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Vocabulary Connections

Vocabulary Connections. Strengthening Neural Pathways. SIOP Workshop Objectives. Content Obj: We will practice useful strategies for direct instruction of basic and academic vocabulary for ALL students Language Obj: We will discuss, justify, note, & share vocab activities & applications.

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Vocabulary Connections

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  1. Vocabulary Connections Strengthening Neural Pathways

  2. SIOP Workshop Objectives • Content Obj: We will practice useful strategies for direct instruction of basic and academic vocabulary for ALL students • Language Obj: We will discuss, justify, note, & share vocab activities & applications.

  3. Sustaining SIOP #2Building Background 3 features of building back-ground= linking to Ss; linking to past/ new lrng; & vocabulary

  4. Connect to Students’ Lives • How do we learn about our Ss’ back-grounds? • CO: Brainstorm this topic. • LO: Write ideas in your group; share out orally to whole group.

  5. Explicit Connections • Review previous objectives • Remember when we talked about … • What did we learn about yesterday in math? • Connect to other disciplines (& real life)! • Make it relevant to future classes (& life).

  6. Who needs instructionin basic vocabulary terms? Marzano (2010): • Two types of students in uniquely precarious situations regarding basic vocabulary development: FRL & ELL students • Vocabulary development is highly correlated with family income and SES.

  7. Widening Gap • Differential rate of vocabulary development (low-, mid-, high- SES) • Widening gap begins < 24 months • 3 categories of ELL: • Arrive prepared for school in L1 • Not prepared in L1 • In US w/ BICS in Eng

  8. Categorizing Vocabulary • Multiple ways – Marzano > rank ordered clusters or academic disciplines • Marzano - Tiers – 1 – 5 (basic to super advanced) • What we all MUST teach: • Content Words • Process/Function Words • Words/Word Parts

  9. Content Words Key vocab words, terms & concepts associated with the topic being taught. (e.g. Juneteenth, Jim Crow, slavery, Civil Rights, integration, abolition, segregation, under-ground railroad, emancipation) CO:Order these words. LO:Justify your decision.

  10. Content Words • 1- High Frequency Words – ELLs probably know these in L1 • 2 – Academic Words – ELLs probably do NOT know these in L1 > TEACH EXPLICITLY! • 3- Uncommon – Explain quickly and move on

  11. Process/Function Words • Functional language: request info, justify opinions, state conclusions • Classroom tasks: share with a partner, line up, graph, classify • Language processes: scan, skim, question, debate, argue, sum up • Transition: therefore, in conclusion, moreover • Sequence: first, next, at last, finally

  12. Words & Word Parts that Teach English Structure • 175,000 words w/roots - Gr. 12(Biemiller,2004) • 15,000 = majority • K-6 > 800-1200/year (Dale & O’Rourke, 1981) • photo- > compare the words related by spelling and meaning to reinforce (Bear, Invernizzi, Templeton & Johnston, 2004)

  13. Words & Word Parts that Teach English Structure • Prefixes & Suffixes – Common Root words • MS/HS – Academic Word List – 570 word families (www.uefap.com/ vocab) British spellings

  14. Why Dictionaries Fail Baumann, Kame’enui, Ash, 2003 – • Instruction relying on definition alone = pedagogically useless • Not likely to increase comprehension

  15. Better Dictionaries • Newbury House Dictionary of Amer. English nhd.heinle.com • Oxford ESL Dict. • Oxford Picture Dictionary for the Content Areas • any ESL or picture dictionary

  16. Research Synthesis Blachowicz & Fisher (2000) - Students should be ACTIVE in developing under-standing of words and ways to use them. • Concept Continuum • Idea Suitcases • Word Sorts • Concept Definition Maps • Strategies for Independent Learning

  17. Concept Continuum glad, joyful, elated, pleased, content, delighted, cheerful, happy freedom, free will, self-determination, autonomy, options, independence, liberty, choice, emancipation “It sure beats doing worksheets.” – Tony M.

  18. Idea Suitcases Building on students background + game show fun! • What’s inside the suitcase??? • Strengthen practice & comprehension • Assist in semantic generalization • Relate the vocabulary to other contexts (& reinforce!!)

  19. Idea Suitcases • a movie theater • a grocery store • the playground • your backyard • a sporting event • the beach • the mall • the kitchen • art class • a restaurant • countries

  20. Word Sorts

  21. Word Sorts

  22. Concept Definition Map • What is it? > short definition • What is it like???? > adjectives • What are some examples??? > concrete examples

  23. Concept Definition Map Revolution What is it? Overthrow of govt or social system What is it like? Can be violent; often emotional; usually political; may result in changed system of govt. What are some examples? American Revolution; Arab Spring = Tunisia & Egypt, Libya …; “Velvet” Revolution in Czech Republic, Russian Revolution, French Revolution…

  24. Research Synthesis Blachowicz & Fisher (2000) Students should personalize learning: • Vocab self-selection • Mnemonic strategies • Personal dictionaries • Pictures/drawings

  25. Research Synthesis Blachowicz & Fisher (2000) Students should be immersed in words • Word walls • Personal word study notebooks • Compare/contrast words w/same morphemes

  26. Word Walls • Using pictures on word walls – Is it cheating or teaching? revolution

  27. Research Synthesis Blachowicz & Fisher (2000) Students should build on multiple sources of information to learn words through multiple exposure.

  28. Connections Hirsch 2003 – • Multiple exposures to word + • Myriad of contexts > • Deeper level of understanding

  29. Resources • Marzano, Robert J., Teaching Basic & Advanced Vocab • Marzano & Pickering, Building Academic Vocab • www.uefap.com/vocab/select (academic word list) • www.wordsift.com

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