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Expediting Comprehension forEnglish Language Learners

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Margarita CalderónArgelia Carreón, Elma Noyola, Jeanne

Cantú, Ana Bishop, Liliana Minaya-Rowe, María Trejo

Windham Middle School

A Refresher PD on Vocabulary

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Today’s Agenda

Vocabulary word selection and classification

Pre-teaching vocabulary using the 7-Step Strategy

Step 6: Student engagement with the new word

Anchoring word and content knowledge: The Round Table and Corners

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Identify and Classify Vocabulary:

Selecting words to teach before, during, and after reading:

1. Select Tiers 1, 2, & 3 from students’ texts.

2. From your explanations, for class experiments, demonstrations you will present to them.

3. From instructional activities, for class discussions during and/or after reading.

4. For the oral and written summaries of what they have learned.

5. From and for assessments.

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Tier 3 academic content specific

Square root Photosynthesis Government

Rectangle Germ Bylaws

Radical numbers

Atom Bailout

Circumference Matter Congressional

Pi square Osmosis Capital

Power Power Power

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Tier 2 words can also include polysemous words across academic content areas:

• solution• table• divide• prime• round• trunk• state

• power• cell• right• radical• leg• left• light

• • • • • • • • •

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Tier 2 words nest academic content through transition Words, Connectors, Causation, Time Sequencing, Predictions.

Some examples:

Cause & Effect -- because, due to, as a result, since, for this reason, therefore, in order to, so that, thus…

Contrast -- or, but, although, however, in contrast, nevertheless, on the other hand, while…

Addition or Comparison -- and, also, as well as, in addition, likewise, moreover, by the way…

Giving examples -- for example, for instance, in particular, such as…

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Tiers 2 & 3 Cognates

• Literature = literatura• Context = contexto• Multisyllabic = multisilábico • Osmosis = osmosis• Irony = ironía

False Cognates• Library ≠ librería (bookstore) = (biblioteca)• Story ≠ historia (history) = (cuento)• Exit ≠ éxito (success) = (salida)• Success ≠ suceso (event) = (éxito)• Character ≠ carácter (personality) = (personaje)

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When teachers are explaining/presenting a lesson, look out for homophones such as:

sum some

cell sell

weather whether

facts fats

axis exes

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absence, accuracy, additive, effect, affect, allow, apparent, approach, arrange, assortment, assumption, basis, bases, behavior, belief, body, boundary, core, criteria, crucial, depict, deplete, device, display, distinct, generate, impact, illustrate…

Tier 2 information processing words for the 7th-8th State exams and texts

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Explicit Instruction in Vocabulary

STEP 1

SELECT VOCABULARY TO PRE-TEACH BEFORE PRESENTING CONTENT, TEACHER READ ALOUD, OR STUDENT READING OF ANY TEXT.

STEP 2

TEACH VOCABULARY USING 7 STEPS WITH AMPLE STUDENT INTERACTION.

STEP 3

STUDENTS READ, DISCUSS, AND WRITE USING NEW VOCABULARY

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Summary of Vocabulary Tiers 1, 2, 3 For ELLs

TIER 1 -- Basic words ELLs need to communicate, read, and write. Those that should be taught.

TIER 2 -- Information processing words that nest Tier 3 words in long sentences, polysemous words, transition words, connectors; more sophisticated words for rich discussions and specificity in descriptions.

TIER 3 -- Subject-specific words that label content discipline concepts, subjects, and topics. Infrequently used academic words.

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Criteria for Selecting Words to Teach

It is critically important to the discipline.

It is critically important to this unit.

It is important to the understanding of the concept.

It is not critical but useful for ELs.

It is not useful at this time.

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From one day to the next, weather can have a big effect on your life. When it rains, you have to stay indoors or carry an umbrella. When it's cold, you have to bundle up.

Over the course of hundreds, thousands, and millions of years, weather trends affect life on Earth in more dramatic ways. Ice ages or long droughts, for example, can wipe out certain types of plants and animals. Although many species manage to survive such extreme, long-term climate shifts, their living conditions also change.

A Change in Climate

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Your Turn!Your Turn!

Select 3 words for each tier -

(Tier 1, 2, 3) from a portion of your

text.

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1. Teacher says the word.

2. Teacher asks students to repeat the word 3 times.

3. Teacher states the word in context from the text.

4. Teacher provides the dictionary definition(s).

5. Teacher explains meaning with student-friendly definitions.

66 Engages students in activities to develop word/concept knowledge.

7. Teacher highlights grammar, spelling, polysemy, etc.

Pre-Teaching Vocabulary

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1. Teacher states the word in context from the text.

2. Asks students to repeat the word 3 times.

3. Teacher provides the dictionary definition(s).

4. Explains meaning with student-friendly definitions.

5. Highlights features of the word: polysemous, cognate, tense, prefixes, etc.

6. Engages students in activities to develop word/concept knowledge.

7. Reminds how this will be used after reading.

1. Weather can have a big effect on your life.

2. Say effect 3 times.

3. The result or consequence of something. Influence, or the power to make something happen.

4. Two cups of coffee in the morning have a big effect on me -- I can’t sleep at night!

5. How do we spell effect? What other word is similar?

6. What has had a big effect on your life recently? TTYP

7. Remember to use effect and affect in your summaries.

Teaching Concepts/Vocabulary

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More Examples for Step #6

Question, Reasons, Examples• If you are studying for a test, you

need to do it persistently. What else do you need to do persistently?

• Say faithful if it applies:– A cat who always comes

home before dark.– A brother who takes care of

his sister.– A girl who has 3 boyfriends.– You provide an example for

us.

Making Choices & Review• Would you have iron will if you:

– Were afraid of cats?– Were tired but kept running

until you reached the finish line?

– Worked very hard to get an “A” on your report card?

• Applaud if you’d like to be described by the word: faithful, stubborn, awesome, awkward, impish, stern, illuminated.

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Your Turn to Teach Us!Your Turn to Teach Us!

Prepare to teach a Tier 2 or 3 word using the 7 steps.

Teach it to us – role play as if we were your students (3 minutes max).

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ROUNDTABLE

• Clear your desks.

• Only one paper and pencil.

• Each student writes one answer and passes the paper to the right.

• Everyone must write an answer.

• Continue this process until the teacher calls time out.

6 • Count the number of correct responses by your team.

Delete repeated words and report your numbers

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ROUNDTABLE

• Write a key word from

the text and pass the paper.

• Keep writing one word or phrase at a time until time is up.

• The words must be Tier 2 or 3.

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Round 2

• Put your heads together and come up with a strategy to improve your team total.

• Apply your strategy in Round 2 of Round Table.

• Follow the same rules as for Round 1.

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22Margarita Calderón & Associates, Inc.

Corners

Count 1 to 3

Numbers 1 go to one corner, #s 2 to another, and so forth.

Form triads, groups of three.

Timed Team Share (30 seconds each): First student answers question, next student adds to the answer, next student does the same, process continues (90 seconds).