A Boy Called Slow Vocabulary I can identify and use key vocabulary words accurately.
The Importance of Vocabulary in Content Area Classesage-appropriate vocabulary words…As long as...
Transcript of The Importance of Vocabulary in Content Area Classesage-appropriate vocabulary words…As long as...
Bilingual/Foreign Language/ESOLEducation Department
The Importance ofThe Importance ofVocabulary in ContentVocabulary in Content
Area ClassesArea Classes
Bilingual/Foreign Language/ESOLEducation Department
Presented by:
Vivian Suarezand
Amalia Pares-Pomerantz(754)321-2950
Bilingual/Foreign Language/ESOLEducation Department
How can we address theacademic needs of our
LEP students?
Bilingual/Foreign Language/ESOLEducation Department
The Baseball GameThe Baseball Game
The professional baseball teamwon by a score of four tonothing, even though not asingle man scored. None of theplayers were women.
How is this possible?
from Stories with Holes,Levy, Nathan
Bilingual/Foreign Language/ESOLEducation Department
FocusFocus• Recognize the value of previewing
text for significant vocabulary.
• Learn and apply the use of theVocabulary Improvement Strategy(VIS) in specific content areas.
• Analyze the strengths andweaknesses of content areatextbooks as they apply to LEPstudents.
Bilingual/Foreign Language/ESOLEducation Department
ΠΝΕΡΓΨΠΝΕΡΓΨ
• What are the words?
• How did you determine thewords?
• What processes would your LEPstudents use to decipher thewords and their meaning?
Bilingual/Foreign Language/ESOLEducation Department
EnergyEnergy“The ancient Greek word for energy wasenergos, which means “active.” Until the 1900s, people thought that energy wasstored inside objects. Now we say that energy is the ability to cause change.Energy can change the temperature, speed, or direction of an object. Energycan change the shape of modeling clay or the temperature of a cup of water.”
Bilingual/Foreign Language/ESOLEducation Department
Effective ways ofEffective ways ofintroducing new conceptsintroducing new concepts
• Select the most important words forteaching.
• Activate background knowledge.
Bilingual/Foreign Language/ESOLEducation Department
...Effective ways of...Effective ways ofintroducing new conceptsintroducing new concepts
• Show students how to elaborate wordmeaning.
• Empower students with strategies thatpromote student independence andactive involvement in learning.
Bilingual/Foreign Language/ESOLEducation Department
Why should teachers previewWhy should teachers previewthe text for the text for keykey vocabularyvocabulary??
♦ Previewing the text allows the teacher to create prereadingactivities (such as vocabulary activities) that are meaningfuland useful to the learner.
♦ Previewing the vocabulary with the students activates whatthey already know.
♦ LEP students may have background knowledge (schema) ina topic, but merely need to understand the words andconcepts in English to activate this knowledge.
Bilingual/Foreign Language/ESOLEducation Department
“…there is no formula for selectingage-appropriate vocabularywords…As long as the word can beexplained in known words and canapply to what students might talk orwrite about, it is an appropriate wordto teach.”
Bringing Words to LifeRobust Vocabulary Instruction,Beck, Isabel L., McKeown,Margaret G., & Kucan, Linda
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Vocabulary Improvement Strategy(VIS)
Personal Clue
(4)
Meaning
(3)
Word
(1)
Sentence
(2)
Bilingual/Foreign Language/ESOLEducation Department
VISVIS Chart ChartPersonal Clue
(4)
Meaning
(3)
The ability tocause change
Word
(1)
active
Sentence
(2)
The ancientGreek word forenergy wasenergos, whichmeans “active.”
Bilingual/Foreign Language/ESOLEducation Department
VIS VIS Group ActivityGroup Activity
• Select one word from the text to pre-teach.
• Complete the VIS chart for the word.
• Use a visual as a personal clue.
Bilingual/Foreign Language/ESOLEducation Department
Keys to Using theKeys to Using the VISVIS
• Pre-select the words from the text.
• Model the use of the VIS with thestudents.
• The teacher needs to explain the fourparts prior to student use.
• The teacher can modify the VIS to fit thecurriculum.
Bilingual/Foreign Language/ESOLEducation Department
Ways to adapt the VISVIS forLEP students
• Model the strategy various times.
• Use pictures as personal clues.
• Students can work in pairs orcooperative groups to create the VISchart.
Bilingual/Foreign Language/ESOLEducation Department
Ways to adapt the VISVIS forLEP students
• Create a VIS chart on chart paper and have itdisplayed in the class for reinforcement.
• Encourage students to construct meaningthrough collaborative, student-generateddefinitions.
• Allow students to use their native language inthe personal clues column.
Bilingual/Foreign Language/ESOLEducation Department
Using Content AreaUsing Content AreaMaterials with LEP StudentsMaterials with LEP Students
How does your textbookfacilitate the teaching/learningconnection for LEP students?
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Strengths & Weaknesses ofStrengths & Weaknesses ofContent Area TextbooksContent Area Textbooks
Strengths Weaknesses
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Strategies for Selecting, Adapting,Strategies for Selecting, Adapting,and Using Content Area Materialsand Using Content Area Materials
with LEP Studentswith LEP Students
• Criteria for selecting materials
• Adapting less-than-ideal materials
• Using Materials
Bilingual/Foreign Language/ESOLEducation Department
Best PracticesBest Practices(Video)(Video)
• Are the students engaged?
• How do the students learn from each
other?
• How does the teacher address thedifferent learning styles?
Bilingual/Foreign Language/ESOLEducation Department
Best PracticesBest Practices
• Does the lesson reinforce the contentarea vocabulary?
• Does the teacher monitor studentengagement?
Bilingual/Foreign Language/ESOLEducation Department
Key PointsKey Points
• Recognize the value of previewing textfor significant vocabulary.
• Learn and apply the use of theVocabulary Improvement Strategy (VIS)in specific content areas.
• Analyze the strengths and weaknessesof content area textbooks as they applyto LEP students.
Bilingual/Foreign Language/ESOLEducation Department
NOTHING STAYSNOTHING STAYS the SAME the SAME
Timeripensallthings;noone is bornwise.
Miguel de Cervantes SaavedraSpanish writer, author of Don Quixote