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Vocabulary Development

Vocabulary Development. ELL/SE Cluster Meeting Wednesday, February 4, 2009 F & J Pine. ICE BREAKER!!!. - By yourself, take 1 mn to read the paragraph entitled “Only great minds can read this”.

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Vocabulary Development

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  1. Vocabulary Development ELL/SE Cluster Meeting Wednesday, February 4, 2009 F & J Pine

  2. ICE BREAKER!!! - By yourself, take 1 mn to read the paragraph entitled “Only great minds can read this”. - After you’ve read the paragraph, pair up with someone and answer the questions that follow the paragraph. - Whole group discussion.

  3. Comments for reading: Why were you able to read this? • vocabulary/funds of knowledge • We are good with spelling/native speakers • We have prior knowledge • We know sight words • We have “skimming” skills

  4. Objectives (for February and March meetings) • To understand vocabulary development • To get familiar with research around teaching vocabulary • To teach and learn strategies to develop vocabulary • To experience vocabulary development activities

  5. AGENDA 8:15-9:00 Breakfast and Networking 9:00-9:20 Ice Breaker, Objectives and Agenda 9:20-10:00 Research and Theories (PPT) 10:00-10:45 Text-based discussion/activity 10:45-11:00 COMFORT BREAK 11:00-11:45 Sponsor’s presentation (Neufeld Math) 11:45-12:30 LUNCH 12:30-1:00 Alphabet Game and Task Analysis 1:00-2:00 Strategies (PPT/activities) 2:00-2:30 P8’s vocabulary development – presentation 2:30-3:00 Q and A and Evaluation

  6. Our purpose: Why is vocabulary development such an important aspect of teachers’ work? -word meaning supports comprehension -fluency = comprehension -aides conceptual learning and ability to think -helps to contextualize • Multiple meaning • Teach all Tiers

  7. How is vocabulary related to… • Word reading? • Fluency? • Synthax? • Background knowledge? • Comprehension?

  8. What is Academic Vocabulary? - the language needed for success in school - the language of textbooks - the language needed to accomplish an academic task - the language needed to pass state achievement tests Adapted fromBETAC 07

  9. Write me a sentence! Let’s make this concrete! Write a sentence that would be considered academic and one that would not be considered so:

  10. Examples: -The process of photosynthesis requires chlorophyll -Erosion is the deposition of earth material in a different area by methods of wind and wave • There are nine planets that orbit the solar system • Can I please have a slice of bread, Adrian? [Kinder] • Traverse the interceding space and extricate from my pedestrian extremities this canine beast • ------------------------------------------------------ • Yo, Ms Keath, are you gonna take me on a trip? • Mr. Bloomberg was bitten by a ground hog. • Let’s go to the zoo! • -------------------------------------------------------

  11. Let’s take a poll: Would your students understand these sentences? Why or why not?

  12. Vocabulary Facts • High-knowledge 3rd graders had vocabularies about equal to lowest-performing 12th graders (Smith, 1941) • Linguistically “poor” 1st graders knew 5,000 words; linguistically “rich” knew 20,000 words (Moats, 2001)

  13. Vocabulary Facts • Children from professional household are exposed to about 45 million words by age 4. • Children from working-class households are exposed to about 25 million words by age 4. • Children from households where welfare is received are exposed to about 12 million words by age 4. (Hart & Risley, 1995)

  14. Vocabulary Facts What do they retain? 30 million words 1100 words 20 million words 700 words 10 million words 500 words Q.: What are the implications for students who hear a LOTE at home? (adapted from Isabel Beck’ s “Enhancing Students’ Vocabulary Repertoires” )

  15. So what!!! What do these numbers say to you as educators?

  16. FYI (for your information) Teacher preparation/professional development directly correlates to student gains in reading tests. Honawar, 2008 …Teachers have more influence on student achievement than any other characteristic of schools. Sanders, Wright & Horn, 1997

  17. What do we do? In early grades: • Attention is given to phonics, decoding, and reading language they already know. In later grades: - We ask them to look in the dictionary and write a sentence…

  18. Traditionally, we’ve had students: 1- use a dictionary 2- take spelling tests 3- put up a simple word wall 4- use cloze (choose the correct word) 5- memorize spelling and definition of words of the week. Let’s be innovative and modify these activities: Let’s be innovative

  19. How to be innovative(our examples) • Students pick words from our reading and using a word map, try to define the words themselves using context clues before going to dictionary. • Have students create webs/ hangman/word bingo/spelling bees • Word wall: by content area, parts of speech, use velcro and pictures, target words used in phrase, action alphabet

  20. How to be innovative(our examples) (part 2) • Ribas stories, pocket chart, • Poetry and riddles • Act out spelling words and rest of class should guess words • TPR • QTEL vocabulary development strategies

  21. Aspects of Language Proficiency: 1- Conversational proficiency: Also known as BICS. Is the ability to carry on a conversation in familiar face-to-face situations... It involves use of high frequency words and simple grammatical constructions. Cummins

  22. Aspects of Language Proficiency: 2- Discrete language skills: Reflect specific phonological, lexical, and grammatical knowledge that students can acquire in two ways: a) as a result of direct instruction and b) both formal and informal practice (e.g. reading) Cummins

  23. Aspects of Language Proficiency Discrete lang. skills (cont’d): ...They include knowledge of the letters of the alphabet, the sounds represented by individual letters and combinations of letters, and the ability to decode written words into appropriate sounds. Cummins

  24. Aspects of Language Proficiency: 3- Academic language proficiency: ...includes the knowledge of less frequent vocabulary of English as well as the ability to interpret and produce increasingly complex written language. Cummins

  25. Tiers in a class! “In Bringing Words to Life: Robust Vocabulary Instruction”, Isabel Beck (2002) writes that in looking at teaching vocabulary, both usefulness and frequency should be considered for all students. What does she mean?

