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Teaching Academic Vocabulary through. Content-Based Intervention to ELL Students. AZ-TESOL Conference. October 26, 2013. Ali Yaylali, Sonoran Science Academy. Overview of Today’s Agenda Teaching ELLs in K-12 CCSS: Shift in vocabulary instruction Criteria for vocabulary selection

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Teaching Academic Vocabulary through

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Teaching academic vocabulary through

TeachingAcademicVocabularythrough

Content-BasedInterventiontoELLStudents

AZ-TESOLConference

October26,2013

AliYaylali,SonoranScienceAcademy


Teaching academic vocabulary through

OverviewofToday’sAgenda

TeachingELLsinK-12

CCSS:Shiftinvocabularyinstruction

Criteriaforvocabularyselection

Implicationsforvocabularyinstruction


Teaching academic vocabulary through

TeachingELLsinK-12

•HighexpectationsfromELLstudentsinK-12

•Mainstreamsubjects(science,socialstudies,math,etc.)

•PrintedschoolEnglish:About85,000words(Nagy&Anderson,1984)

•15%chancesofincidentalvocabularylearning(Swanborn&deGlopper,1999)

•Widereading(Marzano,Pickering,&Pollock,2001)

•Lackofsystematicvocabularyinstruction(Biemiller,2001;McKeown&Curtis,1987)

•Recyclingthevocabularywordsorspacingthelearning


Teaching academic vocabulary through

ShiftinVocabularyInstruction

•Alignmentwithcurricularmaterialsandinstruction

•Accesstogradelevelcomplextextacrosscontentareas(science,socialstudies,etc.)

•Transferrablevocabularyacrossgradelevels

•Assessmentonthemeaningofkeycommonterms

•RecognitionofTier2wordsfromthetext(Beck&McKeown,1985)

•Contentcompatibleandacademicvocabulary


Teaching academic vocabulary through

ScientificText

Behaviorisanindividual'scevaptoitsenvironment.Itisimportanttoseparate

unlearnedfromlearnedbehavior.Instinctisunlearnedbehavior.Instinctisinherited.

Itispassedfromparenttooffspring.Anothernameforinstinctisinnatebehavior.

Someanimalslearnbygozlemleyerekothers.Buttheskillstheyedinmekinthatway

arelearned,notinnate.Someicsellestirilmisbehavioristheresultofhormones

releasedinthebody.Behaviorthatcanbechangedislearnedbehavior.Onetypeof

learnedbehavioriscalledimprinting.Imprintingisthedeeprapidlearningwhichgoes

oninanewbornornewlyhatchedanimal.Imprintingisortayacikmakmost

surprisinglywhenhumansareimprintedwiththepersonwhofeedsthemandsoothes

them.Experimentswithimprintinghaveresultedinyounganimalsacceptingother

animalsandevennon-livingobjectsassubstituteparents.


Teaching academic vocabulary through

ScientificText

•Behaviorisanindividual'sresponsetoitsenvironment.Itisimportanttoseparate

unlearnedfromlearnedbehavior.Instinctisunlearnedbehavior.Instinctis

inherited.Itispassedfromparenttooffspring.Anothernameforinstinctisinnate

behavior.Someanimalslearnbyobservingothers.Buttheskillstheyacquirein

thatwayarelearned,notinnate.Someinnatebehavioristheresultofhormones

releasedinthebody.Behaviorthatcanbechangedislearnedbehavior.Onetypeof

learnedbehavioriscalledimprinting.Imprintingisthedeeprapidlearningwhich

goesoninanewbornornewlyhatchedanimal.Imprintingisdemonstratedmost

surprisinglywhenhumansareimprintedwiththepersonwhofeedsthemand

soothesthem.Experimentswithimprintinghaveresultedinyounganimals

acceptingotheranimalsandevennon-livingobjectsassubstituteparents.


Teaching academic vocabulary through

ImplicationsforInstruction

Focusingonthewordsnotlikelytobeknownandessentialtotextmeaning

Explicitteachingofvocabulary(Marzanoetal.,2001)

Transferrablelearningstrategies

Discussionofandactivethinkingaboutvocabulary

Presentingvocabularyinnewcontexts

Usingvisualsandwordassociations

Studentself-monitoringandassessment

Scaffolding


Teaching academic vocabulary through

Selectingvocabularyforinstruction

•Discriminatingbetweenthetiersofvocabulary(Beck&McKeown,1985)

•Academicwords

•Wordscontentcompatibleandreadfrequently

•Notfocusonsynonymsonly,butalsowordassociations,collocations,andwordweb

(ignitevs.start,happyvs.pleased)

