EA Summer Training Workshop:
“Developing Grammar and Vocabulary
through Required Content”
June 30, July 1 & 2, 2009 – 2:30 to 5:30 p.m.
Kapi‘olani Community College
Teacher Preparation Program
Shawn Ford and Veronica Ogata, Facilitators
Wednesday, June 30
Today’s Schedule
Topic
Introduction and Announcements
Homework Discussion
HCPS (hiccups) and Word Order &
Collocations/ Workshop Maxims Review
Reflection on your instructional needs
Word Order and Collocations
Reflection on student needs
BREAK: Snack and Discussion
Materials Analysis and Activity
Sharing Activities
Closing and Workshop Evaluation
Mns.
5
20
5
15
30
5
15
50
20
15
WELCOME!
EA in ESL Teacher Training Summer Workshops
Sponsors: Teacher Preparation Program at KCC, funded in
part by a federal Perkins grant
Audience: Workshops prepared for in-service EAs who
work with NEP and LEP students in the DOE
Purpose: Provide EAs with additional training, and
Provide EAs with knowledge and strategies to
facilitate and accelerate the language
development of their ESL students
We hope you enjoy our program and
find it useful for your teaching situations!
Topic: Developing Grammar and Vocabulary
through Required Content
- Language Arts, Mathematics, Physical Sciences and
Social Sciences
- Primary, intermediate and secondary levels
Goals
1. Develop attendee’s individual strategies, and
2. Develop a booklet of sample materials.
Special Announcements:
Be sure to sign in before the beginning
of each workshop and after the break to
ensure your credit for the workshop and
certificate of attendance.
During the workshop, please remember to…
1. Actively participate and be open to new ideas.
2. Complete all group, reflection, and “homework”
tasks.
3. 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.
– Take notes and activities about your
discussion at your tables and the larger
group
• HCPS (hiccups) and Word Order &
Collocations
– http://standardstoolkit.k12.hi.us/index.html
– Refer to grade-level standards to confirm
the assistance that you’re providing your
students is important and necessary.
Workshop Maxims (general truths; fundamental
principles)
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.
Workshop Maxims (general truths; fundamental
principles)
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.
We will visit these maxims throughout the workshop
over the next three days.
Reflection on Your Instructional Needs:
Take 5 minutes to quickly reflect on needs that
you have in terms of word order 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

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.
Word Order 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)
MAN
EAT
MAN
THE
EATING IS
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.
Common Collocations
•
•
•
•
•
•
•
•
Talk/ think about
Talk to / talk at
Put in / get out
Once upon a time
The end
White sandy beach
For example
Community college
• High school
• Vacuum cleaner
• Homework
assignment
• Discuss the topic/
issue
• A dozen eggs
• Pencil and paper
Activities
• 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.
Reflection on Student Needs
Return to the Reflection Sheets on
pages 3 & 4. Write your reflection on
student needs on page 4.
PLEASE WRITE LEGIBLY SO WE CAN READ

STOP
Now, take 5 minutes to
discuss your reflection with
people at your table.
REPORT
BREAK: 15 MINUTES
Now, take a quick break to
use the restroom and get a
snack. When you return to
your table, continue your
discussions with people at
your table.
Vocabulary Lists and Websites
Dolch Sight Words
• Flash Cardshttp://www.learningbooks.net/Dolchflash.html
• Word Listshttp://www.learningbooks.net/whydolchwords.htm
l
• See the complete Dolch Sight Words list at
the end of today’s packet.
Vocabulary Lists and Websites
Fry Basic Words
• http://candohelperpage.com/index.html
• http://rbeaudoin333.homestead.com/sightvo
cab_1.html
Vocabulary Lists and Websites
Academic Words
• http://www.academicvocabularyexercises.c
om/
Pre-K thru 5 Worksheets
• http://www.tlsbooks.com/
• NOTE: There are far too many lists, sheets
and worksheets for us to print them out and
provide them for the workshop. Please take
time during your preparation time and when
meeting with your lead teacher to review
these websites and print out appropriate
materials for you to use with your students.
Ask your school Curriculum Coordinator if the
school has funds to print lists, worksheets
and cards for you to use with your students.
• HCPS (hiccups) and Vocabulary
– http://standardstoolkit.k12.hi.us/index.html
– Refer to grade-level standards to confirm
the vocabulary assistance that you’re
providing your students is important and
necessary.
Materials Analysis and Activity
– Using one of the children’s magazines distributed
at your table, find an article or story that you would
use to help your student develop reading skills.
– Analyze the article or story for vocabulary words
that you think might be important.
– You can use the Dolch word list at the end of
today’s packet to help find K-3 age-appropriate
words, or decide which content words should be
taught based on the content.
– Afterwards, determine appropriate strategies to
use for helping the students learn the new
vocabulary words.
Please write your reflection on another piece of paper
as a formal reflection on today’s workshop. Include any
other thoughts and comments. Bring it on Wednesday
to drop off when you sign in.
Also, please take 5 minutes to complete today’s
workshop feedback form, which is located in your folder.
Please leave it on your tables when you are finished.
Thank you! 