Transcript Independent Academic Vocabulary Strategies

Teaching
Independent
Vocabulary
Strategies
BY: AMY LINGENFELTER
Discuss With a Partner:
Why Did You Come to This SIPS?
One of the Biggest Challenges We
Face as Teachers Is…
 Our
students’ vocabulary knowledge
and use (spoken & written) is simply. . .
 Why?
There are usually 2 reasons. . .
 Students
are E.L.L.s
 Students
don’t read except for school
 All
of the above
One of the Biggest Challenges We
Face as Teachers Is…
General Truths
to Keep in Mind:
 Students
crave and learn language through
meaning and context, not isolated rules,
definitions, or labels.
 Reading
(anyway, anywhere) is the KEY to
developing ALL tiers of vocabulary!
A
reader should be able to understand
roughly 80% of the words in a sentence or
text in order to generally comprehend.
Have you seen
this on the wall
outside my
door?
More General Truths
to Keep in Mind:
More General Truths
to Keep in Mind:
 Non-native
speakers primarily get school
time to acquire vocabulary in English.
 By
the time native speakers
enter kindergarten, they
know around 5,000 spoken
words.
More General Truths
to Keep in Mind:
 Students
need to be exposed to a word and its
collocations in context 7 times before they
actually learn it.
 In
multi-level classrooms, expose students to
vocab at their level of development.
 Students
will naturally learn Tier 1 words first, then
Tier 2, then Tier 3.
 All
levels can learn all types of words
simultaneously, but amount will be tier-specific.
Vocabulary Tiers:
Native speakers
and Advanced
(developing)
Advanced and
Intermediates
(developing)
Advanced,
Intermediates, and
Beginners
(developing);
Example:
Help
Example:
Counsel,
Patronage
Example:
Assist,
Support
TIER 3:
Content vocab,
uncommon, lowfrequency,
domain-specific
TIER 2:
Academic, less common, lower
frequency, but used in crosscurricular settings
TIER 1:
Common, conversational language
Let’s Put Ourselves in Students’ Shoes:
Now please do what I say…
Follow These Directions Please. . .
Baba lulu gaga jeje shan
gloglo hihi!
What the Heck Do These Words Mean?
Baba lulu gaga jeje shan gloglo hihi!
Open book the you
5
page now!
1)
Baba = Open
2)
Gaga = article (like “the/a”)
3)
Lulu = Book
4)
Jeje = You
5)
Shan = 5
6)
Gloglo = page
7)
Hihi = now, in this/that moment
Now draw a
picture of
each word!!!
Drum Roll….
Now I’m going to read a passage to
you outloud (and please do the
following when you read the
word “nanao”):
Read and Then Discuss With a PartnerWhat Do These Words Mean?
Group
1
1.
Jenny babava lulu her and saw on shan
gloglo wuwu gaga of a naonao.
2.
The naonao made her ververva. Hihi she
started crying ververfofo.
3.
After that, Jenny didn’t want to fadifadi the
lulu anymore. She maymayva the lulu and
yoyova it on the quiqui.
4.
Jenny’s teacher sarsarva her for maymay the
lulu. She made her baba shan gloglo again,
but Jenny still ververva from the nanao.
Group
2
How Do You Feel?
Heeeeere’s Johnny…!!
1)
Wuwu = image/photo/picture
2)
Naonao = ghost
3)
Verver = scared
4)
Va = past tense/adjective marker (like “ed”)
5)
Maymay = close
6)
Fadifadi = read
7)
Yoyo = throw/hurl/destroy
8)
Quiqui = floor
9)
Sarsar = scold/yell
Group 1 share with Group 2 What You
Read, and What “Fofo” Means. . .
Group
1
1.
Jenny open book her and saw on 5 page image
the of a ghost.
2.
The ghost made her scared/fearful. At this point,
she started crying ververfofo.
3.
After that, Jenny didn’t want to read the book
anymore. She closed the book and threw it on
the floor.
4.
Jenny’s teacher scolded her for close the book.
She made her open page 5 again, but Jenny still
was still scared from the ghost.
Group
2
Quiz a Partner on These Words Using:
 Guessing
 Use
games “I am thinking of a word”
in a sentence without saying the word
 Charades
 Pictionary
 And
more!
So: what did I do to make you
understand this gibberish?
Some Vocabulary-Building
Reading Strategies

Pre-taught the most important words for understanding

Gestured/used exaggerated body language and facial expressions

Exaggerated intonation

Repetition, repetition, repetition: Repeated the same language
several times in the same way

Pointed to the difficult words as I read them out loud and objects that
I was referring to

Used graphic organizers

Drew a picture of the word and had you do the same

Used Total Physical Response (TPR) for un-known words that were
related to the meaning
Some Vocabulary-Building
Reading Strategies

Explicitly had you infer meaning from context

Used guessing activities

Modeled reading outloud first, then had you do pair outloud
reading

Did strategic pairing based on level/knowledge

Modeled how to do the activity with student volunteers

Did Jigsaw reading based on level/knowledge

Did “Think-Pair-Share”

Used communicative, student-centered strategies

Explained grammar in context through patterns
Independent Vocabulary Strategies:

Give all students the opportunity for daily
vocabulary development according to their
level:
 Minimum
of 5 words per day or activity/class

Highlighting techniques in text

Fill in word chart and/or notebook after they
read and highlight
Which Words Should Students Choose?

