Problem Based Learning and the Language Learner Series

1. Part Two: Selecting Academic and Content Vocabulary Problem Based Learning and the Language Learner Series “It stands to reason that the more word meanings one knows, the more easily one can construct meaning through reading” (Thorndike, 1973 & Whipple, 1925).

2. Overview • Critical Content • Critical Skills • Terminology • Academic Vocabulary • Content Vocabulary • Tiers of Vocabulary • Free morphemes • Lexical vs functional How can I implement a PBL that is accessible and supports ELLs for success? Overarching Question for Series “ELLs must acquire twice as much English vocabulary, twice as fast as native speakers, often without any exposure to hearing English outside of school. This is no small feat!” (Lems, Kristin, Miller, Leah D. & Soro, Tenena M., 120). Enduring Understanding for Series Topic: Selecting Academic and Content Vocabulary • Define & Distinguish • Select • Implement

3. What are academic and content vocabulary? Academic Vocabulary Academic vocabulary words are words that are transferable between contexts. Many times these words are used in directions, test questions and tasks. Content Vocabulary Content vocabulary are words specific to your discipline. Often times your content words are lexical free morpheme words. Lexical free morpheme words have a stem/base with an affix within the word. Academic Vocabulary Content Vocabulary

4. How can I distinguish the two? Academic Vocabulary academic • Math or Science • graphic that represents data and numbers • ESL • A flat surface in which a person can write on, eat on or work on academic content content content content academic explain microscope amplitude interpret multiplication hypothesize table diameter illustrate allegiance scale latitude analyze academic academic content content content content table analyze microscope multiplication amplitude illustrate hypothesize explain Content Vocabulary diameter allegiance table interpret scale latitude

5. Tiers of vocabulary • low-frequency words • limited to specific contexts • most articulate and precise Tier III • there is no formula for selecting age appropriate • - grade level • not a precise one • not clear cut • high-frequency words • mature language • show up in a wide variety of texts • common for written and oral language • already has ways to express the concept • important, opportunity to build rich • connections 3 Tiers of Vocabulary Tier II Tier I • most basic, common • rarely require instruction in school

6. How do I identify/select critical vocabulary? . . .useful . . .students likely to meet often in other texts . . . word relate to other words, ideas that students know or have been learning . . . to the topic/concept . . . bring to the text or situation . . . relate to the PBL? What role does it play in communicating? Review unit Review standards Review your purpose What does the student need to know? What does the student need to be able to do? How long would it take to teach the words I am considering? WORDS How many words should I teach?

7. Basic Foundational Strategies: NEP1’s and NEP2’s Figure 1: Icons and Pictures Figure 2: Realia Figure 3: Gestures Figure 4: personal dictionary

8. Basic foundational strategies for lep3’s and lep4’s articulated science math biology biologist sciences mathematics scientist mathematician informed stated Figure 1: Shades of Vocabulary Figure 2: Word Bench said picture picture picture caption caption caption Figure 3: Storyboard

9. Launch into action! What are three “ah-ha’s” you learned about academic and content vocabulary? How are two ways you plan to implement basic vocabulary strategies into your PBL work? What is one question you have about selecting vocabulary to teach?