Building Background F9: Vocabulary

1. Building BackgroundF9: Vocabulary Bell Work: Write 3 strategies you can use in the classroom to help students link past learning with new concepts Opening Prayer: Review strategies

2. Content Objectives: • The students will review strategies for linking past learning with new concepts. • The students will identify the key elements of Tier 1, Tier 2, and Tier 3 vocabulary words and tell why it is important to teach them to English Learners. • The students will identify the four main principles that guide vocabulary instruction. Language Objectives: • The students will discuss the importance of teaching Tier 2 words. • The students will complete a quick write explaining why they agree or disagree that vocabulary instruction must be accelerated with English learners.

3. Tiers of Vocabulary Words Tier 1: Common words, simple nouns, verbs, high frequency words (e.g. a, an, and, the, of, is, was, dog, Mom, Dad, etc.) We usually do no focus on them except when teaching young children to read. Els will need to be explicitly taught these words and will need to practice them to be successful with English.

4. Tiers of Vocabulary Words Tier 2 Words • Words that are found in academic language but not in everyday conversation • “Goldilocks word” Words that are not too difficult, not too easy, but just right • Words students need to know to understand school texts

5. Tiers of Vocabulary Words Tier 2 or Process/Function Words • Process words: discuss, graph, line up, list, classify, etc. • Language process words: debate, skim, summarize, question, etc. • Function words: (how to request information) e.g. Jusitfy opinions, state a conclusion, etc. • Transition words: therefore, in conclusion, furthermore, etc. • Sequence words: first, then, next, finally, etc. Tier 2 words should be explicitly taught to English Learners

6. Tiers of Vocabulary Words Tier 3 or Content Words Key vocabulary words, terms, and concepts associated with a particular topic; e.g. angle, obtuse, scalene, right-angle, etc. Only teach as needed to help students understand the content.

7. Words and Word Parts that teach English structure These words enable students to learn new vocabulary, primarily based upon English morphology. Many English words are formed with root or base words joined to prefixes and suffixes. Example: photo (light), photosynthesis, photocopy, photograph, photography, photogenic

8. Literacy Challenge # 5 Have teachers select and include Tier 2 words (taken from their text materials) in vocabulary lists and language objectives Turn and Talk Why is it critical that as teachers of English learners, we focus on Tier 2 words?

9. Literacy Challenge #6 Teachers will use direct, explicit, systematic instruction. Vocabulary Routine for Explicit Instruction • immerse • manipulate • accelerate

10. Vocabulary Instruction Four main principles should guide vocabulary instruction: • Students should be active in developing their understanding of words and ways to learn them. • e.g. Semantic mapping, word sorts • Students should personalize word learning. • e.g. Personal dictionaries • Students should be immersed in words. • E.g. Word walls, comparing/contrasting words, morphemic element • Students should build on multiple sources of information to learn words through repeated exposures. • Students need to see, hear, and use words more than once

11. Vocabulary Instruction Vocabulary instruction is critical for English learners and must be accelerated. 2 minute quick write: Do you agree or disagree? Why Turn and Talk 1 minute Share

12. Content Objectives: • The students will review strategies for linking past learning with new concepts. • The students will identify the key elements of Tier 1, Tier 2, and Tier 3 vocabulary words. • The students will identify the four main principles that guide vocabulary instruction. Language Objectives: • The students will discuss the importance of teaching Tier 2 words. • The students will complete a quick write explaining why they agree or disagree that vocabulary instruction must be accelerated with English learners.

13. Teaching Vocabulary • DO NOT • Give students a list of vocabulary words to copy from the board and look up the definitions in the dictionary DO • Teach words that fit into students’ learning needs and concepts being taught. • Teach dictionary skills with words that are familiar to students

14. Vocabulary Strategies Word Sorts • Students categorize words or phrases, that have previously been taught, into groups predetermined by the teacher • Activity: Word Sort • Contextualizing Key Vocabulary • At the beginning of the lesson • e.g. immerse, accelerate, manipulate • Or within the lesson • e.g. schemata

15. Vocabulary Strategies • Vocabulary Self-Correction Strategy (VSS) • Individuals or groups of students self-select words from a particular reading/unit. The class agrees upon a list of vocabulary words for the reading/unit. Students may keep words in a word study notebook. • Personal Dictionaries • Similar to VSS except a class list is not compiled

16. Vocabulary Strategies • Word Walls • Relevant content vocabulary words are listed alphabetically on the wall. Words are revisited frequently and students are encouraged to use them in writing and discussions. Keep words to a minimum and change as needed with student input. Removed words can be stored for later review.

17. Vocabulary Strategies Concept Definition Map

18. Vocabulary Strategies Concept Definition Map Overthrow of government or social system Can be violent Often emotional Usually political Revolution May result in changed system of government American Revolution “Velvet” Revolution in Czech Republic Russian Revolution

19. Vocabulary Strategies Cloze Sentences Are used to teach and review content vocabulary. Students read a sentence where vocabulary word has been omitted. Once the correct word is determined it can be filled in the blank. e.g. Vocabulary instruction must be for English learners. List Group Label Students brainstorm words related to the topic and then determine possible categories for the words.

20. Vocabulary Strategies Word Generation Students learn and/or review new words through analogy. Example: photo (light), photosynthesis, photocopy, photograph, photography, photogenic Activity With your partner list as many words as you can think of that contain “port”.

21. Vocabulary Strategies Word Study Books A student made personal notebook. It is suggested that words are organized by English language structure, e.g. words that end in –tion, -tation. Vocabulary Games Pictionary, Scrabble, crossword puzzles, word searches, etc.

22. Vocabulary Strategies Self Assessment of Levels of Word Knowledge • I’ve never heard or seen the word before. • I’ve seen/heard the word before but do not know what it means. • I vaguely know the meaning of the word, and I can associate it with a concept or context. • I know the word well.