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2

3

Whatever
Oops
It’s mine Ya-right
Dawg
What it is
My stuff Yes/No
Straight up
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Can you name others?
5


What do you want to know about English
Language Learners?
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What do you know about English Language
Learners?

Your own experiences, or

What you’ve learned
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What language do they speak at home?
How much English do they know?
How much prior schooling do they have?
When did they come to U.S.?
Do their parents speak English?
What is the education level of their parents?
7


Learning, as a language based activity, is fundamentally and profoundly dependent on vocabulary knowledge.
Baker, Simmons, Kameenui
1998
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
“Increasing vocabulary knowledge is a basic part of the process of education, both as a means and as an end. At the same time, advances in knowledge will create an even larger pool of concepts and words that a person must master to be literate and employable.”
Naggy
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
For English language learners (ELLs), vocabulary development is especially important. The average native English speaker enters kindergarten knowing at least 5,000 words. The average ELL may know 5,000 words in his or her native language, but very few words in English. While native speakers continue to learn new words, ELLs face the double challenge of building that foundation and then closing the gap.
(Honig, 1996)
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
Text factors, Word importance, Student
Factors, Tier 1, 2 or 3
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Manageable Number (approximately 10)
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Provide a Model, Definition or Synonym
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Practice (using complex texts)
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Nurture an Appreciation of Words
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Tier 1 words:
◦ blue, elbow, table, run, girl
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Tier 2 words:
◦ difference, temperate, omnivore, exaggerate, measure
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Tier 3 words:
◦ asphalt, couplet, revolutionary
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Some farmers grow blueberries in big fields.
The people who live nearby can earn money by helping to pick the blueberries. Each one takes a pail out to the field and fills it with blueberries. They work fast so that they can fill many pails. They want to earn as much money as they can. When they are done picking, their fingers are blue from the juice of the berries!
14

Some farmers grow blueberries in big fields .
The people who live nearby can earn money by helping to pick the blueberries. Each one takes a pail out to the field and fills it with blueberries. They work fast so that they can fill many pails. They want to earn as much money as they can. When they are done picking, their fingers are blue from the juice of the berries!
15

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Which words deserve the most attention from you and from your students? (All words are not created equal as far as instruction time and effort are concerned)
How will you allocate your time so you are spending the time and effort on the words that will provide the most powerful change in student learning?
Take a look at the words you are teaching this week. For each word on the list, ask yourself the following questions:
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Is this word important and useful, i.e., is this a word that is going to show up throughout someone's life?
Does this word have all kinds of possibilities for instruction, i.e., can I see numerous ways to teach this word--and to bring in other language learning, too?
Do my students have the background knowledge to understand this new word that
I'm teaching--or do I need to provide some context for them, first?
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Before doing an activity, teaching content, or reading a story in class, preteaching vocabulary is always helpful for ELLs
Students will get the chance to identify words and then be able to place them in context and remember them
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Role playing
Pantomiming
Using gestures
Showing real objects
Pointing to pictures
Doing quick drawings on the board
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Pre-select words from an upcoming text
Explain the meaning with student-friendly definitions.
Provide examples of how it is used.
Ask students to repeat the word two or three times.
Engage students in activities to develop mastery.
Ask students to say the word again.
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21


Four different groups
◦ Group # 1: pages 12-14 (stop before: Additional…)
◦ Group # 2: Pages 14-15 (stop before: Important …)
◦ Group # 3: Pages 15-16 (stop before Six Voc …)
◦ Group # 4: Pages 16-19
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Keeping a running list of words
Vocabulary cards
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Vocabulary ladder puzzle
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Vocabulary sentence auction
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Reading vocabulary items
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Scrambled vocabulary envelopes
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24

25

Frog
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Toad
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Frogs
Smooth, moist skin
Live in or near water
Good swimmers
Make long jump

Have teeth
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
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More active at night or
 on rainy days
Have a long sticky tongue to capture prey

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Toads
Dry, rough, bumpy skin
Live mostly on land
Shorter, less powerful back leg
Have teeth
More active at night or on rainy days
Have a long sticky tongue to capture prey
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Write the word
Write its definition
Draw a picture about the word
Write a sentence with the word and draw a picture about the sentence
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Meadow: Grassy land
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The horses are grazing in the meadow.
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Write the correct vocabulary word next to the definition
Write two sentences using two different vocabulary words
Draw a picture that describes one of the vocabulary words
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Fine
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Spoiled
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Cheer
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Alone
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Reason
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Very good
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Ruined
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Make glad
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Not with anyone
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Cause
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
Two teams: one team calls the first half of the word and the other team calls the second half