  26. Three Tiers/What to teach? Tier I: • Most basic (i.e. clock, chair, table) • Rarely require instruction in school (adapted from Isabel Beck’ s “Enhancing Students’ Vocabulary Repertoires” )

  27. Three Tiers/What to teach? Tier III: - Words with low frequency use-jargon (i.e. isotope, peninsula, economic) - Best learned when needed in a content area. Q: What does that suggest concerning content area teachers? (adapted from Isabel Beck’ s “Enhancing Students’ Vocabulary Repertoires” )

  28. Three Tiers/What to teach? Tier II: • High frequency words for mature language users (i.e. crucial, dynamic, momentum, although, define) • Instruction in these words can add productively to an individual’s language ability. (adapted from Isabel Beck’ s “Enhancing Students’ Vocabulary Repertoires” )

  29. Word Tier-anny: Where do these fall? Coincidence oboe reduce hostile Floor bodly Triumphant colonial Happy break triangle pinnacle (adapted from Isabel Beck’ s “Enhancing Students’ Vocabulary Repertoires” )

  30. Word Tier-anny Where do these fall? Coincidence (II) oboe (III) Reduce (II) hostile (II) Floor (I) boldly (II) Triumphant (II) colonial (III) Happy (I) break (I) Triangle (III) pinnacle (II) (adapted from Isabel Beck’ s “Enhancing Students’ Vocabulary Repertoires” )

  31. SO WHAT!?! What is the purpose of “tier-ing”?

  32. SO WHAT!?! What is the purpose of “tier-ing”? your comments: • To help understand language acquisition • To differentiate for students • Exposure in order for children to retain • Want to focus on words that will give students the ability to write across the content areas.

  33. What is better (rich) Instruction? • Interesting words with mileage. • Explanation in every day connected language. • Providing several contexts in which a word can be used. • At least some of the examples, situations and questions are interesting and less pedantic. (adapted from Isabel Beck’ s “Enhancing Students’ Vocabulary Repertoires” )

  34. Definitions vs. Explanations

  35. TEXT-BASED ACTIVITY 1- In groups of five, read the article by Jim Cummins entitled “Supporting ESL students in Learning the Language of Mathematics” 2- The text is chunked into five parts, choose a part and read silently for 10mn. Don’t forget to talk to the text (highlight, underline, circle, ask questions and make comments in the margins).

  36. TEXT-BASED ACTIVITY 3- When you are done reading, wait for the signal by the facilitators to start sharing in your group (of five). 4- Use the protocol, SAVE THE LAST WORD FOR ME (you will have 30mn for this activity).

  37. SAVE THE LAST WORD FOR ME! In a round robin, each member will read his/her selected text, allow the other four members of the group to comment on the part chosen without any interruption and then he/she (who read the text) will share (agree/disagree/add onto what the others have said) and have the last word.

  38. Novel Ideas Only What stood out for you in the reading and discussions? We will use the NOVEL IDEAS ONLY protocol where participants will only share novel ideas only and not repeat what as already said.

  39. COMFORT BREAK!

  40. Sponsor Presentation A word from our Sponsor: Neufeld math!

  41. LUNCH

  42. The Alphabet Game How expansive is your vocabulary? How competitive can you get? Let’s see by playing the Alphabet game!

  43. The Alphabet Game 1- Draw a table like the one on the right:

  44. The Alphabet Game 2- One person will say the alphabet silently but only say “A” to start. 3- Another person will stop him/her at some point. 4- The letter that the first person stops on is the letter to be used. 5- So... If the letter is “C”, all of the words on the row for each category have to start with a “C”.

  45. The Alphabet Game 6- It is not that easy. To score a point, a player has to have a unique word not replicated by anyone else in the group. 7- If two or more players have the same word, no one gets the point. 8- Every will get a chance to say the alphabet. 9- No letter should be repeated. Good luck!

  46. Why are word frequency lists important? With a vocabulary of 2000 high-frequency words, a learner knows 80% of words in a text. Paul Nation and Robert Warring

  47. Another type of Classification: Nation divides vocabulary into three classifications: 1- High frequency words (2000) 2- General academic words 3- Technical or specialized words

  48. Let’s compare: How would Nation’s classification compare to Beck’s? How would you classify these words: Indicator, during, transatlantic

  49. HFWs, GAWs, and T/SWs HFWs: prize, tool, ocean, during GAWs: indicator, military, similar, design T/SWs: transatlantic, navy, civilization, nonstop

  50. Roots of words What do you notice about high frequency words and academic words? What are their origins for the most part?

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