EA Summer Training Workshop:
“Developing Grammar and Vocabulary through Required Content”
Participant Content Materials
July 2, 2009
Kapi‘olani Community College
Teacher Preparation Program
Shawn Ford and Veronica Ogata, Facilitators
Today’s Schedule
Topic
Mns.
Introduction and Announcements
Homework Discussion
5
20
HCPS (hiccups) and Word Order &
Collocations/ Workshop Maxims Review 5
Reflection on your instructional needs
15
Word Order and Collocations
30
Reflection on student needs
5
BREAK: Snack and Discussion
15
Materials Analysis and Activity
50
Sharing Activities
20
Closing and Workshop Evaluation
15
Special Announcements:
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Be sure to sign in before the beginning of each workshop to ensure your credit
for the workshop and certificate of attendance.
During the workshop, please remember to…
 Actively participate and be open to new ideas.
 Complete all group, reflection, and “homework” tasks.
 Stay on task so we can complete the material in each session on time.
Homework Discussion
With colleagues at your tables, share your homework with each other and
discuss your answers to the homework questions.
Notes and ideas from discussion-
HCPS (hiccups) and Word Order & Collocations
http://standardstoolkit.k12.hi.us/index.html
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Refer to grade-level standards to confirm the grammar assistance that you’re
providing your students is important and necessary.
Workshop Maxims Review
1. Grammar and vocabulary should be taught explicitly.
 ELL students will not just “pick up” grammar and vocabulary; we must teach them
forms directly.
2. Grammar and vocabulary should be taught in context.
 Grammar and vocabulary are learned best via content and production.
3. Whenever possible, grammar and vocabulary should be taught together.
 Find opportunities to teach grammar and vocabulary as forms naturally occur in
language (e.g.: collocations, idioms).
4. Emphasis should be on providing meaningful feedback to students to acquire
important grammar skills and vocabulary.
 Feedback is an essential part of language development.
Reflection on Your Instructional Needs:
Name:
Take 5 minutes to quickly reflect on needs that you have in terms of word order and
collocations when working with your students. Think about yourself, not your students at
this point. Write your reflection in the space below.
PLEASE WRITE LEGIBLY SO WE CAN READ 
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STOP
Now, take 5 minutes to discuss your reflection with people at your table.
REPORT
Use the back side of this page to write your next reflection.
Reflection on Student Needs:
Name:
Take 5 minutes to quickly reflect on needs that your students have in terms of word
order and collocations. This time, don’t think about your needs. Write your reflection in
the space below.
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PLEASE WRITE LEGIBLY SO WE CAN READ 
STOP
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After discussion, submit your reflection form to the workshop facilitators for credit. Be
sure that you have your name at the top to get proper credit.
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Word Order

English word order is SVO: Subject – Verb – Object

In English, all sentences must have a subject.

In English, all sentences must have a verb.

In English, articles a, an, and the always go before a noun (a bug, an apple, the cat).

In English, adjectives always come before a noun (big, blue car).

In English, prepositions must come before a noun in prepositional phrases (e.g.: into
the room) but can follow a verb in verb phrases (e.g.: talk about).

In English, adverbs are flexible in where they can go in the sentence.
Activities
Arrange pictures or sight words for young learners.
Arrange words into sentences or rearrange sentences for older learners.
For more advanced learners who know some about grammar and parts of
speech, they can label words (a.k.a. Diagramming)
Collocations

Collocations are common occurrences of words in everyday language and in
academic texts.

The most common collocations involve prepositions occurring with verbs and nouns.

Common collocations also involve adjectives with nouns, nouns with nouns, and
verbs with nouns.

Collocations are fixed and not flexible.
Activities
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Teach collocations directly.
Provide lots and lots of input, including repetition and flooding.
Have students try to identify word patterns in their reading.
Have students use collocations exactly in new contexts.
Provide feedback, especially direct correction.
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Reflection on Student Needs
Return to the Reflection Sheets on pages 3 & 4. Write your reflection on student
needs on page 4.
BREAK: 15 MINUTES
Now, take a quick break to use the restroom and get a snack. When you return to
your table, discuss your reflection with people at your table.
Materials Analysis and Activity
With colleagues at your table who teach at the same grade level, complete the
activity on the following page.
Activity Sharing
Time to rearrange yourselves! Let’s pair up with other assistants who teach at the same
level as your group. Then, take turns sharing your materials and ideas with each other.
Workshop Materials Online!
At the end of the workshop, I will make all of the materials from this year’s
workshop available online. As a bonus to you, all of the materials from the last two
summer workshops will also be available. If you haven’t had the opportunity to attend
that past two workshops, please view the materials to continue developing strategies for
working with your ELL students.
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Materials Analysis and Activity
Names:
Grade Level
Context:
Name of Article or Story:
Using the grade-appropriate materials distributed at your table, find an article or
story that you would use to help your student develop language skills.
Analyze the material and determine what word order and collocation activities
would be appropriate for your students. If you have time, continue to examine the text
for verb tense and vocabulary.
What overall language needs will your students have?
What will your students need to know about word order to understand the text? Make a
list of unique phrases that you could use to teach word order:
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What unique collocations will your students need to understand the text?
What specific verb patterns will your students need to understand? Make a list of verbs
and verb phrases:
What specific basic and content vocabulary items will your students need to
understand? Make a list of words or phrases:
Basic
Content
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What specific strategies would you use to help your students learn about verb tense,
vocabulary, word order, collocations and understand the material?
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Reflection
Summer 2009
Name:
Please take 10 minutes to write down your thoughts...
Do you think studying word order and collocations is important for ELL students? Why
or why not?
How do you feel about your own knowledge of word order and collocations?
How will you provide feedback to your students to help them develop word order skills
and collocations?
What will you adapt or adopt this information for use in your own teaching situation?
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Please write your reflection on this piece of paper as a formal reflection on today’s
workshop. Include any other thoughts and comments. Bring it on Thursday to drop off
when you sign in.
Thank you! 
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Thursday, July 2 – Evaluation Form
On a scale of 1 to 5, with 1 being the lowest and 5 being the highest, how would you
rate the following categories?
Background information on Word Order and
Collocations
1
2
3
4
5
The workshop presentations
1
2
3
4
5
The workshop materials
1
2
3
4
5
The Materials Activity
1
2
3
4
5
Group discussion time
1
2
3
4
5
The facilities
1
2
3
4
5
How likely would you use ideas from today’s workshop
with your students in the future?
1
2
3
4
5
How would you rate today’s workshop overall?
1
2
3
4
5
Additional comments and feedback:
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