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Margarita Calder ón & Associates, Inc.

Teaching Vocabulary and Reading Comprehension in Content Classrooms . Margarita Calder ón & Associates, Inc. Dr. Margarita Calderón. Elma Noyola. Multiple Perspectives/Interfaces. Multiple Perspectives/Interfaces. Multiple Perspectives/Interfaces. Academic Language:.

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Margarita Calder ón & Associates, Inc.

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  1. Teaching Vocabulary and Reading Comprehension in Content Classrooms Margarita Calderón & Associates, Inc.

  2. Dr. Margarita Calderón Margarita Calderón & Associates, Inc.

  3. Elma Noyola Margarita Calderón & Associates, Inc.

  4. Multiple Perspectives/Interfaces Margarita Calderón & Associates, Inc.

  5. Multiple Perspectives/Interfaces Margarita Calderón & Associates, Inc.

  6. Multiple Perspectives/Interfaces Margarita Calderón & Associates, Inc.

  7. Academic Language: words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words words Language Functions & Discourse Writing Conventions & Skills Reading Strategies & Skills Margarita Calderón & Associates, Inc.

  8. Multiple Applications of Words Margarita Calderón & Associates, Inc.

  9. Key: Teach vocabulary before, during and after students read Vocabulary knowledge correlates with reading comprehension. Reading comprehension correlates with procedural and content knowledge. Content knowledge correlates with academic success. Margarita Calderón & Associates, Inc.

  10. Key: Teach vocabulary before, during and after students read Comprehension depends on knowing between 90% and 95% of the words in a text. Knowing words means explicit instruction not just exposure. Students need 12 production opportunities to own a word. Margarita Calderón & Associates, Inc.

  11. Explicit Instruction of Vocabulary STEP 1 SELECT VOCABULARY TO PRE-TEACH BEFORE PRESENTING CONTENT, TEACHER READ ALOUD, OR STUDENT READING OF ANY TEXT. STEP 2 TEACH VOCABULARY USING 7 STEPS WITH AMPLE STUDENT INTERACTION. STEP 3 STUDENTS READ, SUMMARIZE, DISCUSS, AND WRITE ABOUT THE SUBJECT USING THE NEW VOCABULARY Margarita Calderón & Associates, Inc.

  12. REFLECTION QUESTION What are the implications so far for your teaching and your collegial activities in your school? Margarita Calderón & Associates, Inc.

  13. A Queen’s Wish One gray winter day the elderlyqueensummoned all her grandchildren to the castle. “I have been fortunate to have lived a long life,” she said. “But in time your generation will rule the country. You must work persistently to help the people and take care of the land. “We will always work hard,” the children replied. “You must also be faithful to your brothers and sisters, no matter what,” the queen said. Margarita Calderón & Associates, Inc.

  14. Vocabulary Tiers for ELLs Tier 1 Tier 2 Tier 3 Simple Process, Idioms, Content Words, Words Sophisticated Key vocabulary wish rule summoned gray take care fortunate queen replied generation castle no matter what persistently elderly faithful Margarita Calderón & Associates, Inc.

  15. Identify and Classify Vocabulary: Selecting words to teach before, during, and after reading: • Select Tiers 1, 2, & 3 from students’ texts. • From your explanations, for class experiments, demonstrations you will present to them. • From instructional activities, for class discussions during and/or after reading. • For the oral and written summaries of what they have learned. • From and for assessments. Margarita Calderón & Associates, Inc.

  16. Tier 3 academic content specific SOCIAL STUDIES MATH SCIENCE Margarita Calderón & Associates, Inc.

  17. Tier 2 Sub-category: Polysemy Tier 2 words can also include polysemous wordsacross academic content areas: Margarita Calderón & Associates, Inc.

  18. Tier 2 Sub-category: Polysemy Select one or two polysemous wordsand jot down as many ways that ELLs might hear these words across academic content areas, on TV, in the community. Think of idioms or phrases where they might also be found. Think of prefixes, suffixes that are often heard with these words. Margarita Calderón & Associates, Inc.

