Presentation by: Brenda Engelhardt Ashley Falkos Kimberly Hollis
Grab a packet of handouts
Get a sticky note and directions
from your loyal presenters
Fill out Partner Log (p.1) ‘Pitch’ Bags – pass these to your right!!
When the activity is finished, if you are
holding the bag you are the winner!!! (no peeking!) Why do this? Turn and talk to your
Solution Partner
PART 1: THE ‘WHAT’ Vocabulary in the Common Core Types of Academic Language Levels of Word Knowledge
PART 2: THE ‘HOW’ Elements of Effective Vocabulary
Instruction Activities to Promote Word Learning Resources
CCSS puts emphasis on Academic Vocabulary… Standards for English Language Arts
Standards for Literacy in Science, Social
Studies, & Technical Subjects Both Standard 4 – Craft & Structure
…So what is Academic Vocabulary?
Basic/concrete Oral vocabulary Require little to no direct instruction Examples: clock, baby, house, dog
• Found widely in texts • Used across contexts • Meaning changes with content • Teach explicitly
“Somites are blocks of dorsal mesodermal cells adjacent to the notochord during vertebrate organogenesis.” What is the purpose of this statement? What words are truly key to understanding
the statement? Some content text and vocabulary does appear this way to our students.
blocks
cells
adjacent are
the
to
of during
No knowledge General ‘sense’ (positive or negative
connotation) Context-bound knowledge Basic knowledge (use in a variety of contexts) Decontextualized knowledge Use in multiple contexts Understand relationship to other words Understand metaphorical uses ‘devouring’ a book
Word
Decontextualized
Domain Specific
Cross-Curricular
High- Utility
Tiered
Know Have No It Heard or Clue Well Seen It
Recognizable Parts or Related Words
Actual Definition Predicted Definition
Must
word solving strategies
Promote word consciousness Provide multiple exposures (be deliberate) Promote active processing Review & remind over time Engage in discussion of word meanings Allow for active grappling
Typical student -- 40,000 words; 3000 per year on average ELL student must learn more than 3000 words per year to catch
up How do we increase their word learning power? SEMANTIC PROCESSING & KEYWORD ACTIVITIES Encourage deeper & more meaningful vocabulary retention for ELL students http://www.eslcafe.com/idea/index.cgi?Vocabulary: www.eslcafe.com Brown and Perry, A Comparison of...TESOL QUARTERLY, Vol. 25, No. 4, Winter 1991; Craik & Lockhart, 1972; Craik & Tulving, 1975
Immerse students in rich language requires more direct or literal teaching, especially
with figurative language Specifically teach background knowledge that is
unusual or has complicated vocabulary Choose text relevant to student’s cultural background Choral repetition of specific words and phrases Teach word strategies – cognates Developing Academic Vocabulary in English Language Learners, August D., McMillan/McGraw Hill,Glencoe 2009
Word Wall
Word Wall
ABC Brainstorm p.6-13
Frayer Model p.14-17 Cubing p.18-20
Copy Cat Words p.21 Foldables
Kahoot Quizlet Visuwords Academic Word Finder Free Rice Wordle Vocabulary.com
Must
word solving strategies Promote word consciousness Provide multiple exposures (be deliberate) Promote active processing Review & remind over time Engage in discussion of word meanings Allow for active grappling
In a Reading State of Mind by Doug Fisher,
Nancy Frey, & Diane Lapp Teaching Individual Words by Michael Graves Instructional Strategies for Teaching Content Vocabulary by Janis Harmon, Karen Wood, & Wanda Hedrick Improving Reading Skills Across the Content Areas by Rebecca Rozmiarek Readwritethink.org (cube creator)
Subjects Matter by Harvey Daniels & Steve
Zemelman Building Academic Language: Essential Practices for content Classrooms by Jeff Zwiers Indelible Instruction: Active Instrucional Strategies that Enhance Understanding and Facilitate Learning, Integrating the Science of Learning and the Art of Teaching a workshop presented by Louis Mangione & Stephanie Detwiler, 1997