siop workshop objectives content obj: we will practice useful strategies for direct instruction of...
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SIOP Workshop Objectives
Content Obj: We will practice useful strategies for direct instruction of basic and academic vocabulary for ALL students
Language Obj: We will discuss, justify, note, & share vocab activities & applications.
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Sustaining SIOP #2Building Background
3 features of building back-ground= linking to Ss; linking to past/ new lrng; & vocabulary
future
present
past
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Connect to Students’ Lives
How do we learn about our Ss’ back-grounds?
CO: Brainstorm this topic.
LO: Write ideas in your group; share out orally to whole group.
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Explicit Connections
Review previous objectives Remember when we talked about … What did we learn about yesterday in
math? Connect to other disciplines (& real life)! Make it relevant to future classes (& life).
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Who needs instructionin basic vocabulary terms?
Marzano (2010): Two types of students
in uniquely precarious situations regarding basic vocabulary development: FRL & ELL students
Vocabulary development is highly correlated with family income and SES.
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Widening Gap
Differential rate of vocabulary development (low-, mid-, high- SES)
Widening gap begins < 24 months
3 categories of ELL:
1. Arrive prepared for school in L1
2. Not prepared in L1
3. In US w/ BICS in Eng
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Categorizing Vocabulary
Multiple ways – Marzano > rank ordered clusters or academic disciplines
Marzano - Tiers – 1 – 5 (basic to super advanced)
What we all MUST teach:
1. Content Words
2. Process/Function Words
3. Words/Word Parts
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Content Words
Key vocab words, terms & concepts associated with the topic being taught. (e.g. Juneteenth, Jim Crow, slavery, Civil Rights, integration, abolition, segregation, under-ground railroad, emancipation)
CO:Order these words.LO:Justify your decision.
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Content Words
1- High Frequency Words – ELLs probably know these in L1
2 – Academic Words – ELLs probably do NOT know these in L1 > TEACH EXPLICITLY!
3- Uncommon – Explain quickly and move on
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Process/Function Words Functional language:
request info, justify opinions, state conclusions
Classroom tasks: share with a partner, line up, graph, classify
Language processes: scan, skim, question, debate, argue, sum up
Transition: therefore, in conclusion, moreover
Sequence: first, next, at last, finally
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Words & Word Parts that Teach English Structure
175,000 words w/roots - Gr. 12 (Biemiller,2004)
15,000 = majority K-6 > 800-1200/year
(Dale & O’Rourke, 1981) photo- > compare the
words related by spelling and meaning to reinforce (Bear, Invernizzi, Templeton & Johnston, 2004)
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Words & Word Parts that Teach English Structure
Prefixes & Suffixes – Common Root words
MS/HS – Academic Word List – 570 word families (www.uefap.com/ vocab) British spellings
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Why Dictionaries FailBaumann, Kame’enui, Ash,
2003 –
Instruction relying on definition alone = pedagogically useless
Not likely to increase comprehension
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Better Dictionaries
Newbury House Dictionary of Amer. English nhd.heinle.com
Oxford ESL Dict. Oxford Picture
Dictionary for the Content Areas
any ESL or picture dictionary
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Research Synthesis
Blachowicz & Fisher (2000) - Students should be ACTIVE in developing under-standing of words and ways to use them.
Concept Continuum Idea Suitcases Word Sorts Concept Definition Maps Strategies for Independent Learning
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Concept Continuumglad, joyful, elated,
pleased, content, delighted, cheerful, happy
freedom, free will, self-determination, autonomy, options, independence, liberty, choice, emancipation
““It sure beats doing It sure beats doing worksheets.”worksheets.” – Tony M.
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Idea SuitcasesBuilding on students
background + game show fun!
What’s inside the suitcase???
Strengthen practice & comprehension
Assist in semantic generalization
Relate the vocabulary to other contexts (& reinforce!!)
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Idea Suitcases
a movie theater a grocery store the playground your backyard a sporting event the beach the mall the kitchen art class a restaurant countries
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Word Sorts
-tion -sion -tation
revolution tension representation
taxation passion plantation
frustration mission
participation vision
solution
nation
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Word Sorts
People Weapons Issues
George Washington
muskets taxation
Thomas Jefferson
rifles self-governance
Thomas Paine knives freedom of religion
Paul Revere bayonets democracy
King George cannons right to bear arms
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Concept Definition Map
What is it? > short definition
What is it like???? > adjectives
What are some examples??? > concrete examples
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Concept Definition Map
RevolutionWhat is it? Overthrow of govt or social
systemWhat is it like? Can be violent; often
emotional; usually political; may result in changed system of govt.
What are some examples? American Revolution; Arab Spring = Tunisia & Egypt, Libya …; “Velvet” Revolution in Czech Republic, Russian Revolution, French Revolution…
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Research Synthesis
Blachowicz & Fisher (2000)
Students should personalize learning:
Vocab self-selection Mnemonic strategies Personal
dictionaries Pictures/drawings
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Research Synthesis
Blachowicz & Fisher (2000)
Students should be immersed in words
Word walls Personal word
study notebooks Compare/contrast
words w/same morphemes
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Word Walls
Using pictures on word walls – Is it cheating or teaching?
revolution
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Research Synthesis
Blachowicz & Fisher (2000)
Students should build on multiple sources of information to learn words through multiple exposure.
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Connections
Hirsch 2003 –
Multiple exposures to word +
Myriad of contexts >
Deeper level of understanding
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Resources
Marzano, Robert J., Teaching Basic & Advanced Vocab
Marzano & Pickering, Building Academic Vocab
www.uefap.com/vocab/select (academic word list)
www.wordsift.com