SIOP: Component 2 Building Background: F9 Vocabulary

Welcome

Opening Prayer

Sharing of Observations

Vocabulary StrategiesReview Tier 1, Tier 2, and Tier 3

Vocabulary Words

Review the four main principles that guide vocabulary instruction1. Students should be active2. Students should personalize word

learning.3. Students should be immersed in words.4. Students should build on multiple sources

of information to learn words through repeated exposures.

Content ObjectiveThe students will identify strategies for teaching vocabulary words.

Language ObjectiveThe students will write a lesson plan that includes: 1. Activity(ies) that link students past

learning to new concepts.2. Activity(ies) that teach Tier 2 and Tier 3

Vocabulary words3. The students will write a reflection on

the lesson taught.

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 StrategiesStudents should be active in

developing their understanding of words and ways to learn them.

Word SortsStudents categorize words or phrases,

that have previously been taught, into groups predetermined by the teacher

Activity: Word Sort

Vocabulary StrategiesContextualizing Key Vocabulary

Teacher peruse the material to be learned and select several key vocabulary terms that are critical to understanding the lesson’s most important concepts. At the beginning of the lesson

e.g. immerse, accelerate, manipulate Or within the lesson

e.g. schemata

Vocabulary Games Pictionary, Scrabble, crossword puzzles,

word searches, etc.

Vocabulary StrategiesStudents should personalize word learning.

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

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 StrategiesStudents should be immersed in

words.

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.

Print Rich Environment

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 StrategiesStudents should build on multiple sources of

information to learn words through repeated exposures.

Concept Definition Map: A simple graphic that can be used to discuss complex concepts.

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.

Explicitly taught

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.

Assignments Write a Lesson Plan that includes:

1. Activity(ies) that link students past learning to new concepts.

2. Activity(ies) that teach Tier 2 and Tier 3 Vocabulary words

(25 points)

Write a reflection paragraph describing (10 points)1. What went well in the lesson2. How did the students respond3. Would you do something differently next time? If so,

what and why

Attach the paragraph to the lesson plan and turn in.

Content ObjectiveThe students will identify strategies for teaching vocabulary words.

Language ObjectiveThe students will write a lesson plan that includes: 1. Activity(ies) that link students past

learning to new concepts.2. Activity(ies) that teach Tier 2 and Tier 3

Vocabulary words3. The students will write a reflection

paragraph on the lesson taught.

Teaching Scenario (if time)With your group, read Miss

Paige’s lesson, pg. 69

Discuss how your would score her lesson based on the SIOP criteria for Component 2: Building Background

Next ClassThurs. May 23, 3:00Component 3: Comprehensible Input

Closing Prayer

Please complete observations for Component 1: Lesson Preparation. Complete one observation paper as the observer and one paper as the observee.

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