•Bestjudgment=>Notmanyclearsetsofwordstoteach


Teaching academic vocabulary through

SampleScience&ELLStandards

•7thGradeLifeScienceStandard:

•SWBATanalyzetherelationshipsamongvariousorganismsandtheirenvironment.[CONTENT

STANDARD]

•6th-8thGradeLowIntermediateELPVocabularyStandard:

•SWBATacquireEnglishlanguagevocabularyanduseitinrelevantcontexts.[LANGUAGESTANDARD]

•PerformanceObjective:SWBATdemonstrateknowledgeofvocabularybyidentifyingthemeaning/usage

ofhighfrequencywords(Tier2words,emphasisadded)andapplyingthemincontext.[Bloom’sTaxonomy]

•IntegratedLanguageObjective:SWBATdemonstrateknowledgeofwordsthatdescribethe

relationshipsbetweenorganismsandenvironment…

•bycompletingacuecardandusingthewordsinnewsentences.

•byusingthemindiscussionsanddramatizingthewordsingroups.

•bycompletingagraphicorganizerandusingthewordsinsummaries.


Teaching academic vocabulary through

ScienceText

•LifeScience

•Interactionsbetweenanimalsandenvironment

•Familiarizestudentswiththestandardandperformanceobjective


Teaching academic vocabulary through

ConceptFormationorNewContexts

•ImagineyouarehavingatourintheAfricanwilderness.Tellyourpartner

whatyouseearoundyou.Howdoesthelifeofanimalslooklike?

•Doyouthinkananimal’slifeinthezooisdifferentfromthelifeofthe

animalsintheforest?How?Shareyourideaswithyourpartners.


Teaching academic vocabulary through

SentenceStems

Intheforest,Isee…

Intheforest,animalseat….

Elephantsneed…

Tigershunt…

Ananimal’slifeinthezooisdifferentbecause…

Animalsintheforestscan…


Teaching academic vocabulary through

Forests

in

Africa

Animallifeinzoos

Describeforests.

Animallifeinforests

GraphicOrganizersand

ConceptFormation


Teaching academic vocabulary through

Instructionalprocess

Introductionofvocabulary(linguisticrepresentation)

Visualrepresentation

Student’sownlinguisticrepresentation(writingasentence,definitionetc.)

Student’sownvisualrepresentation

Dramaticrepresentationorindependentuseofvocabularyincontext

Vocabularygames,clozeactivity,&wordhuntactivity


Teaching academic vocabulary through

Introducethevocabulary…

Environment(T2)

Community(T2)

Habitat(T3)

Interaction(T2)

Adapt(T2)

Ecology(T3)


Teaching academic vocabulary through

UsingKWLCharts

asScaffoldsforSelf-

Monitoringand

Self-Assessment

Sub-Topic

Sub-Topic

(Burke,2000)


Teaching academic vocabulary through

ScaffoldsinInstruction

•Conceptformation,pictures,studentdiscussions

•Cuecard

•Studentfriendlydefinition

•Sentencestem(Newcontext)

•Wordassociations(conceptformation)

•Collocations


Teaching academic vocabulary through

Vocabularyuseinnewcontexts

•TheenvironmentinArizonaisdifferentfromtheenvironmentinthe

Africanforestsbecause…

•Howdohumansdamagetheenvironment?Discussexampleswithyour

partner.


Teaching academic vocabulary through

Activity

•Lookatthesciencetextaboutanimalbehavior.

•IdentifyfourTier2words.

•Prepareacuecardwithapartner.


Teaching academic vocabulary through

Usetheseless…

•“Doesanybodyknowwhat_____means?”

•Havingstudents“lookitup”inatypicaldictionaryanduseinasentenceafterthat.

•Tellingstudentsto“usecontextclues”asaprimarystrategy

•Studentsguessingthedefinition

•Copyingfromdictionaryorglossary

•Rotememorizationwithoutcontext


Teaching academic vocabulary through

Questions?


Teaching academic vocabulary through

Utilizingonlinetoolsinacademicandcontent

vocabularyinstruction


Teaching academic vocabulary through

TeachingELLsinK-12

•HighexpectationsfromELLstudentsinK-12

•Mainstreamsubjects(science,socialstudies,math,etc.)

•PrintedschoolEnglish:About85,000words(Nagy&Anderson,1984)

•15%chancesofincidentalvocabularylearning(Swanborn&deGlopper,1999)

•Widereading(Marzano,Pickering,&Pollock,2001)

•Lackofsystematicvocabularyinstruction(Biemiller,2001;McKeown&Curtis,1987)

•Recyclingthevocabularywordsorspacingthelearning


Teaching academic vocabulary through

OverviewofTopics

Vocabgrabber

Wordsift

Instagrok

Tagxedo


Teaching academic vocabulary through

ShiftinVocabularyInstruction

•Alignmentwithcurricularmaterialsandinstruction

•Accesstogradelevelcomplextextacrosscontentareas(science,socialstudies,etc.)