  19. Tier 2 Sub-category: Rich challenging language for ELLs Tier 1 Tier 2 Simple More sophisticated Words More specificity run sprinted fell stumbled mad rage good firmly Margarita Calderón & Associates, Inc.

  20. Tier 2 Sub-category: Idioms and phrasal clusters Run off Run away Break a leg Once in a while Complete sentence • Long noun phrases • Relatively easier • Stored energy • Stimulus package Margarita Calderón & Associates, Inc.

  21. Some Examples of Transition Words & Connectors for: Cause & Effect -- because, due to, as a result, since, for this reason, therefore, in order to, so that, thus… Contrast-- or, but, although, however, in contrast, nevertheless, on the other hand, while … Addition or comparison -- and, also, as well as, in addition, likewise, moreover, by the way … Giving examples -- for example, for instance, in particular, such as … Tier 2 Sub-category: Words that nest academic content Margarita Calderón & Associates, Inc.

  22. vary, underlying, albeit, solely, successive, denote, crucial, oddly, analogous, compiled, oddly, whereby, notwithstanding, forthcoming, coincide, widespread, implicit… Tier 2 Sub-category: Favorite words for tests and texts Margarita Calderón & Associates, Inc.

  23. Cognates - Tiers 2 & 3 • Literature = literatura = littèrature • Context = contexto = contexte • Multisyllabic = multisilábico= ? • Osmosis = osmosis = osmose • Irony = ironía =ironie • Comprehension = comprensión =compréhension • False Cognates • Library ≠ librería (bookstore) = biblioteca = bibliothèque • Story ≠ historia (history) = cuento = histoire/conte • Exit ≠ éxito (success) = salida= sortie • Success ≠ suceso (event) = éxito= succès • Character ≠ carácter (personality) = personaje = caractèr Margarita Calderón & Associates, Inc.

  24. When explaining / presenting a lesson, pay attention to homophones such as: sum some cell sell weather whether blew blue whole hole Homophones Margarita Calderón & Associates, Inc.

  25. Simple words for English speakers, but might create difficulty for ELLs due to: Spelling Pronunciation Background knowledge Unfamiliar word False cognate Tier 1 for ELLs Margarita Calderón & Associates, Inc.

  26. What are the differences between Tier 1, Tier 2, and Tier 3? Chat with your buddy or your inner self and review. Write in the question box a nice succinct definition for the 3 Tiers. Tier 1, 2 & 3 for ELLs Margarita Calderón & Associates, Inc.

  27. PRE-TEACHING VOCABULARY Teacher says the word. Asks students to repeat the word 3 times. Teacher states the word in context from the text. Teacher provides the dictionary definition(s). Explains meaning with student-friendly definitions.  Engages students in activities to develop word/concept knowledge. Highlight grammar, spelling, polysemy, etc. Margarita Calderón & Associates, Inc.

  28. Pre-Teaching Vocabulary/Concepts Margarita Calderón & Associates, Inc.

  29. Teaching Vocabulary

  30. Question, Reasons, Examples If you are studying for a test, you need to do it persistently. What else do you need to do persistently? Sayfaithfulif it applies: A cat who always comes home before dark. A brother who takes care of his sister. A girl who has 3 boyfriends. You provide an example for us. Making Choices & Review Would you have iron will if you: Were afraid of cats? Were tired but kept running until you reached the finish line? Worked very hard to get an “A” on your report card? Applaud if you’d like to be described by the word: faithful, stubborn, awesome, awkward, impish, stern, illuminated. More Examples for Step #6

  31. SAY THE WORDS – SLEEPILY SUSPICIOUSLY JOYFULLY SADLY SOFTLY LOUDLY LOUDER LAUGHING WHISPERING faithful, stubborn, awesome, awkward, impish, stern, illuminated. More Examples for Step #6

  32. Buddy Buzz Think-Pair-Share Come up with a long sophisticated complete sentence using the word __________________ Turn to Your Partner

  33. Academic Language: Selecting 6 words to pre-teach: • Which words are going to be most important for learning this content? • Start with tier 3 – words that are content specific. • Next, find tier 2 words that nest those concepts. • Finally, select tier 1 words that students do not know and you need to teach those in order to better comprehend the tier 2 and 3 words. If none are necessary, select two tier 2 instead. Margarita Calderón & Associates, Inc.

