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Transcript of Building Background F9: Vocabulary Bell Work: Write 3 strategies you can use in the classroom to...
Building BackgroundF9: Vocabulary
Bell Work: Write 3 strategies you can use in the classroom to help students link past learning with new concepts
Opening Prayer:
Review strategies
Content Objectives:The students will review strategies for linking past
learning with new concepts. The students will identify the key elements of Tier
1, Tier 2, and Tier 3 vocabulary words and tell why it is important to teach them to English Learners.
The students will identify the four main principles that guide vocabulary instruction.
Language Objectives:The students will discuss the importance of
teaching Tier 2 words.The students will complete a quick write
explaining why they agree or disagree that vocabulary instruction must be accelerated with English learners.
Tiers of Vocabulary WordsTier 1: Common words, simple nouns,
verbs, high frequency words (e.g. a, an, and, the, of, is, was, dog, Mom, Dad, etc.)
We usually do no focus on them except when teaching young children to read.
Els will need to be explicitly taught these words and will need to practice them to be successful with English.
Tiers of Vocabulary WordsTier 2 Words Words that are found in academic
language but not in everyday conversation
“Goldilocks word” Words that are not too difficult, not too easy, but just right
Words students need to know to understand school texts
Tiers of Vocabulary Words
Tier 2 or Process/Function Words
1. Process words: discuss, graph, line up, list, classify, etc.
2. Language process words: debate, skim, summarize, question, etc.
3. Function words: (how to request information) e.g. Jusitfy opinions, state a conclusion, etc.
4. Transition words: therefore, in conclusion, furthermore, etc.
5. Sequence words: first, then, next, finally, etc.
Tier 2 words should be explicitly taught to English Learners
Tiers of Vocabulary Words
Tier 3 or Content WordsKey vocabulary words, terms, and
concepts associated with a particular topic; e.g. angle, obtuse, scalene, right-angle, etc.
Only teach as needed to help students understand the content.
Words and Word Parts that teach English structure
These words enable students to learn new vocabulary, primarily based upon English morphology.
Many English words are formed with root or base words joined to prefixes and suffixes.
Example: photo (light), photosynthesis, photocopy, photograph, photography, photogenic
Literacy Challenge # 5
Have teachers select and include Tier 2 words (taken from their text materials) in vocabulary lists and language objectives
Turn and TalkWhy is it critical that as teachers
of English learners, we focus on Tier 2 words?
Literacy Challenge #6
Teachers will use direct, explicit, systematic instruction.
Vocabulary Routine for Explicit Instruction
1. immerse2. manipulate3. accelerate
Vocabulary InstructionFour main principles should guide vocabulary instruction:
1. Students should be active in developing their understanding of words and ways to learn them.
◦ e.g. Semantic mapping, word sorts
2. Students should personalize word learning.◦ e.g. Personal dictionaries
3. Students should be immersed in words.◦ E.g. Word walls, comparing/contrasting words, morphemic
element
4. Students should build on multiple sources of information to learn words through repeated exposures.
◦ Students need to see, hear, and use words more than once
Vocabulary Instruction
Vocabulary instruction is critical for English learners and must be accelerated.
2 minute quick write:Do you agree or disagree? Why
Turn and Talk 1 minute
Share
Content Objectives:The students will review strategies for linking
past learning with new concepts. The students will identify the key elements of
Tier 1, Tier 2, and Tier 3 vocabulary words.The students will identify the four main
principles that guide vocabulary instruction.
Language Objectives:The students will discuss the importance of
teaching Tier 2 words.The students will complete a quick write
explaining why they agree or disagree that vocabulary instruction must be accelerated with English learners.
Teaching Vocabulary
DO NOT
Give students a list of vocabulary words to copy from the board and look up the definitions in the dictionary
DOTeach words that fit into students’ learning
needs and concepts being taught.Teach dictionary skills with words that are
familiar to students
Vocabulary StrategiesWord SortsStudents categorize words or phrases,
that have previously been taught, into groups predetermined by the teacherActivity: Word Sort
Contextualizing Key Vocabulary◦At the beginning of the lesson
e.g. immerse, accelerate, manipulate
◦Or within the lesson e.g. schemata
Vocabulary StrategiesVocabulary Self-Correction
Strategy (VSS)◦Individuals or groups of students
self-select words from a particular reading/unit. The class agrees upon a list of vocabulary words for the reading/unit. Students may keep words in a word study notebook.
Personal Dictionaries◦Similar to VSS except a class list is
not compiled
Vocabulary StrategiesWord Walls
◦Relevant content vocabulary words are listed alphabetically on the wall. Words are revisited frequently and students are encouraged to use them in writing and discussions. Keep words to a minimum and change as needed with student input. Removed words can be stored for later review.
Vocabulary StrategiesConcept Definition Map
Akas
kind
Patient
intelligent
Friendly
Vocabulary StrategiesConcept Definition Map
American Revolution
Revolution
Can be violent
Overthrow of government
or social system
“Velvet” Revolution in
Czech Republic
Often emotional
Usually political
May result in changed system of
government
Russian Revolution
Vocabulary StrategiesCloze SentencesAre used to teach and review content
vocabulary. Students read a sentence where vocabulary word has been omitted. Once the correct word is determined it can be filled in the blank.
e.g. Vocabulary instruction must be for English learners.
List Group LabelStudents brainstorm words related to the topic
and then determine possible categories for the words.
Vocabulary Strategies
Word GenerationStudents learn and/or review new
words through analogy. Example: photo (light), photosynthesis, photocopy,
photograph, photography, photogenic
ActivityWith your partner list as many words as
you can think of that contain “port”.
Vocabulary Strategies
Word Study BooksA student made personal
notebook. It is suggested that words are organized by English language structure, e.g. words that end in –tion, -tation.
Vocabulary Games Pictionary, Scrabble, crossword
puzzles, word searches, etc.
Vocabulary Strategies
Self Assessment of Levels of Word Knowledge
1. I’ve never heard or seen the word before.
2. I’ve seen/heard the word before but do not know what it means.
3. I vaguely know the meaning of the word, and I can associate it with a concept or context.
4. I know the word well.