Words in context from reading (esp. repeated)

Pre-taught words important for comprehension

Words, phrases, or phrasal verbs they can’t define or
use clearly

Unit/content/classroom words:
 Beginner
and intermediate students should focus on
Tier 1 & 2 words with most important content vocab
 Intermediate
and advanced students should focus
on Tier 2 & 3 words with all content vocab
Highlighting Strategies that Work for All:
WORDS I DON’T KNOW
AT ALL (YELLOW)
WORDS I’VE SEEN BUT I
WOULDN’T KNOW HOW
TO USE (GREEN)
WORDS THE BOOK OR
TEACHER WANTED ME
TO KNOW (BLUE)
BEGINNERS (TIER 1)
Prepare
Cook
Rotisserie
INTERMEDIATES (TIER 2)
Argumentative
Aggressive
Belligerent
ADVANCED (TIER 2-3)
Gracious
Charitable
Benevolent
Which Words Should Students Choose?

Language vs. Content vocabulary objective:
 Language
 For
example: use sequence words in writing
 Content
 For
objective: general language skills
objective: content/knowledge skills
example, describing the process of cell division
 70%
general language (tier 1-2) words
 30%
content (tier 3) words
Example of Language vs.
Content words for Earth Science
LANGUAGE WORDS
WITH COLLOCATIONS/GRAMMAR
CONTENT WORDS
WITH COLLOCATIONS
To wear out (something) / the wear
(of something)
erode / erosion (rock, land)
To stand (something)
weathering (building, land, rock)
earthquake (there was/is an)
tectonics (plate)
To melt (into something)
glaciers (mountain, landslide)
To tilt or rotate (on or around
something)
axis (earth, globe, wheel)
To change (into something)
metamorphic (rock) /
metamorphose (into something)
To separate (from/into something)
diverge (from/into something)
Which Words Should Students Choose?

Be aware of false cognates (false friends!) and teach
differences explicitly:
 Embarazada
 Realizar
vs. Realize
 Actualmente
 Exito
vs. Actually
vs. Exit
 Sensible

vs. Embarrassed
vs. Sensible
They can translate any word into L1 but always also
include an English definition.
Independent Vocabulary Strategies:

Independent Vocabulary notebook

3-ringed folder containing vocab graphic
organizers

Accompanying flashcards (can include pictures)

Partner up students with a “vocabulary buddy”
 Helps
both partners
 Can
be mixed or similar ability depending on
objective
 Use
guessing games, charades, Pictionary, etc.
Complete Example of Content of
Graphic Organizer/Vocab Notebook:
Name ______________________________________________
Vocabulary
Word /
Phrase
Create
Part of
Speech
Verb
Definition /
Meaning /
Synonym
Make,
produce,
especially
from nothing
CREAR
Drawing
Reading Assignment_____________________________________________
Antonyms Collocations
1. The sentence from the text goes here
2. Your own sentence goes here
Destroy
Nothing,
OR
By
1. When Leonardo DaVinci created the “Mona Lisa,” it was
not famous at first.
2. I like to create my own stories.
1.
2.
1.
2.
Other
Examples of
Graphic
Organizers:
Definition/s: (Include part of speech and two complete definitions from the dictionary)
1)
2)
Part/s of Speech
Synonym
Draw a Picture:
Word
Antonym
Use the word in 2 sentences:
1)
Write the word six times:
1)
2)
3)
4)
2)
5)
6)
Other
Examples of
Graphic
Organizers:
Definition and/or Synonyms of the word:
Word used in a sentence you read:
Warm and comfortable; snug
Our cheeks are nice and rosy and
comfy cozy are we. . .
Word:
COZY
My bed feels really cozy when I put my velvet
blankets on top of it.
A picture/image that reminds you of the word:
Word used in your own sentence:
Definition and/or Synonyms of the word:
Word used in a sentence you read:
Word:
____________________________________
__
A picture/image that reminds you of the word:
Word used in your own sentence:
Great Websites:

www.dictionary.com / www.thesaurus.com

http://www.wordandphrase.info/frequencyList.asp- it
shows frequency lists, what types of writing the word is used
for, and primary collocations.

www.onelook.com- you type in the word at the top and
choose any dictionary definition. Sound is available.

www.vocabulary.com- you can quiz yourself or look up
words.

http://peopleleap.com/resources/links/- my website with
tons of vocabulary and other resources
Assessment of
Independent Vocabulary:


Weekly quizzes given between vocab buddies:

Can be on all words chosen- yellow, blue, or green

Will be based on activities, similar sentences, and
definitions, that the student himself wrote and
teacher/partner corrected

Should be based on a mixture of definition and USE

Partners can correct each other

Partner must be held accountable for correct administration
Teacher chooses 10-20 words from each student’s
weekly flashcards/list for quiz
Example of Student-Prepared Quiz:
Fill in the blanks:
1. The pencil _______ into two pieces last night. (snapped)
2. The movie was ________on a true story. (based on)
Match the words with the definitions:
1. Fermentation-
Easily damaged and weak but dry and hard.
2. Brittle-
A change caused in a food or other substance by a group of
living organisms, molds, and certain bacteria.
Write this word in a complete sentence:
1. Blend-
THANKS FOR LISTENING!
 Questions?
 Comments?