Transcript Animals Are All Around Us

Vocabulary Strategies for
Students
Rosie Turner - ES SIOP
Content Objectives:
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Today we will gain understanding about
the importance of explicit vocabulary
instruction.
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Explore what the research says about
teaching and learning vocabulary.
Language Objectives:
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We will work in whole group, small group
and with a partner to identify, practice and
apply vocabulary strategies in the
classroom.
What does the research say about
Vocabulary?
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Successful instruction is connected to
the student’s background experiences
and knowledge (vocabulary).
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Schools can enhance the background
knowledge of students through explicit
vocabulary development.
Marzano (2004)
Marzano says…
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Present students with a brief explanation or description of the
new term or phrase.
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Present student with a nonlinguistic representation of the
new term or phrase.
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Ask students to generate their own explanations or
descriptions of the term or phrase.
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Ask students to create their own nonlinguistic
representation of the term or phrase.
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Periodically ask students to review the accuracy of their
explanations and representations.
(From: A Handbook for Classroom Instruction That Works)
SIOP says…
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Students should be active in developing word
knowledge and should be acquiring strategies to
learn
Students should personalize word learning
Students should be immersed in words
Students should experience words in multiple
contexts and through repeated exposure
(From: Making Content Comprehensible, p. 49, Building Background)
Best Practice Research says…
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Limit vocabulary
Incorporate illustrations/logographs (abstract to concrete)
Incorporate actions/drama
Incorporate opposites/synonyms
Go on field trips/scavenger hunts/interviews (on campus)
Use in everyday language, all year long
Keep vocabulary on/in word walls, particular spots/objects,
notebooks, category charts, wear the words…
Incorporate word study/morphemes in all subjects
Use authentic assessments
(From: Alisha Das, ESL Lead Teacher Harnett County Schools)
Culturally and Linguistically Diverse
Students –Building Background
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Vocabulary knowledge correlates to comprehension
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It takes multiple, meaningful interactions with a word
(focused on specific words and their meanings) to
understand it and apply it in multiple contexts.
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For English Language Learners, the “achievement
gap” is primarily a vocabulary gap.
Margarita Calderon
Culturally and Linguistically Diverse
Students
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Multiple factors affect vocabulary development and background
knowledge:
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Many learners come to the school with unique definitions and
perspectives for:
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What it means to have a birthday party
What it means to go on a family vacation
Without ever visiting a museum
Without ever having had a story read to them
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However they do come with experiences of their own
Socorro Herrera (2006)
Whole Group Activity
This activity can be used at the beginning of a
unit of study to build background knowledge
related to content concepts. It can also be used
during the unit to allow students opportunities
to practice and apply their knowledge, or at the
end to allow opportunities for review and
assessment.
Grade Levels: K-5
Directions:
Grouping Configuration: Whole Class
Materials: Trading Cards, CD player, CD/Music
Language Domains: Listening, Speaking, Reading,
Thinking
Trade-Trade-Chat
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The teacher (or students) creates cards that display words,
illustrations of words, statements or questions related to content
concepts.
Students receive one card each and stand.
Teacher gives the directions for the trading and chatting (i.e.,
“While the music plays trade cards. When the music stops, ask
your partner the question on your card.”)
Teacher plays the music and students begin walking around the
room exchanging cards WITHOUT talking.
Teacher stops the music and students pair up with the student
with whom they last traded.
Students “chat” about the information on their cards per the
directions given by the teacher.
sapo
sapo feliz
tp://www.pics4learning.com/details.php?img=treefrog-tiny.jpg
http://www.flickr.com/photos/12461772@N03/1950072686/
tarde
noche
noche
http://www.flickr.com/photos/ninabradica/3058154697/
http://www.flickr.com/photos/42035114@N05/3961477072/
http://www.flickr.com/photos/lexrex/249840249/
arbol
Soñar
dormido
http://www.flickr.com/photos/dcdead/3556716182/
http://www.flickr.com/photos/klphoto/73696711/
saltos
http://www.flickr.com/photos/capsizing/155161690/
Puerta de su cueva
http://www.pics4learning.com/details.php?img=santorinidoor_greece_08.jpg
sapo feliz
