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Increasing Second Language Vocabulary through Engaging Conversations and Writing

Increasing Second Language Vocabulary through Engaging Conversations and Writing. Jelitza Rivera and Liza Ferreira. Bellwork:. • Create a list of 5 critical vocabulary words that students need in order to learn a topic or engage in a conversation. • How can students take a complex.

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Increasing Second Language Vocabulary through Engaging Conversations and Writing

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  1. IncreasingSecondLanguageVocabulary throughEngagingConversationsandWriting JelitzaRiveraandLizaFerreira

  2. Bellwork: •Createalistof5criticalvocabulary wordsthatstudentsneedinorderto learnatopicorengageina conversation. •Howcanstudentstakeacomplex definitionandmakeitmorekid- friendly?

  3. LanguageObjectives •Howwillstudentsacquirethis vocabularyusingthefourareasof languagedevelopment? • • • • Reading Writing Listening Speaking

  4. Ido,Wedo,Youdo •Givesdefinitiontostudentsusing wordincontext. •Createakid-friendlydefinition usingcontextclues,underlining keywords,markingthetext strategies,makeconnectionsto previousknowledge,etc. •Giveexamples;synonyms, antonyms,usingthewordin contextthroughwritingor speaking. Teacher WholeClass Group/Pairs Individual

  5. AcademicVocabulary Instruction

  6. AcademicVocabulary Instruction

  7. AcademicVocabulary Instruction • • • • • • • Clustering Vocabularychains GraphicOrganizers WordMaps Taboo Charades Whatelse?

  8. Helpfultipstonotewhenselecting vocabulary Select“bigwords”thatrelatetolessonconcepts (discrimination,evolution,function,characterization). Textbooksaddresstheseeffectively.ThesewillALWAYS beseenonstandardizedtesting. Highusespecificcontentwords(synonym,multiply, experiment,region) Highfrequency,highutility,crosscontentwords (consequence,issue,analyze,categorize).Textbooksdo NOTaddresstheseeffectively. Wordsweneedtoengageindialogue(believe,unlike, since,conclude,determine)

  9. SWATGame

  10. SMACKDown

  11. VocabularyWalkabout

  12. 10-24-7Rule

  13. EngagingConversations •Howdoyouengagestudentsin academicconversations? • • • • AcademicLanguageScripts SocraticSeminars Philosophicalchairs Whatelse?

  14. AcademicWriting

  15. Toneitup! • • • • Studentsaregiventwogroupsofvocabularythathavebeen reviewedinclass.Theyaregivenasetwithapositiveimpression, and/orasetwithanegativeimpression.Thentheyaregivena storywheretheyhavetofillintheblanks. Thistechniquecanbeusedtheshowhowthechoiceofwords impactthestory. ForintermediateESLstudents,thesametechniquecanbeused exceptthestudentsdonotgetthestorywiththeblanks,insteadthe studentshavetowriteoutthestorythemselves. Foradvancedstudents,thesametechniqueexcepttheyhaveto findadequatesynonymsastheycannotusethewordsgiveninthe vocabulary.

  16. Morewritingactivities • • • • • • • • Mockinterviews CollaborativeStorytelling Chunking Writingforpersuasion Writingjournals Limbo Sentencestarters Whatelse?

  17. Questions

  18. Contactus JelitzaRivera UniversityofCentralFlorida Jelitza.rivera@knights.ucf.edu LizaFerreira UniversityofCentralFlorida L.M.F.Consulting Lizamichelle.ferreira@gmail.com

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