Words Words Words! Helping ELL Students Develop Vocabulary

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    17-Dec-2015
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Transcript of Words Words Words! Helping ELL Students Develop Vocabulary

  • Slide 1
  • Words Words Words! Helping ELL Students Develop Vocabulary
  • Slide 2
  • Two important elements of vocabulary learning Quality: How well do students know each word?
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  • Quality Goal: To improve how much students know about each word
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  • Quality Spoken Form: What does the word sound like? How is it pronounced?
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  • Quality Written Form: What does the word look like? How is it written?
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  • Quality Meaning: What meaning does this form of the word have? For example: Drink (noun) vs. drink (verb)
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  • Quality Concepts: What things can the concept refer to? For Example: Drinking fountain
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  • Quality Associations: What other words does this word make you think of? For example: drink - water - thirsty
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  • Quality Grammatical Patterns: In what patterns does the word occur? transitive vs. intransitive verbs Two-word verbs: talk about Prepositions: drink of N
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  • Quality Collocations: What words or type of words occur with this word? Example: Get a drink Have a drink Take a drink
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  • Quality Restrictions on Use (Register differences): Where, when, and how often would you expect to meet this word? Is the word: Informal (casual) Formal
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  • Quantity Goal: To increase the number of words that students know
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  • Quantity Educated adult native speakers of English know approximately 20,000 word families
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  • Quantity High School graduate ELL students know approximately 2,000 - 3,000 word families
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  • Quantity If students know the most frequent 1,000 words of English, they should be able to understand 72% of the words on the page of a book, newspaper, or magazine
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  • Quantity If students know the most frequent 2,000 words of English, they should be able to understand 80% of the words on the page of a book, newspaper, or magazine
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  • Quantity If students know the most frequent 3,000 words of English, they should be able to understand 84% of the words on the page of a book, newspaper, or magazine
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  • Quantity If students know the most frequent 4,000 words of English, they should be able to understand 86% of the words on the page of a book, newspaper, or magazine
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  • Quantity In order to understand 95% of the words on a page of a book, newspaper, or magazine, students need to know approximately 12,500 words In order to understand 99% of the words on a page of a book, newspaper, or magazine, students need to know approximately 44,000 words
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  • Academic Vocabulary
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  • If the goal is to read academic writing (textbooks, etc) and write academic papers (essays, etc), students can save time and effort by focusing on academic vocabulary
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  • What is Academic Vocabulary? Academic Vocabulary is a specialized vocabulary of 570 word families that commonly appear in all academic textbooks, regardless of content area
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  • Academic Vocabulary Learning In general vocabulary learning, to go from 80% understanding to 86% understanding would require students to learn 2,000 more word families In academic vocabulary learning, to go from 80% understanding to 86% understanding would require students to learn 570 more word families
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  • Do you think studying academic vocabulary will be helpful for ELL students?
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  • Keeping 4 principles in mind will help students develop their vocabulary as much as possible.
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  • Principle #1 Help students be active in developing understanding of words and ways to learn them
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  • Active Learning Strategy 1 Semantic Mapping: Making a graphic representation of the relationship between words
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  • Active Learning Strategy 2 Definition Mapping: Working with grammar, meaning, and sample sentences
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  • Active Learning Strategy 3 Grouping: Recognizing the relatedness of a word to other words
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  • Grouping Words that Describe Large Scale massive huge enormous immense extensive vast
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  • Principle #2 Help students personalize their word learning
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  • Personalized Learning Strategy 1 Choosing words: Identify key concepts and the words required to understand these concepts
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  • Personalized Learning Strategy 2 Choosing words: Identify important terms students need to learn
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  • Personalized Learning Strategy 3 Choosing words: Identify meaningful similarities and differences among the concepts / words being studied
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  • Personalizing Words (Summary) Students identify key concepts or important terms they need to learn within a text. Students construct a semantic network around each of the selected key concepts. Students think of examples or potential applications of the key concepts and record these examples on the definition worksheet. Students identify meaningful similarities and differences among the different concepts being studied.
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  • Principle #3 Students should be immersed in words
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  • Immersion in Words Opportunity 1: Put students in a word- and language-rich environment
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  • Immersion in Words Opportunity 2: Help students become aware of words and how they are used in the input they receive
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  • Immersion in Words Opportunity 3: Help students try to use new / interesting words in their speaking and writing
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  • Principle #4 Students should get multiple sources of information to learn words through repeated exposures
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  • Repeated Exposure Opportunity 1: Watch videos or TV programs that are related to the content
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  • Repeated Exposure Opportunity 2: Read books, stories, and other material related to the content
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  • Repeated Exposure Opportunity 3: Discuss content ideas with friends, family, and classmates
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  • Summary 4 Principles of Vocabulary Learning Students should be active in developing their understanding of words and ways to learn them Students should personalize their word learning Students should be immersed in words Students should use multiple sources of information to learn words through repeated exposures
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  • Keeping these 4 principles in mind will help students develop their vocabulary as much as possible.
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