Face-to-Face Session

Rethinking Equity of Teaching English Language Learners (RETELL)Session 7: Vocabulary for ELLs II Face-to-Face Session

Session Introduction

Vocabulary Strategies Massachusetts Department of Elementary and Secondary Education

Massachusetts Department of Elementary and Secondary Education

Objectives • Utilize WIDA tools (i.e., Can Do descriptors, performance definitions, writing rubrics, expanded strands of Model Performance Indicators) as they pertain to vocabulary and oral language development, to support ELLs at different proficiency levels to meet Common Core State Standards; • Discuss oracy and vocabulary challenges of English learners with specific learning needs including SIFE students, ELLs with disabilities, long-term ELLs and gifted ELLs; • Develop/implement appropriate formative assessments for English learners during vocabulary instruction; Massachusetts Department of Elementary and Secondary Education

Objectives (continued) • Support colleagues with feedback and recommendations regarding highlighted strategies from the last session which they practiced in class and with their students; • Practice and apply during-reading and post-reading vocabulary teaching strategies modeled and practiced in this session • Practice and apply teaching strategies to help ELLs analyze words(e.g., focus on teaching word families, word parts, morphemes, parts of speech, etc.). Massachusetts Department of Elementary and Secondary Education

Connections to Online Session 8 Massachusetts Department of Elementary and Secondary Education

Vocabulary and WIDA

CAN DO Descriptors Massachusetts Department of Elementary and Secondary Education

Academic Language Components Reflected in WIDA Performance Descriptors and Levels 2 Emerging 1 Entering

Vocabulary Demands in the CAN-DO Descriptors – Grades 6-8 Source: This is adapted from the WIDA CAN-DO Descriptors, Word-Class Instructional Design and Assessment

Review: Four Key Components of Effective Vocabulary Instruction • Providing rich and varied language experiences • Teaching individual words • Teaching word-learning strategies • Fostering word consciousness (Graves, August, Mancilla-Martinez, 2013) Massachusetts Department of Elementary and Secondary Education

Fostering Word Consciousness and Word-Learning Strategies

Word Consciousness • Word consciousness strategies help students to recognize, understand, and use new words. Teachers should foster word consciousness in their classes and vocabulary work to create effective, engaging and efficient vocabulary instruction. (Peregoy and Boyle, 2008) • Examples include developing cognate awareness, explicit instruction on words and word parts, vocabulary connections, and other strategies that allow students to deal with new words independently. (Graves, 2013) • When it comes to teaching vocabulary, a little knowledge (of root words, prefixes, and suffixes) goes a long way. (Kieffer, M. and Lesaux, N. 2007) Massachusetts Department of Elementary and Secondary Education

Session 7: Word-Learning, Word Parts, and Word Consciousness Massachusetts Department of Elementary and Secondary Education

Considerations for Differentiation Related to Vocabulary Development • What are some factors or issues to consider when planning instruction of these different populations of ELLs? (Think about first language and culture, background experiences, educational experiences, etc.) • How are the concepts regarding vocabulary development that we have discussed so far related to the needs and experiences of particular sub-groups of ELLs in this chart? Massachusetts Department of Elementary and Secondary Education

Let’s Think About These Strategies with ELLs by Grade and Content! Massachusetts Department of Elementary and Secondary Education

Many Strands Are Woven into Skilled Reading Massachusetts Department of Elementary and Secondary Education

Vocabulary Development Strategies

Review Approach to Strategies and Practices in the Course • Model • The facilitators will demonstrate the core practice or strategy • Practice • Participants will practice the approach or strategy in the session, • Participants will implement the strategy in their classroom as an assignment. • Feedback • Facilitators and peer participants will give feedback to participants as they practice during the session, • Participants wil have an opportunity to debrief with other participants in your content or grade level and seek feedback on their experience after implementation in the classroom. Massachusetts Department of Elementary and Secondary Education

Five Steps to Developing Sentence Frames • Step 1 – Pre-teach vocabulary words prior to reading a text. • Step 2 – Determine a language function for expressing the core concepts of the text (Is it cause and effect? compare and contrast? persuasion? description? sequence? etc.). • Step 3 – Write simple sentences that express the vocabulary words in the related language function. • Step 4 – Remove the vocabulary words from the sentence and put them in a word bank. • Step 5 – Differentiate for different levels (simple sentences, compound sentences, and complex sentences). Make a connection to the reading assignment. Massachusetts Department of Elementary and Secondary Education

Written Reflection on Sentence Frame Strategy for Vocabulary • What strategies did you use as teacher to make these different sentence frames? • Why is this differentiation important for English language learners? In your Participant Manual, see some additional examples of sentence frames with some variations that support ELLs at different proficiency levels. Massachusetts Department of Elementary and Secondary Education

Using Vocabulary Organizers to Explore Word Relationships and Parts Massachusetts Department of Elementary and Secondary Education

Lexical Arrays • Model with a common word that students know • Build up to more academic or uncommon terms that create more precision in meaning. • Often these relationships go from • Weak  strong • Mild  intense • Slow  fast • In sum – arrays go from one degree to the far extreme and all the words in between! Massachusetts Department of Elementary and Secondary Education

Example of Lexical Array Massachusetts Department of Elementary and Secondary Education

The Rancid Rafflesia: Word Form Chart Flies and beetles aren’t the only creatures attracted to smelly flowers. (Line 39, The Rancid Rafflesia) Massachusetts Department of Elementary and Secondary Education

Vocabulary Practice: Instructions • Form a Triad • Each person in the group selects ONE of the vocabulary approaches (Word Wheel, Lexical Array, Word Chart). All 3 should be represented across your triad. • Develop a quick 3-minute mini-lesson teaching a vocabulary word from your text using the organizer and strategy. • Use the next 20 minutes for your preparation and break. • To prepare start by reviewing the Feedback questions in your Participant Manual that others will think about as you teach.

Vocabulary Development Strategies (Cont.)

Word Wheel Massachusetts Department of Elementary and Secondary Education

Lexical Array Practice Massachusetts Department of Elementary and Secondary Education

Face-to-Face Session