http://www.flickr.com/photos/12461772@N03/1950072686/
A story called: Los sueños del sapo
Una tarde un sapo dijo:
Esta noche voy a soñar que soy árbol.
Y dando saltos, llegó a la puerta de su
cueva.
Era feliz; iba a ser árbol esa noche.
http://www.7calderosmagicos.com.ar/Druida/Cuentos/JVillafanie/Lossueniosdelsapo.htm
Practice
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Get into your number groups 1-8
Open your envelope
Organize your pictures in sequence, use
your story page and sentence strips to help
you make sense of the story
Take turns retelling the story
Return to your seats when the timer runs
out
What happened?
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Were you able to make connections?
Were you able to identify words?
Were you able to retell?
What was difficult?
What strategies did you use?
Non-Linguistic Representation
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Illustrate
Act-out
Represent with models, real objects or realia
Graphic Organizers
Mnemonic Devices (mental
images/devices)
(Geschwind, 1964).
Occipital Lobe
Frontal Lobe
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Temporal Lobe
•In context
•Kinesthetic
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Meaningful Activities
Use It or Lose It!
I so despise eating pizza every day for lunch!
The weather is so displeasing!
My legs are so echinated!
Teacher and students use words all year long!
Meaningful Activities
Use It or Lose It!
-Create sentences for your neighbor(s)
using the following words:
erosion, weathering, sedimentary,
igneous
-Share them with your neighbor(s)…
Meaningful Activities
Multiple Meanings of Words
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Words can have the same sounds and
spellings but multiple meanings. Define the
word running in each
of these sentences:
I am running in a marathon.
My neighbor is running for city council.
My refrigerator is running in the kitchen.
Cha-reades
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Grade Levels: K-5
Grouping Configuration: Whole Class
Materials: Trading Cards, CD player, CD/Music
Language Domains: Listening, Speaking, Reading,
Writing, Thinking
Directions:
Create word cards (action verbs, content vocabulary, reading
vocabulary).
Show and say the word to the class and have them to “do” the word as
you read it.
Gradually (the next day/later in the week), show the card without
saying the word:
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Show  run
,and students run!
Show invite
, and students pretend to invite someone to a party
[talking with one another, shaking hands, introducing one another and
saying things like, “Hello. Would you like to come to my party?”]
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Students can adapt chareades to charades! A student acts out a content word.
Students in the audience can write the word they think is being acted out on a
scrap sheet of paper, share their guess with a partner, and/or share with the
class.
Cha-reads can be played with grade-level content words, reading vocabulary
words, EOG terms, etc. It’s making the abstract become concrete!!!
Verbal Visual Word Association
Word
Non-Linguistic Rep.
Echinated
Option:
morpheme notes
(echin-spiny, prickly)
Choose:
Spiky, prikly,
sharp, spiny “pokey
Synonyms
”
Smooth,
soft,
flat
Antonoyms
Sentence The porcupine is echinated.
Class-made definition
Things that are echinated are sharp or prickly.
Background Link:
Where have you: seen it, experienced it, find it
Hair brush
Rose bush
cactus
porcupine
Verbal Visual Word Association
Word
Non-Linguistic Rep.
Option:
morpheme notes
Choose:
Synonyms
Antonoyms
Sentence
Class-made definition
Background Link:
Where you:
have seen it
 experienced it,
 can find it…etc…
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Your turn
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Work with a partner on either side of you
Think of a concept or word that is difficult for
your students to understand or difficult for
you to teach.
Use your VVWA template to clarify the word
work in all the square (put yourself in your
students shoes)
Verbal Visual Word Association
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Write your word in the top left box and any root words,
cognates, etc…
Illustrate the word in the top right box, making the word
understandable…
Write synonyms or phrases that you think students
would share in the bottom left box…
Write student background experiences related to the
word in the bottom right box…
Create an action to represent the meaning of the
word…
Share out!
Content Objectives:
Did we:

Gain understanding about the
importance of explicit vocabulary
instruction.

Explore what the research says about
teaching and learning vocabulary
Language Objectives:
Did we:

Work in whole group, small group and
with a partner to identify, practice and
apply vocabulary strategies in the
classroom.
Quick Case Study if we have time
Animals Are All Around Us
First Reading
MP Jordan, Grade 4
EC/LD Reading and LEP
Animals are all around us,
They’re around us every day.
But like the ancient dinosaurs,
Some might go away!
Animals Are All Around Us
Animals are all around us,
They’re around us every day.
But like the ancient dinosaurs,
Some might go away!
We must protect the planet
for animals large and small.
They need clean air and water
to have a chance at all.
Animals need their habitats
to eat and grow and thrive.
If their habitats disappear,
these groups may not survive.
Some animals are in danger,
in danger of dying out.
But this is a problem in nature
we can do something about.