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Building Vocabulary: Strategies for Developing Internalization Workshop #2 of a 4 part series

Building Vocabulary: Strategies for Developing Internalization Workshop #2 of a 4 part series. Elizabeth Smith English Language Fellow. Norms and Expectations. Respect others (by listening, by supporting) No cell phones, no side conversations please Participate fully Be vocal and involved!

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Building Vocabulary: Strategies for Developing Internalization Workshop #2 of a 4 part series

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  1. Building Vocabulary:Strategies for Developing InternalizationWorkshop #2 of a 4 part series Elizabeth Smith English Language Fellow

  2. Norms and Expectations • Respect others (by listening, by supporting) • No cell phones, no side conversations please • Participate fully • Be vocal and involved! • Use Parking Lot • Learn, share and apply to our teaching!

  3. Agenda: • Do Now/Review • Classifying New Words • Theory: “Vocabulary Development with ELLs” • Frayer Model • Break • Teaching Word Parts • Cognates/False Cognates • Internalization Games • Exit Ticket

  4. Do Now: How Do We Currently Teach Vocabulary? • How do you introduce and practice vocabulary with your class? • How do you assess vocabulary? • What vocabulary practices seem to work well with your students? • What are ways we’ve found don’t work too well? • Ex: Dictionary drills haven’t worked well for my students

  5. Review: Choosing Conceptual Vocabulary • Choose words that are thematically related to your unit • Words that allow students to talk ABOUT topics (not just words that are found in textbooks)

  6. Vocabulary Development Strategies • Routines and Schedules • Ex: Class 1: Introduce and play with vocabulary • Homework: Students use vocabulary, create frayer models • Assessment is regular routine • Keep assessment regular and consistent (form of accountability) • Multiple exposures = greater internalization

  7. Classifying New WordsCreating Personalized Vocabulary Lists

  8. Activity: Classify the following words on the previous chart • Vocabulary • Pantomiming • Pre-teach • Cognate • Scaffold

  9. Quick Look at Vocabulary Theory… • Read the article “Vocabulary Development with ELLs” • Find the vocabulary words from the Classifying Words activity • Underline any other important vocabulary you find from the article

  10. Frayer´s Model Definition in own words Use it in a sentence Word Picture What it is NOT (opposite)

  11. Activity: Practice Frayer Models • Let´s practice the Frayer Model vocabulary activity as students! • Using chart paper in groups of 5, select ONE word from your individualized vocabulary list to create your model

  12. Reflection • Did you find this activity effective? • In what point in your vocabulary instruction could you use Frayer models?

  13. Teaching Word Parts to Deduce Meaning Root words Root Meaning anthropoman biolife cardioheart cede go chromo color demos peoplePrefixes PrefixMeaningExamples a, annot, withoutatheist, anonymous, apathy ab away, down, from, off absent, abstract acrohigh, tip, top acrobat, acronym act do, moveaction, react, transaction Suffixes -able, -tion, -ly, -acy, -dom, -ness

  14. Activity: Word Breakdown Use your Prefix, Root and Suffix Chart to figure out the meaning of the following words: 1) IN VIS IBLE 2) DE CIS SION 3) TELE VIS ION 4) SCISSORS 5) RE JECT

  15. Cognates • Cognates words that have the same root in English and Spanish • About 90% of Spanish cognates have the same meaning in English

  16. False Cognates: Beware! • ¡Ojo! Some cognates are misleading! • Ex: embarrassed, embarazado • To assist, asistir • Teach students how to use cognates and explicitly state the false cognates

  17. Vocabulary Games and Activities Best way to internalize new vocabulary? PLAY WITH LANGUAGE! • “I Have, Who Has?” • Memory

  18. Parking Lot • Questions/Comments/Concerns? • Feedback

  19. Thank You! Thank you very much for your time, commitment to teaching English and willingness to try new strategies! Keep in touch! Elizabeth Smith, English Language Fellow elfsmith@ccnn.org.ni

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