SIOP Workshop Objectives

Content Obj: We will practice useful strategies for direct instruction of basic and academic vocabulary for ALL students

Language Obj: We will discuss, justify, note, & share vocab activities & applications.

Sustaining SIOP #2Building Background

3 features of building back-ground= linking to Ss; linking to past/ new lrng; & vocabulary

future

present

past

Connect to Students’ Lives

How do we learn about our Ss’ back-grounds?

CO: Brainstorm this topic.

LO: Write ideas in your group; share out orally to whole group.

Explicit Connections

Review previous objectives Remember when we talked about … What did we learn about yesterday in

math? Connect to other disciplines (& real life)! Make it relevant to future classes (& life).

Who needs instructionin basic vocabulary terms?

Marzano (2010): Two types of students

in uniquely precarious situations regarding basic vocabulary development: FRL & ELL students

Vocabulary development is highly correlated with family income and SES.

Widening Gap

Differential rate of vocabulary development (low-, mid-, high- SES)

Widening gap begins < 24 months

3 categories of ELL:

1. Arrive prepared for school in L1

2. Not prepared in L1

3. In US w/ BICS in Eng

Categorizing Vocabulary

Multiple ways – Marzano > rank ordered clusters or academic disciplines

Marzano - Tiers – 1 – 5 (basic to super advanced)

What we all MUST teach:

1. Content Words

2. Process/Function Words

3. Words/Word Parts

Content Words

Key vocab words, terms & concepts associated with the topic being taught. (e.g. Juneteenth, Jim Crow, slavery, Civil Rights, integration, abolition, segregation, under-ground railroad, emancipation)

CO:Order these words.LO:Justify your decision.

Content Words

1- High Frequency Words – ELLs probably know these in L1

2 – Academic Words – ELLs probably do NOT know these in L1 > TEACH EXPLICITLY!

3- Uncommon – Explain quickly and move on

Process/Function Words Functional language:

request info, justify opinions, state conclusions

Classroom tasks: share with a partner, line up, graph, classify

Language processes: scan, skim, question, debate, argue, sum up

Transition: therefore, in conclusion, moreover

Sequence: first, next, at last, finally

Words & Word Parts that Teach English Structure

175,000 words w/roots - Gr. 12 (Biemiller,2004)

15,000 = majority K-6 > 800-1200/year

(Dale & O’Rourke, 1981) photo- > compare the

words related by spelling and meaning to reinforce (Bear, Invernizzi, Templeton & Johnston, 2004)

Words & Word Parts that Teach English Structure

Prefixes & Suffixes – Common Root words

MS/HS – Academic Word List – 570 word families (www.uefap.com/ vocab) British spellings

Why Dictionaries FailBaumann, Kame’enui, Ash,

2003 –

Instruction relying on definition alone = pedagogically useless

Not likely to increase comprehension

Better Dictionaries

Newbury House Dictionary of Amer. English nhd.heinle.com

Oxford ESL Dict. Oxford Picture

Dictionary for the Content Areas

any ESL or picture dictionary

Research Synthesis

Blachowicz & Fisher (2000) - Students should be ACTIVE in developing under-standing of words and ways to use them.

Concept Continuum Idea Suitcases Word Sorts Concept Definition Maps Strategies for Independent Learning

Concept Continuumglad, joyful, elated,

pleased, content, delighted, cheerful, happy

freedom, free will, self-determination, autonomy, options, independence, liberty, choice, emancipation

““It sure beats doing It sure beats doing worksheets.”worksheets.” – Tony M.

Idea SuitcasesBuilding on students

background + game show fun!

What’s inside the suitcase???

Strengthen practice & comprehension

Assist in semantic generalization

Relate the vocabulary to other contexts (& reinforce!!)

Idea Suitcases

a movie theater a grocery store the playground your backyard a sporting event the beach the mall the kitchen art class a restaurant countries

Word Sorts

-tion -sion -tation

revolution tension representation

taxation passion plantation

frustration mission

participation vision

solution

nation

Word Sorts

People Weapons Issues

George Washington

muskets taxation

Thomas Jefferson

rifles self-governance

Thomas Paine knives freedom of religion

Paul Revere bayonets democracy

King George cannons right to bear arms

Concept Definition Map

What is it? > short definition

What is it like???? > adjectives

What are some examples??? > concrete examples

Concept Definition Map

RevolutionWhat is it? Overthrow of govt or social

systemWhat is it like? Can be violent; often

emotional; usually political; may result in changed system of govt.

What are some examples? American Revolution; Arab Spring = Tunisia & Egypt, Libya …; “Velvet” Revolution in Czech Republic, Russian Revolution, French Revolution…

Research Synthesis

Blachowicz & Fisher (2000)

Students should personalize learning:

Vocab self-selection Mnemonic strategies Personal

dictionaries Pictures/drawings

Research Synthesis

Blachowicz & Fisher (2000)

Students should be immersed in words

Word walls Personal word

study notebooks Compare/contrast

words w/same morphemes

Word Walls

Using pictures on word walls – Is it cheating or teaching?

revolution

Research Synthesis

Blachowicz & Fisher (2000)

Students should build on multiple sources of information to learn words through multiple exposure.

Connections

Hirsch 2003 –

Multiple exposures to word +

Myriad of contexts >

Deeper level of understanding

Resources

Marzano, Robert J., Teaching Basic & Advanced Vocab

Marzano & Pickering, Building Academic Vocab

www.uefap.com/vocab/select (academic word list)

www.wordsift.com