our focus--vocabulary why? english has 1,000,000 words global complex language key factor in...
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Vocabulary
Our Focus--VocabularyWhy?
English has 1,000,000 wordsGlobal Complex LanguageKey factor in building Reading ComprehensionOften taught ineffectivelyELLs need 12 production opportunities to own a wordCalderon recommends 6-7 words that are key to a textMust teach Tier 1 words to ELLsPre-teach prior to encountering in textStudents must know 90%-95% of words for
comprehensionMultiple (12) opportunities for production
Questions for Selecting Vocabulary
1. Representative2. Repeatability3. Transportable
4. Contextual Analysis
5. Structural Analysis
6. Cognitive Load
Is it critical to understanding?Will it be used again?Is it needed for discussions or
writing?Can they use context to figure it
out?Can they use structure?Have I exceeded the number
they can learn?
Frey, N., & Fisher, D. (2009). Learning words inside and out: Grades 1-6. Portsmouth, NH: Heinemann.
Tier 1 Basic Words
Simple Idioms
Connectors
Find, search, guest tooth, answer
Hit the books, Through the roof
So, if, then, however, also
Tier 2Important and utility
words (across content)
Conceptual understandingCause/EffectContrast/
ComparisonGiving Example
Polysemous Words
Power, cell, radical, prime
Provide precisionBecause, since,But, although, in
contrast, alsoFor instance
Table, ring, slip
Tier 3 Low frequency wordsSpecific to domain/content areai.e. Hyperbole, Isotope, OsmosisCognate Strategy May Help
Step 2: Make it Transparent with Modeling
The Power of Modeling
Mirror neuron systems
ExC-ELL 7 Step Format1. Teacher says the word 2. Teacher states context in passage3. Provides definition (s) from dictionary4. Teacher provides a student friendly
example.5. Students say the word 3 times6. Teacher ensures 100% active engagement7. Say the word or sentence again
Let’s try it…1. Say the word Polysemous three times.2. Our text says that polysemous words can
some of the most troublesome for ELLs because they often only know one meaning of the word.
Let’s continue3. pol·y·se·mous--adj. Having or
characterized by many meanings: highly polysemous words such as play and table.
4. In other words polysemous words are…5. Say Polysemous three times…
continued6. Turn to a partner and explain polysemous
words to them. Have your partner give you examples of polysemous words. Be ready to share your partner’s ideas.
7. Let’s spell it together
Ideas for Step 6Think Pair ShareCooperative Learning
Expert JigsawAffixes/Prefixes/RootsProps/RealiaCreate listsExample/Non-exampleUnderline Red, Yellow, Green
Ideas for Step 6Four Corners
Word Picture
Sentence Definition
Which Vocabulary Do We Teach?Beck proposed a Tier system to identify the
most crucial words to teach (for all students not just ELLs)
Three Tiers reflect different levels of complexity and exposure based on individual students
Beck suggests that you focus on Tier 2 and 3 words
HOWEVER—ELLs NEED Tier 1 instruction
What about time?Think about teaching 1 word a day (per
content area) until the students know the process.
If you teach 2-3 words per content area that is 8-12 words in the core content areas a day.40-60 words a week1200-1800 words in 150 days
Other ideasSelect between all 3 tiersWhat if art/PE/Music were involved?What about ESL teachers?Others?
Reminder of the 7 Steps1. Say2. Text3. Definition4. Example5. Repeat6. Activity7. Say Word/Sentence
What better way than with word games?
Ways to Stay Healthy
Types of Dark Green Members of Vegetables the Meat and
Beans Group
Food Groups Types of Whole Grains Things to Avoid
Nutrition
Clues Developed by Student Partners
Concept Circle for a Dog
Four equal sides
Four equal diameters
Concept Circle for a Square: Which Attribute Doesn’t Belong?
Four equal angles
Two lines parallel
Shades of Meaningfreezing
cold
warm
hot
Graham’s Second Grade
ScienceVocabulary
Step 4: Make it Personal
with Individual Activities
Writing FramesStudents integrate academic language with
vocabulary knowledge about animal habitats:
I knew that ______ live in _____. I learned some new facts about _____. I learned that _____ live in ____. I also learned that _____ do not like to live _____. Another fact I learned was ____. The best thing I learned was _____.
Alphabet Vocabulary ChartA-B
Bald EagleBell
C-D E-FFlag
G-H
I-J K-L M-NMount
Rushmore
O-P
Q-R S-T U-V-W X-Y-Z
Use English, Science, and Social Studies content to make the most of vocabulary instruction.
Use gateway affixes to increase access to unfamiliar vocabulary
Cunningham, 2002
Re-, dis-, un-, in-/im- account for 50% of all the prefixed words readers will ever see
-s, -es, -ed, and -ing account for 65% of all suffixed words
Words of the WeekFive words a week (Port: to, out )
airport, transport, portable, port, reportGrouped by affix or derivationGrade levels propose wordsGoal is to build vocabulary and teach
patterns for unfamiliar wordsConsider creating separate K-2 and 3-6
lists.Primary lists can draw from Dolch and
Ogden Basic English word lists
Ideas for Extending WOW Efforts
Post the words on classroom word wallsExtra credit for using WOW words in
writingPost words each week on school website
and in newsletterUse words in games (Bingo, Password, Concentration)
Intentional Word Selection
Intentional Word Selection Transparent Modeling
Intentional Word Selection Transparent Modeling
Useable through Peer Collaboration
Intentional Word Selection Transparent Modeling
Personalized Individual ActivitiesUseable through Peer Collaboration
Intentional Word Selection Transparent Modeling
Personalized Individual Activities
Priority on
Content
Useable through Peer Collaboration
Intentional Word Selection Transparent Modeling
Personalized Individual Activities
Priority on
Content
Useable through Peer Collaboration
Learning Words Inside and Out
Acknowledgements Thank you to Tim Sims.
Margarita Calderoné and Diana Brown
for creating several slides that were shared in this
presentation.