SIOP Workshop Objectives
 Content Obj: We will practice useful strategies for
direct instruction of basic and academic
vocabulary for ALL students
 Language Obj: We will discuss, justify, note, &
share vocab activities & applications.
Sustaining SIOP #2
Building Background
 3 features of
building background=
linking to Ss;
linking to past/
new lrng; &
vocabulary
past
future
present
Connect to Students’ Lives
 How do we learn
about our Ss’
back-grounds?
 CO: Brainstorm
this topic.
 LO: Write ideas in
your group; share
out orally to whole
group.
Explicit Connections
 Review previous objectives
 Remember when we talked about …
 What did we learn about yesterday in
math?
 Connect to other disciplines (& real life)!
 Make it relevant to future classes (& life).
Who needs instruction
in basic vocabulary terms?
Marzano (2010):
 Two types of students
in uniquely precarious
situations regarding
basic vocabulary
development: FRL &
ELL students
 Vocabulary
development is highly
correlated with family
income and SES.
Widening Gap
 Differential rate of


1.
2.
3.
vocabulary
development (low-,
mid-, high- SES)
Widening gap begins
< 24 months
3 categories of ELL:
Arrive prepared for
school in L1
Not prepared in L1
In US w/ BICS in Eng
Categorizing Vocabulary
 Multiple ways – Marzano > rank ordered


1.
2.
3.
clusters or academic disciplines
Marzano - Tiers – 1 – 5 (basic to super
advanced)
What we all MUST teach:
Content Words
Process/Function Words
Words/Word Parts
Content Words
Key vocab words, terms
& concepts
associated with the
topic being taught.
(e.g. Juneteenth, Jim
Crow, slavery, Civil
Rights, integration,
abolition, segregation,
under-ground railroad,
emancipation)
CO:Order these words.
LO:Justify your
decision.
Content Words
 1- High Frequency Words – ELLs probably know
these in L1
 2 – Academic Words – ELLs probably do NOT
know these in L1 > TEACH EXPLICITLY!
 3- Uncommon – Explain quickly and move on
Process/Function Words
 Functional language:




request info, justify
opinions, state
conclusions
Classroom tasks:
share with a partner,
line up, graph, classify
Language processes:
scan, skim, question,
debate, argue, sum up
Transition: therefore,
in conclusion,
moreover
Sequence: first, next,
at last, finally
Words & Word Parts that
Teach English Structure
 175,000 words w/roots
- Gr. 12 (Biemiller,2004)
 15,000 = majority
 K-6 > 800-1200/year
(Dale & O’Rourke, 1981)
 photo- > compare the
words related by
spelling and meaning
to reinforce (Bear,
Invernizzi, Templeton &
Johnston, 2004)
Words & Word Parts that
Teach English Structure
 Prefixes &
Suffixes –
Common Root
words
 MS/HS – Academic
Word List – 570
word families
(www.uefap.com/
vocab) British spellings
Why Dictionaries Fail
Baumann, Kame’enui, Ash,
2003 –
 Instruction
relying on
definition alone
= pedagogically
useless
 Not likely to
increase
comprehension
Better Dictionaries
 Newbury House
Dictionary of Amer.
English
nhd.heinle.com
 Oxford ESL Dict.
 Oxford Picture
Dictionary for the
Content Areas
 any ESL or picture
dictionary
Research Synthesis
Blachowicz & Fisher (2000) - Students
should be ACTIVE in developing understanding of words and ways to use them.
 Concept Continuum
 Idea Suitcases
 Word Sorts
 Concept Definition Maps
 Strategies for Independent Learning
Concept Continuum
glad, joyful, elated,
pleased, content,
delighted, cheerful,
happy
freedom, free will, selfdetermination,
autonomy, options,
independence, liberty,
choice, emancipation
“It sure beats doing
worksheets.”
– Tony M.
Idea Suitcases
Building on students
background + game
show fun!
 What’s inside the
suitcase???
 Strengthen practice &
comprehension
 Assist in semantic
generalization
 Relate the vocabulary
to other contexts (&
reinforce!!)
Idea Suitcases











a movie theater
a grocery store
the playground
your backyard
a sporting event
the beach
the mall
the kitchen
art class
a restaurant
countries
Word Sorts
-tion
-sion
-tation
revolution
tension
representation
taxation
passion
plantation
frustration
mission
participation
vision
solution
nation
Word Sorts
People
Weapons
Issues
George
Washington
Thomas
Jefferson
Thomas Paine
muskets
taxation
rifles
self-governance
knives
Paul Revere
bayonets
freedom of
religion
democracy
King George
cannons
right to bear arms
Concept Definition Map
 What is it? > short definition
 What is it like???? > adjectives
 What are some examples???
> concrete examples
Concept Definition Map
Revolution
What is it? Overthrow of govt or social
system
What is it like? Can be violent; often
emotional; usually political; may result in
changed system of govt.
What are some examples? American
Revolution; Arab Spring = Tunisia &
Egypt, Libya …; “Velvet” Revolution in
Czech Republic, Russian Revolution,
French Revolution…
Research Synthesis
Blachowicz & Fisher
(2000)
Students should
personalize learning:
 Vocab self-selection
 Mnemonic strategies
 Personal
dictionaries
 Pictures/drawings
Research Synthesis
Blachowicz & Fisher
(2000)
Students should be
immersed in words
 Word walls
 Personal word
study notebooks
 Compare/contrast
words w/same
morphemes
Word Walls
Using
pictures on
word walls
– Is it
cheating or
teaching?
revolution
Research Synthesis
Blachowicz & Fisher (2000)
Students should build on multiple
sources of information to learn
words through multiple exposure.
Connections
Hirsch 2003 –
 Multiple
exposures to
word +
 Myriad of
contexts >
 Deeper level of
understanding
Resources
 Marzano, Robert J.,
Teaching Basic &
Advanced Vocab
 Marzano &
Pickering, Building
Academic Vocab
 www.uefap.com/vo
cab/select
(academic word
list)
 www.wordsift.com