, inferred

Observe: observation, observing, observed

Demonstrate: demonstrative, demonstrating, demo, demonstrating, demonstration

Report: report, reporting, reported

Explain: explanation, explanatory, explaining, explained

Describe: description, describing

Record: record, recording, recorded

English academic vocabulary is often Spanish social vocabulary


Word WallsInteractive

Student created

Color-coded

Content-based

Photos and illustrations


Student word wall, speaking and study guide (Photo: Naomi Migliacci)

Student-created A-B-C Power PointsStudents create an alphabetical “book” with new vocabulary from the text

They use clip art and write a complete sentence with the form of the word


A is for anesthesia

From Charlotte’s Web, chapter 7

Student-created Movie-Style Power PointsStudents create slides:

Quizzes

Scrambled words

Teacher runs the Power Point at various points during the day


Charlotte __________________ a fly before she kills it and eats it.

a. anesthesiab. anesthetizesc. anesthesiology

From Charlotte’s Web, chapter 7

Anchor Standards

CCSS.ELA-Literacy.CCRA.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

CCSS.ELA-Literacy.CCRA.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Student-created:

Word Walls

Power Points

Voice Thread


http://www.corestandards.org/ELA-Literacy/CCRA/L/1/


ABC ListPut students in teams with chart paper and colored marker for each team

Letter A to Z on chart paper

Brainstorm all the words on a topic

Move to another station, using the same pen color, add to the new list

Make it a contest

Add to the lists daily

Create PPTs A to Z for a “class e-book



Vocabularyache, aerobics, arms, allergy, allergic , aspirin, acute, astigmatism, Ambesol

bones, band-aids, burn(ing), boils

compress, concussion, cure, canker sore, cotton balls, CDC

drops, diet, depression, doctor, diabetes, dry

exercise, energy, ears, eyes, exam(ination), emergency

fit, flu, fingers, foot/feet, far-sighted

germs, get well soon, get better, gauze, gargle

hygiene, heart, headache, hips, hurt, heart burn

influenza, infection, ibuprofen, itchy

jumping

knees, knots

limp, limb, legs, ligaments

massage, medication, meditation, muscles, mucus

nose, nasal, nurse (practitioner), near-sighted

operation, obesity, over-the-counter, ointment

prevent, pneumonia, pharmacy, pain, prescription, pus, pimples, peroxide, poison

quiet

restrict, remedy, relief, relieve, rest, rubbing alcohol

symptoms, strict, stomach, sports, sore, sting, scratch, swish

triage, throat, toes, teary

under-the-weather

ventricle, veins, vitamins, virus, Valium

weight, waist, wrist, watery

X-ray, Xanax

yearly exam

Zyrtec

Lesson ObjectiveMake high-level conversation part of your classroom’s daily routine

Length: 1 min

Questions to ConsiderHow does Ms. Kim make vocabulary a natural part of the classroom?

Notice the synonym list and vocabulary cards that provide visual references.

How does the students' response to this strategy change over time?

Collage Talk


Jinny Kim

https://www.teachingchannel.org/videos/improving-student-vocabulary

GamesCards on Back

Pictionary

Bingo

Matching/Memory


Honduran workshop participants use vocabulary games to learn new concepts (Photo: Naomi Migliacci)

https://www.teachingchannel.org/videos/making-vocabulary-lesson-interactive

https://www.teachingchannel.org/videos/making-vocabulary-lesson-interactive

Vocabulary StrategiesThe Multilingual Classroom

Ideas to Consider

Note how a literacy objective can easily be developed based on the content objective

See how Mr. Tran combines kinesthetic and verbalization techniques to help students with punctuation

Try the “character hats” activity to help students with language development


ESL student in USVI has personalized program for reading (Photo: Naomi Migliacci)

https://www.teachingchannel.org/videos/multilingual-classroom-teaching

List – Sort –Group – LabelList all the words on sticky notes

Sort the words into categories

Group them on chart paper

Give the chart paper to another group to provide a label for the grouped words


http://bcove.me/96kp0f8y

http://bcove.me/96kp0f8y

Lesson ObjectiveBuild vocabulary by examining related words

Length: 2 min

Questions to ConsiderWhat scaffolds does Ms. Wessling put into place to get her students using new vocabulary?

Which words are best suited for paint chips?

How could you use paint chips in your classroom?

