1 / 50

Teaching Academic Vocabulary through

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

shino
Download Presentation

Teaching Academic Vocabulary through

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. TeachingAcademicVocabularythrough Content-BasedInterventiontoELLStudents AZ-TESOLConference October26,2013 AliYaylali,SonoranScienceAcademy

  2. OverviewofToday’sAgenda TeachingELLsinK-12 CCSS:Shiftinvocabularyinstruction Criteriaforvocabularyselection Implicationsforvocabularyinstruction • • • •

  3. 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

  4. ShiftinVocabularyInstruction •Alignmentwithcurricularmaterialsandinstruction •Accesstogradelevelcomplextextacrosscontentareas(science,socialstudies,etc.) •Transferrablevocabularyacrossgradelevels •Assessmentonthemeaningofkeycommonterms •RecognitionofTier2wordsfromthetext(Beck&McKeown,1985) •Contentcompatibleandacademicvocabulary

  5. 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.

  6. 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.

  7. ImplicationsforInstruction Focusingonthewordsnotlikelytobeknownandessentialtotextmeaning Explicitteachingofvocabulary(Marzanoetal.,2001) Transferrablelearningstrategies Discussionofandactivethinkingaboutvocabulary Presentingvocabularyinnewcontexts Usingvisualsandwordassociations Studentself-monitoringandassessment Scaffolding • • • • • • • •

  8. Selectingvocabularyforinstruction •Discriminatingbetweenthetiersofvocabulary(Beck&McKeown,1985) •Academicwords •Wordscontentcompatibleandreadfrequently •Notfocusonsynonymsonly,butalsowordassociations,collocations,andwordweb (ignitevs.start,happyvs.pleased) •Bestjudgment=>Notmanyclearsetsofwordstoteach

  9. 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.

  10. ScienceText •LifeScience •Interactionsbetweenanimalsandenvironment •Familiarizestudentswiththestandardandperformanceobjective

  11. ConceptFormationorNewContexts •ImagineyouarehavingatourintheAfricanwilderness.Tellyourpartner whatyouseearoundyou.Howdoesthelifeofanimalslooklike? •Doyouthinkananimal’slifeinthezooisdifferentfromthelifeofthe animalsintheforest?How?Shareyourideaswithyourpartners.

  12. SentenceStems Intheforest,Isee… Intheforest,animalseat…. Elephantsneed… Tigershunt… Ananimal’slifeinthezooisdifferentbecause… Animalsintheforestscan… • • • • • •

  13. Forests in Africa Animallifeinzoos Describeforests. Animallifeinforests GraphicOrganizersand ConceptFormation

  14. Instructionalprocess Introductionofvocabulary(linguisticrepresentation) Visualrepresentation Student’sownlinguisticrepresentation(writingasentence,definitionetc.) Student’sownvisualrepresentation Dramaticrepresentationorindependentuseofvocabularyincontext Vocabularygames,clozeactivity,&wordhuntactivity • • • • • •

  15. Introducethevocabulary… Environment(T2) Community(T2) Habitat(T3) Interaction(T2) Adapt(T2) Ecology(T3) • • • • • •

  16. UsingKWLCharts asScaffoldsforSelf- Monitoringand Self-Assessment Sub-Topic Sub-Topic (Burke,2000)

  17. ScaffoldsinInstruction •Conceptformation,pictures,studentdiscussions •Cuecard •Studentfriendlydefinition •Sentencestem(Newcontext) •Wordassociations(conceptformation) •Collocations

  18. Vocabularyuseinnewcontexts •TheenvironmentinArizonaisdifferentfromtheenvironmentinthe Africanforestsbecause… •Howdohumansdamagetheenvironment?Discussexampleswithyour partner.

  19. Activity •Lookatthesciencetextaboutanimalbehavior. •IdentifyfourTier2words. •Prepareacuecardwithapartner.

  20. Usetheseless… •“Doesanybodyknowwhat_____means?” •Havingstudents“lookitup”inatypicaldictionaryanduseinasentenceafterthat. •Tellingstudentsto“usecontextclues”asaprimarystrategy •Studentsguessingthedefinition •Copyingfromdictionaryorglossary •Rotememorizationwithoutcontext

  21. Questions?

  22. Utilizingonlinetoolsinacademicandcontent vocabularyinstruction

  23. 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

  24. OverviewofTopics • • • • Vocabgrabber Wordsift Instagrok Tagxedo

  25. ShiftinVocabularyInstruction •Alignmentwithcurricularmaterialsandinstruction •Accesstogradelevelcomplextextacrosscontentareas(science,socialstudies,etc.) •Transferrablevocabularyacrossgradelevels •Assessmentonthemeaningofkeycommonterms •RecognitionofTier2wordsfromthetext(Beck&McKeown,1985) •Contentcompatibleandacademicvocabulary

  26. 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

  27. ExamplesofWords •Tier3:Photosynthesis,heritage,Loyalists,&axis •Tier2:Classify,conduct,access,method,&declaration •Tier1:Dog,run,family,bank&tree

  28. 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.

  29. VOCABGRABBER Textanalysistool MostusefulvocabularylistforELLs (vocabulary) Domain-specificwords(relevance) VisualThesaurus

  30. WordSift DevelopedbyStanfordUniversity Toolforwordcloud Themostfrequentlyusedwordslargeinsize Conceptformationthroughimages,videos,andtheVisualThesaurus • • • •

  31. CADEMIC WORDLIST AWL

  32. GENERAL SERVICE LIST-GSL

  33. Imprinting Amoose imprintingwith itscaregiver.

  34. SCIENCE WORDS- GSL

  35. WhatcanyoudowithInstagrok? Researchoneducationwebsites Customizethetopicwithfacts,links,pictures,andvideos Interactivewordmap Difficultyslider PinyournotesorpicturestoyourGrok Authenticmaterials Glossary&quizzes • • • • • • •

  36. TagxedoasaWordCloudTool

  37. Tagxedo[tag-SEE-doh] •Createsawordcloudbasedonanimageyouchooseorupload. •Activitiesbasedonwordcloudprinted •Createawordcloudbasedonatopicandpresentittotheclass.Pickwordsthatyou thinkarethemostimportantones. •Whichwordsdidyoulearnbetterthanothers?Createatagxedoimage. •Selectanimageofaword/object/conceptandcreateawordcloud

  38. Questions?

More Related