Vocabulary

1. Vocabulary Kate Kinsella & Isabelle Beck RD:50 Schoenfelder

2. Kate KinsellaEd.D Webinar • http://teacher.scholastic.com/products/ReadAbout/research/webinars_kinsella.htm Kate Kinsella, Ed.D., is a teacher educator in the Department of Secondary Education at San Francisco State University. She teaches coursework addressing academic language and literacy development in linguistically and culturally diverse classrooms. She has maintained secondary classroom involvement by teaching an academic literacy class for adolescent English learners through the University’s Step to College Program. She publishes and provides consultancy and training nationally, focusing upon responsible instructional practices that provide second-language learners and less proficient readers in Grades 4–12 with the language and literacy skills vital to educational mobility. RD:50 Schoenfelder

3. Webinar Note Taking Sheets RD:50 Schoenfelder

4. Development of Expressive Vocabulary Knowledge Using an Explicit Instructional Routine appropriate, adj. a•pró•pri•ate Syn./Ant. Explanation/Examples Image inappropriate seminar behavior DEF: _________or good for a particular time, situation or ___________ OK, ______ suitable EX:My parentswon’t let me see the ____ because they don’t think the ______ is appropriatefor kids. in = ____ inappropriate EX: My parents think the ______ is inappropriate. Oral Task: Appropriate seminar behavior includes ___ (verb + ing / taking notes). Inappropriate seminar behavior includes __ (reading the newspaper). Writing Task: Appropriate uses of classroom computers include __ while inappropriate uses include __ RD:50 Schoenfelder

5. Expressive Vocabulary Development:Enhanced Routine for Striving Readers / ELs ecstatic Adjective, Describing Word ec stát ic DEF: really, really happy  In Class Sentence:I was ecstatic when __ We observed that Lisa (+ verb - reminds) We observed that Lisa (+ verb - reminds) We observed that Lisa (+ verb - reminds) We observed that Lisa (+ verb - reminds) my older sister took me on a plane trip to San Francisco when I was ten years old.  Homework Sentence:I would be ecstatic if __ I finished writing my book before June. RD:50 Schoenfelder

6. Expressive Vocabulary Development:Enhanced Routine for Striving Readers/ ELs significant  Adjective, Describing Word sig níf i cant DEF:1) important 2) large (a significant number or amount is large) We observed that Lisa (+ verb - reminds) We observed that Lisa (+ verb - reminds) We observed that Lisa (+ verb - reminds) We observed that Lisa (+ verb - reminds) • 1)The Internet has had a significant effect on the music industry. • For example, now musicians can _ (verb: base form - introduce) • and music lovers can _ (verb: base form - experiment) 2) Fast food contains a significant amount of _ (noun phrase). This is harmful for our health because _ (reason) RD:50 Schoenfelder

7. Development of Expressive Vocabulary Knowledge Using an Explicit Instructional Routine appropriate, adj. a•pró•pri•ate Syn./Ant. Explanation/Examples Image inappropriate seminar behavior DEF: corrector good for a particular time, situation or purpose OK, correct suitable EX:My parentswon’t let me see the film because they don’t think the language is appropriatefor kids. in = not inappropriate EX: My parents think the language is inappropriate. Oral Task: Appropriate seminar behavior includes ___ (verb + ing / taking notes). Inappropriate seminar behavior includes __ (reading the newspaper). Writing Task:Appropriate uses of classroom computers include __ while inappropriate uses include __ RD:50 Schoenfelder

8. Language changes as people grow and learn, as they move from place to place, or as they learn words for new inventions. Language can also make changes happen, because people learn, think, and feel new things sometimes because of what they hear or read. How has language changed for you and your family over time? RD:50 Schoenfelder

9. Language of the Past How has language changed from the time when you were a child? What are some words that you used to use as a child that today’s students may not know? RD:50 Schoenfelder

10. Regional Language How has language changed as you have gone from place to place? What are some different words that are used in different regions of the U.S. or in a different country? RD:50 Schoenfelder

11. Language of the Present How has language changed to keep up with the times? What are some new words that have come into usage since you were a child? RD:50 Schoenfelder

12. Tier 1 words The most basic words and are the ones that are reasonably easy to teach, usually because there is some kind of physical referent (blue, elbow, table, run). We need to spend time on them because they show up frequently and students need to know these words. It is not necessary to spend more time than is required, though, because they are easier to teach than the other two tiers. RD:50 Schoenfelder

13. Tier 2 wordsThe mother lode of words. These are the high frequency words that are found and used across domains. Spending time teaching these words deeply, richly, powerfully....that is worth the effort. Knowing these words will have an impact on students' learning and communication throughout their lives. Words that could be considered Tier 2 words would include: difference, temperate, omnivore, exaggerate, erode. You can see that these are words that may have particular meanings in certain content areas, but they are used in a variety of ways by mature language users. RD:50 Schoenfelder

14. Tier 3 wordsThe words that are much lower frequency words and that are very specific to one domain, usually. For example; oligopoly, marcato, lithosphere, couplet, univariate analysis. These are important words, but need to be taught within the context and subject area where they will be used. RD:50 Schoenfelder

15. http://foldables.wikispaces.com/Books RD:50 Schoenfelder