Paint Chips


Sarah Brown Wessling

https://www.teachingchannel.org/videos/build-student-vocabulary

Paint ChipsKeep track of sounds and spellings

Synonyms

Antonyms

Shades of meaning

Word families

Parts of speech

Rhyming words

Definitions

Example usage


s

Paint ChipsParts of speech

Word families


Word FamiliesGrow students vocabularies with related words


Paint ChipsUse your text to find the vocabulary and how it’s used

Use paint chips to:

Categorize words

Note opposites

Compare parts of speech

Review synonyms

Examine superlatives

Write out definitions and sentences

Look at shades of meaning


Student-created paint chips (Photo: Naomi Migliacci)

Paint Chips Word WallRetire “simple” vocabulary and add synonyms

Use visuals

Definitions and sentences on the back for reference


Anchor Standards for Language

CCSS.ELA-Literacy.CCRA.L.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

CCSS.ELA-Literacy.CCRA.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

CCSS.ELA-Literacy.CCRA.L.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

The Paint Chips activity supports the acquisition of language and students’ knowledge of language





Common Core Connection

High School ESL Class, Roosevelt, NY (Photo: Naomi Migliacci)PREPARED BY NAOMI MIGLIACCI | NM CONSULTING | 2015


Build Vocabulary

The king and queen sit in their garden. They talk about the future with the princess. She cries when her parents say they will choose her husband. She wants to choose her own husband. She wants to marry someone who is a good riddler. The king has a plan. They will have a contest for riddlers.

Underline the verbsMake a list of the verbs

Summary of a play from Inside ESL TextbookPREPARED BY NAOMI MIGLIACCI | NM CONSULTING | 2015

Build Vocabulary

The king and queen sit in their garden. They talk about the future with the princess. She cries when her parents say they will chooseher husband. She wants to chooseher own husband. She wants to marry someone who is a good riddler. The king has a plan. They will have a contest for riddlers.

Change the verbsWatch the tense

Summary of a play from Inside ESL TextbookPREPARED BY NAOMI MIGLIACCI | NM CONSULTING | 2015

Build Vocabulary

Change… To a colorful verb…

cry (cries)

eat

go

laugh

talk

Find a new word for the verbs

Make a chart


Build VocabularyUse Thesaurus.com or Word to look up synonyms and antonyms

How does the character change with a single word change?

How does the scene change with a single word change?


Build Vocabulary

Change… To a colorful verb…

cry (cries) weep, whimper, whine, sob, bawl, wail

eat nibble, munch, gobble, gulp, devour

go walk, stroll, hurry, rush, race

laugh grin, giggle, chuckle, cackle, howl

talk chat, chatter, discuss, speak

Note how the different verbs change our perception of the characters


Rewrite of the Summary of a Play

The king and queen relax in their garden. They are discussing the future with the princess. She sobs when her parents inform her that they will select a husband for her. The princess insists, “I’m the best riddler in the kingdom, and I will only marry a riddler who is as good as me!” The king and queen listen and decide on a new plan. They will sponsor a contest for riddlers to find their daughter’s husband.

Note other aspects of the text that need to change when the verbs are changed


Provide Vocabularybarnacle • bathing suit • bay • beach beach ball • bikini • blanket • boardwalk • boat •

boogie board • buoy • canoe • cape • catamaran • chair •clam • clam bake • coast • conch • cooler • coral • cove • crab • currents • dive • dock • dune • dune buggy • ebb tide •

family • fins • fish • fishing • flip flops • fried clams • Frisbee • gull • hat • hermit crab • high tide • hot • humid • ice cream • intertidal zone • island • jellyfish • kayak • kelp •

lagoon • lake • lakeshore • lifeguard • life jacket • life preserver • limpet • lobster • longboard • low tide • mangrove • mist • mussels • neap tide • ocean • paddleboat •

palm tree • pelican • peninsula • pier • popsicle • raft • reef • relax • rest • rip current • sail • sailboat • salt water • salt water taffy • sand • sandals • sandbar • sandcastle • sand dollar • scuba • sea • seagull • seashell • seashore • sea star • shark • shell • ship • shore • shorebirds • snacks • snorkel • soft serve ice cream • spray • starfish sun • sunbathe •

sunburn • sunglasses • sun hat • sunscreen • suntan • surf • surfboard • swim • swim fins • swimming cap • taffy • tan • tide • tide pool • towel • trip • trunks • tsunami • umbrella • undertow • underwater • vacation • volleyball • wake • water • water bottle • waves •

weeds • weekend • wet • wharf • whitecaps • yacht • zoris


Useful Language – Referring to DataThis bar graph gives/provides information about …

This line here shows …

This chart describes …

As these figures illustrate, …

This chart clearly shows that …

If you look at the third column, you will see (that/an/a) …

The data in the last row show (an) …

From the years ___ to ___ ...

