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

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.

Tiers of Vocabulary WordsTier 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.

Tiers of Vocabulary WordsTier 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

Tiers of Vocabulary Words

Tier 2 or Process/Function Words

1. Process words: discuss, graph, line up, list, classify, etc.

2. Language process words: debate, skim, summarize, question, etc.

3. Function words: (how to request information) e.g. Jusitfy opinions, state a conclusion, etc.

4. Transition words: therefore, in conclusion, furthermore, etc.

5. Sequence words: first, then, next, finally, etc.

Tier 2 words should be explicitly taught to English Learners

Tiers of Vocabulary Words

Tier 3 or Content WordsKey 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.

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

Literacy Challenge # 5

Have teachers select and include Tier 2 words (taken from their text materials) in vocabulary lists and language objectives

Turn and TalkWhy is it critical that as teachers

of English learners, we focus on Tier 2 words?

Literacy Challenge #6

Teachers will use direct, explicit, systematic instruction.

Vocabulary Routine for Explicit Instruction

1. immerse2. manipulate3. accelerate

Vocabulary InstructionFour main principles should guide vocabulary instruction:

1. Students should be active in developing their understanding of words and ways to learn them.

◦ e.g. Semantic mapping, word sorts

2. Students should personalize word learning.◦ e.g. Personal dictionaries

3. Students should be immersed in words.◦ E.g. Word walls, comparing/contrasting words, morphemic

element

4. 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

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

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.

Teaching Vocabulary

DO NOT

Give students a list of vocabulary words to copy from the board and look up the definitions in the dictionary

DOTeach words that fit into students’ learning

needs and concepts being taught.Teach dictionary skills with words that are

familiar to students

Vocabulary StrategiesWord SortsStudents categorize words or phrases,

that have previously been taught, into groups predetermined by the teacherActivity: Word Sort

Contextualizing Key Vocabulary◦At the beginning of the lesson

e.g. immerse, accelerate, manipulate

◦Or within the lesson e.g. schemata

Vocabulary StrategiesVocabulary 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

Vocabulary StrategiesWord 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.

Vocabulary StrategiesConcept Definition Map

Akas

kind

Patient

intelligent

Friendly

Vocabulary StrategiesConcept Definition Map

American Revolution

Revolution

Can be violent

Overthrow of government

or social system

“Velvet” Revolution in

Czech Republic

Often emotional

Usually political

May result in changed system of

government

Russian Revolution

Vocabulary StrategiesCloze SentencesAre 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 LabelStudents brainstorm words related to the topic

and then determine possible categories for the words.

Vocabulary Strategies

Word GenerationStudents learn and/or review new

words through analogy. Example: photo (light), photosynthesis, photocopy,

photograph, photography, photogenic

ActivityWith your partner list as many words as

you can think of that contain “port”.

Vocabulary Strategies

Word Study BooksA 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.

Vocabulary Strategies

Self Assessment of Levels of Word Knowledge

1. I’ve never heard or seen the word before.

2. I’ve seen/heard the word before but do not know what it means.

3. I vaguely know the meaning of the word, and I can associate it with a concept or context.

4. I know the word well.