  34. Identify & Classify Words Margarita Calderón & Associates, Inc.

  35. A Change in Climate From one day to the next, weather can have a big effect on your life. When it rains, you have to stay indoors or carry an umbrella. When it's cold, you have to bundle up. Over the course of hundreds, thousands, and millions of years, weather trends affect life on Earth in more dramatic ways. Ice ages or long droughts, for example, can wipe out certain types of plants and animals. Although many species manage to survive such extreme, long-term climate shifts, their living conditions also change. Margarita Calderón & Associates, Inc.

  36. Before Reading Science, Math, Social Studies, and Language Arts • Hook the Reader • Build Background • Connect with Prior Knowledge • Pre-teach Vocabulary Explicitly • Preview Text with Students • Set Purpose for Reading

  37. Standards/Objectives • State/District Science Standard/Instructional Objective • Example: Interdependence of living things, climate and the environment • Comprehension Objective: Identify main idea and supporting details

  38. Engagement with Text – Step 2 Modeling Comprehension • Why Do Teacher Read and Think Alouds? • Fluency • Comprehension Strategies • Self-correction • Fix-it strategies Extend comprehension Teach more words M O D EL

  39. There's lots of evidence of drastic changes in climate occurring in the distant past. Earth today may again be in the midst of such a climate change. In the last 100 years, studies show, global temperatures have risen an average of 0.6 degrees C. That might not sound so bad. After all, what difference does half a degree make? A growing number of studies suggest, however, that such an increase could have a big impact on life.

  40. Sample Daily Schedule for Each Content Margarita Calderón & Associates, Inc.

  41. The ultimate proof -- at the end of each week: Write one or two paragraphs summarizing what you learned about _______________ using as many tier 2 and tier 3 words as you have learned. Use appropriate connectors, transition or signal words. Use compound sentences or different types of clauses. Assessment & Writing Margarita Calderón & Associates, Inc.

  42. EXIT PASS Name _______________________ Subject _____________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________

  43. ROUNDTABLE • Clear your desks. • Only one paper and pencil. • Each student writes one answer and passes the paper to the right. • Everyone must write an answer. • Continue this process until the teacher calls time out. • Count the number of correct responses by your team. Delete repeated words and report your numbers.

  44. ROUNDTABLE • Write a key word from • the text and pass the paper. • Keep writing one word at a time until time is up. • The words must be Tier 2 or 3.

  45. Round 2 • Put your heads together and come up with a strategy to improve your team total. • Apply your strategy in Round 2 of Round Table. • Follow the same rules as for Round 1.

  46. Polysemous S.E.E.D. activity as a “DO NOW” the following day. The fortune teller will read your palm and tell your fortune. The flat inside part of your hand. sweaty palms palm reader

  47. Teaching Words After Reading or for Anchoring Knowledge • Cooperative Learning strategies -- RoundTable, Tea Party, Write-Around, 3-Step Interview, 8-Rectangles, Corners, etc. • Word journals, Freyer graphs, semantic webs, etc. • Games -- Jeopardy, Charades, let students invent! • Charts, graphs, cognitive organizers, semantic maps, word webs! • Poems, chants, songs, rhymes! • Summaries, syntheses, story-related writing, reports, related research, personification plays, cartoons, comic books -- all should include as many of the key words as possible. Margarita Calderón & Associates, Inc.

  48. Applying Bloom’s Taxonomy of Cognitive Process – 1 Margarita Calderón & Associates, Inc.

  49. Applying Bloom’s Taxonomy of Cognitive Process – 2 Margarita Calderón & Associates, Inc.

  50. Applying Bloom’s Taxonomy of Cognitive Process – 3 Margarita Calderón & Associates, Inc.

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