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Windham Middle School

Windham Middle School. A Refresher PD on Vocabulary. Expediting Comprehension for. English Language Learners. ExC-ELL. Margarita Calder ón Argelia Carreón, Elma Noyola, Jeanne Cantú, Ana Bishop, Liliana Minaya-Rowe, María Trejo. Today’s Agenda. Vocabulary word selection and classification

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Windham Middle School

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  1. Windham Middle School A Refresher PD on Vocabulary Expediting Comprehension for English Language Learners ExC-ELL Margarita CalderónArgelia Carreón, Elma Noyola, Jeanne Cantú, Ana Bishop, Liliana Minaya-Rowe, María Trejo

  2. Today’s Agenda • Vocabulary word selection and classification • Pre-teaching vocabulary using the 7-Step Strategy • Step 6: Student engagement with the new word • Anchoring word and content knowledge: The Round Table and Corners

  3. Identify and Classify Vocabulary: Selecting words to teach before, during, and after reading: • Select Tiers 1, 2, & 3 from students’ texts. • From your explanations, for class experiments, demonstrations you will present to them. • From instructional activities, for class discussions during and/or after reading. • For the oral and written summaries of what they have learned. • From and for assessments.

  4. Tier 3 academic content specific

  5. Tier 2 words can also include polysemous wordsacross academic content areas:

  6. Tier 2 words nest academic content through transition Words, Connectors, Causation, Time Sequencing, Predictions. Some examples: Cause & Effect-- because, due to, as a result, since, for this reason, therefore, in order to, so that, thus… Contrast-- or, but, although, however, in contrast, nevertheless, on the other hand, while… Addition or Comparison-- and, also, as well as, in addition, likewise, moreover, by the way… Giving examples-- for example, for instance, in particular, such as…

  7. Tiers 2 & 3 Cognates • Literature = literatura • Context = contexto • Multisyllabic = multisilábico • Osmosis = osmosis • Irony = ironía False Cognates • Library ≠ librería (bookstore) = (biblioteca) • Story ≠ historia (history) = (cuento) • Exit ≠ éxito (success) = (salida) • Success ≠ suceso (event) = (éxito) • Character ≠ carácter (personality) = (personaje)

  8. When teachers are explaining/presenting a lesson, look out for homophones such as: sum some cell sell weather whether facts fats axis exes

  9. Tier 2 information processing words for the 7th-8th State exams and texts absence, accuracy, additive, effect, affect, allow, apparent, approach, arrange, assortment, assumption, basis, bases, behavior, belief, body, boundary, core, criteria, crucial, depict, deplete, device, display, distinct, generate, impact, illustrate…

  10. Explicit Instruction in Vocabulary STEP 1 SELECT VOCABULARY TO PRE-TEACH BEFORE PRESENTING CONTENT, TEACHER READ ALOUD, OR STUDENT READING OF ANY TEXT. STEP 2 TEACH VOCABULARY USING 7 STEPS WITH AMPLE STUDENT INTERACTION. STEP 3 STUDENTS READ, DISCUSS, AND WRITE USING NEW VOCABULARY

  11. Summary of Vocabulary Tiers 1, 2, 3 For ELLs TIER 1 -- Basic words ELLs need to communicate, read, and write. Those that should be taught. TIER 2 --Information processing words that nest Tier 3 words in long sentences, polysemous words, transition words, connectors; more sophisticated words for rich discussions and specificity in descriptions. TIER 3 --Subject-specific words that label content discipline concepts, subjects, and topics. Infrequently used academic words.

  12. Criteria for Selecting Words to Teach • It is critically important to the discipline. • It is critically important to this unit. • It is important to the understanding of the concept. • It is not critical but useful for ELs. • It is not useful at this time.

  13. A Change in Climate From one day to the next, weather can have a big effect on your life. When it rains, you have to stay indoors or carry an umbrella. When it's cold, you have to bundle up. Over the course of hundreds, thousands, and millions of years, weather trends affect life on Earth in more dramatic ways. Ice ages or long droughts, for example, can wipe out certain types of plants and animals. Although many species manage to survive such extreme, long-term climate shifts, their living conditions also change.

  14. Your Turn!  Select 3 words for each tier - (Tier 1, 2, 3) from a portion of your text.

  15. Pre-Teaching Vocabulary Teacher says the word. Teacher asks students to repeat the word 3 times. Teacher states the word in context from the text. Teacher provides the dictionary definition(s). Teacher explains meaning with student-friendly definitions.  Engages students in activities to develop word/concept knowledge. Teacher highlights grammar, spelling, polysemy, etc.

  16. Teaching Concepts/Vocabulary

  17. Question, Reasons, Examples If you are studying for a test, you need to do it persistently. What else do you need to do persistently? Say faithful if it applies: A cat who always comes home before dark. A brother who takes care of his sister. A girl who has 3 boyfriends. You provide an example for us. Making Choices & Review Would you have iron will if you: Were afraid of cats? Were tired but kept running until you reached the finish line? Worked very hard to get an “A” on your report card? Applaud if you’d like to be described by the word: faithful, stubborn, awesome, awkward, impish, stern, illuminated. More Examples for Step #6

  18. Your Turn to Teach Us! • Prepare to teach a Tier 2 or 3 word using the 7 steps. • Teach it to us – role play as if we were your students (3 minutes max).

  19. ROUNDTABLE • Clear your desks. • Only one paper and pencil. • Each student writes one answer and passes the paper to the right. • Everyone must write an answer. • Continue this process until the teacher calls time out. • Count the number of correct responses by your team. Delete repeated words and report your numbers

  20. ROUNDTABLE • Write a key word from • the text and pass the paper. • Keep writing one word or phrase at a time until time is up. • The words must be Tier 2 or 3.

  21. Round 2 • Put your heads together and come up with a strategy to improve your team total. • Apply your strategy in Round 2 of Round Table. • Follow the same rules as for Round 1.

  22. Corners • Count 1 to 3 • Numbers 1 go to one corner, #s 2 to another, and so forth. • Form triads, groups of three. • Timed Team Share (30 seconds each): First student answers question, next student adds to the answer, next student does the same, process continues (90 seconds). Margarita Calderón & Associates, Inc.

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