face-to-face session

Rethinking Equity of Teaching English Language Learners (RETELL)Session 7: Vocabulary for ELLs IIFace-to-Face Session

Session Introduction

Massachusetts Department of Elementary and Secondary Education

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Vocabulary Strategies


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Objectives Utilize WIDA tools (i.e., Can Do descriptors,

performance definitions, writing rubrics, expanded strands of Model Performance Indicators) as they pertain to vocabulary and oral language development, to support ELLs at different proficiency levels to meet Common Core State Standards;

Discuss oracy and vocabulary challenges of English learners with specific learning needs including SIFE students, ELLs with disabilities, long-term ELLs and gifted ELLs;

Develop/implement appropriate formative assessments for English learners during vocabulary instruction;


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Objectives (continued) Support colleagues with feedback and

recommendations regarding highlighted strategies from the last session which they practiced in class and with their students;

Practice and apply during-reading and post-reading vocabulary teaching strategies modeled and practiced in this session

Practice and apply teaching strategies to help ELLs analyze words (e.g., focus on teaching word families, word parts, morphemes, parts of speech, etc.).


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Connections to Online Session 8

Vocabulary and WIDA


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CAN DO Descriptors

Academic Language Components Reflected in WIDA Performance Descriptors and Levels

1 Entering

2 Emerging


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Vocabulary Demands in the CAN-DO Descriptors – Grades 6-8

Entering Emerging Developing Expanding Bridging• Match content–

related objects/pictures to words

• Identify common symbols,

signs, and words• Find single

word responses to

WH- questions (e.g., “who,”

“what,” “when,” “where”)

related to illustrated text

• Use picture dictionaries/

illustrated glossaries

• Sort/group pre-taught words/phrases• Use pre-taught vocabulary(e.g., word banks) tocomplete simple sentences• Use L1 to support L2 (e.g.,cognates)• Use bilingual dictionariesand glossaries• Connect simple sentences

• Identify multiple meaningsof words in context (e.g.,“cell,” “table”)• Use context clues• Identify frequently usedaffixes and root words tomake/extract meaning (e.g.,“un-,” “re-,” “-ed”)• Use English dictionaries andglossaries

• Identify figurative language(e.g., “dark as night”)• Identify specific languageof different genres andinformational textscohesive passages• Use transition words to createcohesive passages

• Differentiate and applymultiple meanings of words/phrases• Infer meaning from modifiedgrade-level text• Begin using analogies

Source: This is adapted from the WIDA CAN-DO Descriptors, Word-Class Instructional Design and Assessment


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Review: Four Key Components of Effective Vocabulary Instruction

1. Providing rich and varied language experiences

2. Teaching individual words3. Teaching word-learning strategies 4. Fostering word consciousness

(Graves, August, Mancilla-Martinez, 2013)

Fostering Word Consciousness and Word-Learning Strategies


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Word Consciousness Word consciousness strategies help students to

recognize, understand, and use new words. Teachers should foster word consciousness in their classes and vocabulary work to create effective, engaging and efficient vocabulary instruction. (Peregoy and Boyle, 2008)

Examples include developing cognate awareness, explicit instruction on words and word parts, vocabulary connections, and other strategies that allow students to deal with new words independently. (Graves, 2013)

When it comes to teaching vocabulary, a little knowledge (of root words, prefixes, and suffixes) goes a long way. (Kieffer, M. and Lesaux, N. 2007)


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Session 7: Word-Learning, Word Parts, and Word Consciousness


Considerations for Differentiation Related to Vocabulary Development

SIFE/SLIFE Long- Term ELLs

ELLs with Disabilities

Gifted Talented ELLs

Well-Schooled Newcomers

Oracy

3 Tiers

Cognates

Morphology

• What are some factors or issues to consider when planning instruction of these different populations of ELLs? (Think about first language and culture, background experiences, educational experiences, etc.)

• How are the concepts regarding vocabulary development that we have discussed so far related to the needs and experiences of particular sub-groups of ELLs in this chart?


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Let’s Think About These Strategies with ELLs by Grade and Content!

My Grade Level : • Does it work?• Other considerations

or adaptations

My Content Area:• Does it work?• Other

considerations or adaptations

Oracy

3 Tiers

Cognates

Morphology


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Many Strands Are Woven into Skilled Reading

Vocabulary Development Strategies


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Review Approach to Strategies and Practices in the Course

Model • The facilitators will demonstrate the core practice or strategy

Practice • Participants will practice the approach or strategy in the

session, • Participants will implement the strategy in their classroom as

an assignment. Feedback

• Facilitators and peer participants will give feedback to participants as they practice during the session,

• Participants wil have an opportunity to debrief with other participants in your content or grade level and seek feedback on their experience after implementation in the classroom.


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Five Steps to Developing Sentence Frames

Step 1 – Pre-teach vocabulary words prior to reading a text.

Step 2 – Determine a language function for expressing the core concepts of the text (Is it cause and effect? compare and contrast? persuasion? description? sequence? etc.).

Step 3 – Write simple sentences that express the vocabulary words in the related language function.

Step 4 – Remove the vocabulary words from the sentence and put them in a word bank.

Step 5 – Differentiate for different levels (simple sentences, compound sentences, and complex sentences).Make a connection to the reading assignment.


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Written Reflection on Sentence Frame Strategy for Vocabulary What strategies did you use as teacher

to make these different sentence frames?

Why is this differentiation important for English language learners? In your Participant Manual, see some additional

examples of sentence frames with some variations that support ELLs at different

proficiency levels.


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Using Vocabulary Organizers to Explore Word Relationships and Parts

Vocabulary Graphic Organizers

Purpose

Word Wheel To expand student vocabulary by connecting words to a larger related group of words for development of more precise academic terms for oracy and literacy

Lexical Arrays Using an everyday word as a base, stretching the word and its word form from the least to the most charged, the least to the most intense for example: Cry----sob-----weep-----wail

Word Form Charts/Generative Word Charts

Helps students to learn and understand parts of words and relationships between words


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Lexical Arrays Model with a common word that students

know Build up to more academic or uncommon

terms that create more precision in meaning.

Often these relationships go from Weak strong

Mild intenseSlow fast In sum – arrays go from one degree to the

far extreme and all the words in between!


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Example of Lexical Array


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The Rancid Rafflesia: Word Form Chart

Noun Adjective Verb Adverb Cognatesattractionattractiveness

attractive attracted attractively Portugueseatrair (v.)atracao (n)

Spanishatraer (v.)atraccion (n.)

Frenchattirer (v.)attraction (n.)

Flies and beetles aren’t the only creatures attracted to smelly flowers. (Line 39, The Rancid Rafflesia)

Vocabulary Practice: Instructions

Form a Triad Each person in the group selects ONE of

the vocabulary approaches (Word Wheel, Lexical Array, Word Chart). All 3 should be represented across your triad.

Develop a quick 3-minute mini-lesson teaching a vocabulary word from your text using the organizer and strategy.

Use the next 20 minutes for your preparation and break.

To prepare start by reviewing the Feedback questions in your Participant Manual that others will think about as you teach.

Noun

Adjective

Verb Adverb

Cognates

Vocabulary Development Strategies (Cont.)


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Word Wheel


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Lexical Array Practice

face-to-face session

Documents

secondary education14purpose

secondary education13purpose

longterm ells

ells iiface

online session

session practice

language literacy

good language objective