If this trend continues…

… has risen dramatically/slightly

… have remained steady

… is likely to …

… is not likely to …


Downward movement(verbs)decline decrease

drop fall (off)

slide lose ground

crash collapse

plummet plunge

take a fall weaken


Whitewater Rafting, Argentina

Upward movement(verbs)

climb rise

increase surge

rocket soar

gain jump

regain strengthen

go through the roof


Surfing Bells Beach, Australia (Photo: Naomi Migliacci)

Stability(verbs)

bounce back

rally

recover

maintainflatten out

hold steady

level off

stabilize

maintain


Paddle Boarding at Bells Beach, Australia (Photo: Naomi Migliacci)

Degree of Change (adjectives)slow

steady

slight

sharp

gradual

disastrous

Massive

perilous

rapid

PREPARED BY NAOMI MIGLIACCI | NM CONSULTING | 2015Pancake Rocks, New Zealand (Photo: Naomi Migliacci)

Probable Passage Characters Setting Problem

Outcomes WordsbaconspiderbarnFly

anesthetizefat

hysterical

Gist

To Discover –Unknown Words

Activate prior knowledge

Encourage active thinking

Make pre-reading predictions

Get students talking (groups)

Develop a purpose for reading

Develop a “gist statement” that will summarize their reading

List of things they “hope to discover”

What ideas were discovered from the reading?


Title: Charlotte’s WebAuthor: E. B. White

The Great Gatsby Probable Passage

Characters Setting Problem

Outcome Unknown To Discover

I. Decide whether you think each word is a character, part of the setting, part of the problem, part of the outcome, or an unknown word (word you can’t define). Using all 12 words, place each word in the box in which you think it belongs. Each word can only be used once. In the “To discover” box, come up with three questions you would like to find out while you are reading The Great Gatsby.

II. Next, write at least a 7 sentence paragraph using ALL 12 words (highlighted) telling what you think is going to happen in the story.


Research from Paul Nation• Need a balanced approach

• Repetition is necessary but a large portion of new vocabulary won’t be repeated, bring old word walls back, space repetition out

• Graded readers, adaptive texts are good

• Electronic dictionaries, hyperlinks are good

• Learning groups of words together (days of the week) increases the learning difficulty by 50% to 100% more difficult (list relationship); base teaching around texts (frog, swamp, slimy, etc.) is better

• 1000 a year, 40 weeks, 5 words a day

TOP ACTIVITIES:

1. Extensive reading

2. Learning from word cards for older learners

3. Linked schools activities (content-based instruction): gets at receptive and productive learning


Number of Meetings INITIAL OCCURRENCE/REPETITIONQuality of attention –

Give more thoughtful attention to an item

Quality has stronger effects over repetition

but both are necessary

Incidental attention Deliberate attention

RECEPTIVE/PRODUCTIVE

Noticing • Guessing from content

• Noticing a gap when speaking

or writing

• Text highlighting

• Focusing on a form or meaning

using word cards

• Dictionary or glossary look up

• Being taught words

Exact retrieval

Learners need to be forced to make

retrievals (struggle to learn is

necessary)

• Retrieval using word cards

• Doing vocabulary exercises after

reading a text

• Recalling using a word wall

Varied retrieval

Extensive reading sets up the

conditions for varied retrieval –

great conditions for learning

• Meeting a previously met word

in a new form on context while

listening or reading and recalling

its meaning in conversation or

writing

• Recalling and using a recently

met word in a new way

• Looking at a concordance

• Filling the blanks

• True/false sentences

Elaboration

A rich range of associations can

happen can with linked activities,

which help change the context for

how the vocabulary is used –

retelling activities, listening, reading,

etc. on the same topic

• Meeting and using a word in

genuine high stakes

communication

• Meeting and using a word in

relation to pictures

• Interactive reading (shared

blown-up book)

• Word part analysis

• Using the keyword technique

• Semantic mapping

• Focusing on words in teacher-led

intensive reading

• Find the core meaning

Hello and Good-byeWhat strategies and practices are you saying “hello” to?

What are you saying “good-bye” to?


Teachers try new strategies, Qingdao, China(Photo: Naomi Migliacci)

CONTACTnaomimigliacciconsulting.com

[email protected] BY NAOMI MIGLIACCI | NM CONSULTING | 2015

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