If answer is correct write the new word on the post card and draw a picture about the word.
Words will be posted on chart paper
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34

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Write vocabulary word next to the correct definition
Write the word and draw a picture describing it
Complete sentences with vocabulary words
Complete a CLOZE activity
Write a story with the words
Use words in a crossword puzzle
Part of speech
Prefix and suffix
Singular and plural
Compound words game
36

Learning new vocabulary words can be a challenging task for many students. One way to overcome this challenge is to play games (e.g. jeopardy, pyramid, mimes, bingo) that will make learning new words fun by creating a competitive environment.
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Select 3 Tier 2 words and write them on the board
Introduce the story
Introduce the vocabulary words you have chosen
Read the story
Review Vocabulary words by asking students how they were used in the text
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Favored
Favored means something that is liked or wanted more than other things.
What’s the word?
You are favored your parents.
by
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Tell students:
I am going to name some words. If you think the word means wanted more than other things, say favored .
Otherwise, stay quiet. Ready?
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Remember say favored or stay
 quiet
Disliked
Chosen
Preferred
Special
Undesirable
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Remember say
Slave or stay
 quiet
Work in the fields
Relax
Take care of animals
Have fun
Get paid lots of money
40

In this sentence you are going to underline the word
_______________. Read each sentence to students.
1- Our country is called the United States of America.
2- The government of the country is big.
3- You are too young to vote in this election.
4- You should hope no one is ever a slave again.
5- All the other children felt that John was the favored student.
41

1- Our country is called the United States of America.
2- The government of the country is big.
3- You are too young to vote in this election .
4- You should hope no one is ever a slave again.
5- All the other children felt that John was the favored student.
42

Questions that elicit oneword answers:

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What’s …?
Yes/no questions: Is it tall?
Either/or questions: Is it smaller or larger?
Questions that elicit higher order thinking:


Why?
How?


What do you think about …?
What would you do differently?
Entering/Beginner Level:
Developing/Expanding
Level:
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Use of visuals, gestures, realia, hands-on tasks
Frontloading/explicit instruction for concepts and vocabulary
(including academic language)
Scaffolding information – modified text, graphic organizers, sentence frames and stems, modified and alternate text, note taking, listening guides, info gap activities
Adjusting teacher speech - shorter sentences, use of idioms, pace and clarity of speech, saying many different ways
Frequent opportunities for language practice (small group cooperative learning, think-pair-share, numbered heads)
Safe environment for speaking (think-pair-share, whisper to me, etc.)
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Student-friendly definition
Compare and contrast
Elaboration
Gestures
Real, concrete objects/hands-on experiences
Teacher examples
Student examples
Repetition
Connections to students’ experiences
Fun with words (Word Walls, Word Jars)
45

http://www.fcrr.org/ http://languageartsreading.dade
schools.net/ http://www.corestandards.org/ assets/Appendix_A.pdf
http://bilingual.dadeschools.net/
46

Vocabulary knowledge is the single greatest contributor to reading comprehension and thus a strong predictor of overall academic achievement.
--Kate Kinsella, Isabel Beck, Robert Marzano,
Doug Fisher, et. al.
47

 http://teachers.net/lessons/posts/1133.html
 http://www.thevirtualvine.com/frogs.html
 http://www.vrml.k12.la.us/2nd/ela/trophy/2nd
/book1/frog_toad/frogtoad_interactives.htm
 http://www.theteachersguide.com/booklessons
/dayswithfrogandtoad/VocabTestdayswith.pdf
48

North Regional Center
Deland Innocent, Supervisor dinnocent@dadeschools.net
305-995-2977
Randi Russell, Curriculum Support russell@dadeschools.net
Emma Francois, Curriculum Support
CARISFR@dadeschools.net
Central Regional Center
Cary M. Pérez, Supervisor cmperez@dadeschools.net
305-995-1962
Alina Plasencia, Curriculum Support aplasencia@dadeschools.net
Martha Valdes, Curriculum Support marthavaldes@dadeschools.net
South Regional Center
Lourdes Menéndez,Supervisor lmenendez1@dadeschools.net
305-995-2098
Gio Stieve, Curriculum Support gstieve@dadeschools.net