Vocabulary

1. Vocabulary

2. Our Focus--Vocabulary • Why? • English has 1,000,000 words • Global Complex Language • Key factor in building Reading Comprehension • Often taught ineffectively • ELLs need 12 production opportunities to own a word • Calderon recommends 6-7 words that are key to a text • Must teach Tier 1 words to ELLs • Pre-teach prior to encountering in text • Students must know 90%-95% of words for comprehension • Multiple (12) opportunities for production

3. Questions for Selecting Vocabulary • Representative • Repeatability • Transportable • Contextual Analysis • Structural Analysis • Cognitive Load • Is it critical to understanding? • Will it be used again? • Is it needed for discussions or writing? • Can they use context to figure it out? • Can they use structure? • Have I exceeded the number they can learn? Frey, N., & Fisher, D. (2009). Learning words inside and out: Grades 1-6. Portsmouth, NH: Heinemann.

4. Tier 1 • Basic Words • Simple Idioms • Connectors • Find, search, guest tooth, answer • Hit the books, Through the roof • So, if, then, however, also

5. Tier 2 • Important and utility words (across content) • Conceptual understanding • Cause/Effect • Contrast/Comparison • Giving Example • Polysemous Words • Power, cell, radical, prime • Provide precision • Because, since, • But, although, in contrast, also • For instance • Table, ring, slip

6. Tier 3 • Low frequency words • Specific to domain/content area • i.e. Hyperbole, Isotope, Osmosis • Cognate Strategy May Help

7. Step 2: Make it Transparent with Modeling

8. The Power of Modeling Mirror neuron systems

9. ExC-ELL 7 Step Format • Teacher says the word • Teacher states context in passage • Provides definition (s) from dictionary • Teacher provides a student friendly example. • Students say the word 3 times • Teacher ensures 100% active engagement • Say the word or sentence again

10. Let’s try it… • Say the word Polysemous three times. • Our text says that polysemous words can some of the most troublesome for ELLs because they often only know one meaning of the word.

11. Let’s continue • pol·y·se·mous--adj.  Having or characterized by many meanings: highly polysemous words such as play and table. • In other words polysemous words are… • Say Polysemous three times…

12. continued • Turn to a partner and explain polysemous words to them. Have your partner give you examples of polysemous words. Be ready to share your partner’s ideas. • Let’s spell it together

13. Ideas for Step 6 • Think Pair Share • Cooperative Learning • Expert Jigsaw • Affixes/Prefixes/Roots • Props/Realia • Create lists • Example/Non-example • Underline Red, Yellow, Green

14. Ideas for Step 6 • Four Corners

15. Which Vocabulary Do We Teach? • Beck proposed a Tier system to identify the most crucial words to teach (for all students not just ELLs) • Three Tiers reflect different levels of complexity and exposure based on individual students • Beck suggests that you focus on Tier 2 and 3 words • HOWEVER—ELLs NEED Tier 1 instruction

16. What about time? • Think about teaching 1 word a day (per content area) until the students know the process. • If you teach 2-3 words per content area that is 8-12 words in the core content areas a day. • 40-60 words a week • 1200-1800 words in 150 days

17. Other ideas • Select between all 3 tiers • What if art/PE/Music were involved? • What about ESL teachers? • Others?

18. Reminder of the 7 Steps • Say • Text • Definition • Example • Repeat • Activity • Say Word/Sentence

19. What better way than with word games?

20. $25,000 Pyramid Nutrition Ways to Stay Healthy Types of Dark Green Members of Vegetables the Meat and Beans Group Food Groups Types of Whole Grains Things to Avoid

21. Clues Developed by Student Partners

22. Concept Circle for a Dog

23. Concept Circle for a Square: Which Attribute Doesn’t Belong? Four equal angles Four equal sides Two lines parallel Four equal diameters

24. Shades of Meaning Graham’s Second Grade Science Vocabulary freezing cold warm hot

25. Step 4: Make it Personal with Individual Activities

26. Writing Frames Students integrate academic language with vocabulary knowledge about animal habitats: I knew that ______ live in _____. I learned some new facts about _____. I learned that _____ live in ____. I also learned that _____ do not like to live _____. Another fact I learned was ____. The best thing I learned was _____.

27. Alphabet Vocabulary Chart

28. Use English, Science, and Social Studies content to make the most of vocabulary instruction.

29. Use gateway affixes to increase access to unfamiliar vocabulary -s, -es, -ed, and -ing account for 65% of all suffixed words Re-, dis-, un-, in-/im- account for 50% of all the prefixed words readers will ever see Cunningham, 2002

30. Words of the Week • Five words a week (Port: to, out) • airport, transport, portable, port, report • Grouped by affix or derivation • Grade levels propose words • Goal is to build vocabulary and teach patterns for unfamiliar words • Consider creating separate K-2 and 3-6 lists. • Primary lists can draw from Dolch and Ogden Basic English word lists

31. Ideas for Extending WOW Efforts • Post the words on classroom word walls • Extra credit for using WOW words in writing • Post words each week on school website and in newsletter • Use words in games (Bingo, Password, Concentration)

33. Intentional Word Selection

34. Intentional Word Selection Transparent Modeling

35. Intentional Word Selection Transparent Modeling Useable through Peer Collaboration

36. Intentional Word Selection Transparent Modeling Personalized Individual Activities Useable through Peer Collaboration

37. Intentional Word Selection Transparent Modeling Personalized Individual Activities Priority on Content Useable through Peer Collaboration

38. Intentional Word Selection Transparent Modeling Learning Words Inside and Out Personalized Individual Activities Priority on Content Useable through Peer Collaboration

39. Acknowledgements Thank you to Tim Sims. Margarita Calderoné and Diana Brown for creating several slides that were shared in this presentation.