•Transferrablevocabularyacrossgradelevels

•Assessmentonthemeaningofkeycommonterms

•RecognitionofTier2wordsfromthetext(Beck&McKeown,1985)

•Contentcompatibleandacademicvocabulary


Teaching academic vocabulary through

TiersofVocabulary(Beck&McKeown,1985)

•Tier1:Basicwordslikesightwords,earlyreadingwords,andsomeof

generalservicelist,andeverydayconversationwords.

•Tier2:Contentcompatible,highfrequencyvocabularywithmultiple

meanings

•AcademicWordList(Coxhead,2002)

•BringingWordstoLife(Beck,McKeown,&Kucan,2002)

•Tier3:Lowinfrequency&content-specific


Teaching academic vocabulary through

ExamplesofWords

•Tier3:Photosynthesis,heritage,Loyalists,&axis

•Tier2:Classify,conduct,access,method,&declaration

•Tier1:Dog,run,family,bank&tree


Teaching academic vocabulary through

ScienceText

Behaviorisanindividual'sresponsetoitsenvironment.Itisimportanttoseparateunlearnedfromlearned

behavior.Instinctisunlearnedbehavior.Instinctisinherited.Itispassedfromparenttooffspring.Another

nameforinstinctisinnatebehavior.Someanimalslearnbyobservingothers.Buttheskillstheyacquireinthat

wayarelearned,notinnate.Someinnatebehavioristheresultofhormonesreleasedinthebody.Behaviorthat

canbechangedislearnedbehavior.Onetypeoflearnedbehavioriscalledimprinting.Imprintingisthedeep

rapidlearningwhichgoesoninanewbornornewlyhatchedanimal.Imprintingisdemonstratedmost

surprisinglywhenhumansareimprintedwiththepersonwhofeedsthemandsoothesthem.Experimentswith

imprintinghaveresultedinyounganimalsacceptingotheranimalsandevennon-livingobjectsassubstitute

parents.Anothertypeoflearnedbehavioriscalledconditioning.Conditioningisaformoftraining.Animalscan

beconditionedtoperformincertainwaysbyarewardandpunishmenttechnique.Performinganimalshave

beenconditionedtorespondtofood,touch,andthevoiceofthetrainer.Occasionallyanimalsthatperform

unexpectedtasksaredisplayedtothepublic.Amorescientificexampleofconditioningwasshownbythe

RussianscientistIvanPavlov.Heobservedthatdogsproducelargeamountsofsalivaatthesightoffood.He

begantosignalwithabelleachtimehefedtheanimals.Eventuallythedogswouldsalivateatthesoundofa

bell,eveniffooddidnotappear.


Teaching academic vocabulary through

VOCABGRABBER

Textanalysistool

MostusefulvocabularylistforELLs

(vocabulary)

Domain-specificwords(relevance)

VisualThesaurus


Teaching academic vocabulary through

WordSift

DevelopedbyStanfordUniversity

Toolforwordcloud

Themostfrequentlyusedwordslargeinsize

Conceptformationthroughimages,videos,andtheVisualThesaurus


Teaching academic vocabulary through

CADEMIC

WORDLIST

AWL


Teaching academic vocabulary through

GENERAL

SERVICE

LIST-GSL


Teaching academic vocabulary through

Imprinting

Amoose

imprintingwith

itscaregiver.


Teaching academic vocabulary through

SCIENCE

WORDS-

GSL


Teaching academic vocabulary through

WhatcanyoudowithInstagrok?

Researchoneducationwebsites

Customizethetopicwithfacts,links,pictures,andvideos

Interactivewordmap

Difficultyslider

PinyournotesorpicturestoyourGrok

Authenticmaterials

Glossary&quizzes


Teaching academic vocabulary through

TagxedoasaWordCloudTool


Teaching academic vocabulary through

Tagxedo[tag-SEE-doh]

•Createsawordcloudbasedonanimageyouchooseorupload.

•Activitiesbasedonwordcloudprinted

•Createawordcloudbasedonatopicandpresentittotheclass.Pickwordsthatyou

thinkarethemostimportantones.

•Whichwordsdidyoulearnbetterthanothers?Createatagxedoimage.

•Selectanimageofaword/object/conceptandcreateawordcloud


Teaching academic vocabulary through

Questions?


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