Transcript Slide 1

Facilitators:
Libbie Drake, Erica Hilliker,
& Debbie Schuitema.
 We
will examine classroom discourse for the
usage of academic vocabulary.
 We will evaluate academic vocabulary lists to
determine tier two level entries.
 We will apply academic vocabulary strategies
to the content areas.
 We will create a word wall using tier two
content-area vocabulary.
 We
will write, discuss, and revise a list of
common classroom phrases using intentional
academic vocabulary.
 We write and discuss a list of content-area
tier two academic vocabulary words.
 We will discuss how to design and organize a
word wall of tier two academic vocabulary
words.
 Brainstorm
a list of phrases that you use
daily in your classroom for typical routines
and events. (e.g. “Stop Talking”)
 With
your elbow partner, take your list of
common classroom phrases you generated
before the video and revise them to enhance
the typical conversation in the classroom.
 Individually choose one of your favorite
revisions and write it on a large post-it note.
 Be prepared to share
 If
you have a birthday in October or
November please stand up and share the
revised phrase you have written down on
your index card and briefly describe how you
would use it in the classroom.
 We will be collecting all of the post-it notes
after the training in order to generate a
group list of elevated academic phrases.
 Students
are likely to see the word often in
other texts and across domains.
 The word will be useful in students’ writing.
 The word relates to other words or ideas that
students know or have been learning.
 Word choice has significance in the text.
 The context does not provide enough
information for the students to infer the
meaning.
 Move
to your content area poster.
 Skim the content standards at your table.
 Generate a list of tier two words found in
your content standards and record them on
your academic vocabulary handout.
 Discuss how you would intentionally instruct
these words in your content area.
 Find
someone from another content area
group.
 Share your academic vocabulary lists.
 Provide an example for how you would be
intentional about instructing two of the
words from your partner’s list in your content
area.
 If
you have the longest hair at your table,
please stand up and share one of your ideas
for the intentional instruction of tier two
academic vocabulary.
 Select
one word from your tier two
vocabulary list and draw a picture of that
word on your Pictionary template.
 Next, find a partner from another content
area that you have not worked with today.
 Trade Pictionary templates and try to guess
the word your partner has illustrated.
 Together write a sentence using the tier two
vocabulary word.
 Why
would this be a good activity for English
Language Learners?
 How could you use it in your classroom?
 Get
into cross-curricular groups of four.
 Take the list of words that you have written
on your academic vocabulary templates, and
create a word wall that includes all of the
words from each content area.
 Be prepared to share how you chose to
organize the words in your word wall and
how you will introduce and engage students
with your word wall in the classroom.
 We
will examine classroom discourse for the
usage of academic vocabulary.
 We will evaluate academic vocabulary lists to
determine tier two level entries.
 We will apply academic vocabulary strategies
to the content areas.
 We will create a word wall using tier two
content-area vocabulary.
 We
will write, discuss, and revise a list of
common classroom phrases using intentional
academic vocabulary.
 We write and discuss a list of content-area
tier two academic vocabulary words.
 We will discuss how to design and organize a
word wall of tier two academic vocabulary
words.
 WHAT
questions do you still have about
academic vocabulary or what topics would
you like to learn more about in the future?
 HOW are you going to implement what you
have learned today in your classroom?
 WHY is building academic vocabulary
imperative for ELL students?