Vocabulary Teaching Strategies for ELLs Developed by: Kathy Salmon, Karen Shaw, Janet Gilmour...

transcript

Vocabulary Teaching Strategies for ELLs

Developed by: Kathy Salmon, Karen Shaw, Janet Gilmour

Facilitated by:

Presentation Outline• Activating Prior/Background Knowledge – Word Splash• What does it mean to know a word?• Depth of Word Knowledge• Article Jigsaw• Getting Ready to Teach• Step 1. Identify Key Concepts

– Match to learner profile• Step 2. Identify Key Vocabulary

– 5 Types of vocabularyMini – Break 6 minutes• Step 3. Products • Step 4. Content and Process• Step 5. Opportunities for Integrating Vocabulary

– Activating Prior KnowledgeMini Break 6 minutes

– Explicit Language Instruction– Intentional Recycling– Intentional Spiralling

Mini Break 6 minutes

• FEEDBACK/EVALUATION

Activating Background KnowledgeWord Splash1. On a blank sheet of paper

write down the words you know with a definition and/or picture beside it.

2. Draw a line between words that are related.

3. On the line write how they are connected.

4. Write words that you don’t know on the back.

5. Work with a partner and small group – learn, confirm or add to your understanding.

Word List1. Vocabulary2. Gap3. Instruction4. Intervention5. Conspicuous 6. Context7. Semantic map8. Strategic

integration9. Mediated

scaffolding10.Lexicon

Activating Prior Knowledge Debrief

• What do you do when you don’t know a word? (understanding)

• What do you do to learn a new word? (become part of your lexicon)

New word learning strategies:-Word analysis-Contextual guessing-Look at visuals-Use a glossary, dictionary, or a thesaurus-Translate-Ask someone

Remembering Words:-Intentionally using it-Looking at a reference-Word Association-Picture Association-Repetition in Context-Mnemonic Devices-Making charts, posters, labels

All Thumbs! Effective Strategies?

The following are good vocabulary teaching strategies

–Thumbs up, down or sideways?

• Hearing the teacher use words• Saying the word over and over again• Looking at a word and its definition and

remembering• Looking up words in a dictionary, writing

definitions and a sentence• Being shown a vocabulary learning strategy

and using it independently• Matching a picture to the word

Activity Created by Gilmour, J., Salmon, K. and Shaw, K.

What does it mean to know a word?

When you know a word in what ways do you know it?

1. Recognize when you hear it2. Recognize when you see it3. Say it4. Spell it5. Write it6. Know a meaning7. Know a range of meanings8. Know prefixes and suffixes9. Know word forms10.Know grammatical forms

Adapted by Kathy Salmon from Cheryl Boyd Zimmerman, Word Knowledge: A Vocabulary Teacher’s Handbook

What does it mean to know a word?

11. Know synonyms and antonyms12. Know typical related words, associations, acronyms,

etc.13. Know cognates14. Know collocations 15. Know derivatives16. Know limits of words 17. Know it’s frequency of use18. Know when to use it (register)

19. Can understand it in different contexts20. Can use it in many contextsAdapted by Kathy Salmon from Cheryl Boyd Zimmerman, Word Knowledge: A Vocabulary

Teacher’s Handbook

Depth of Word Knowledge

1. Unknown Word: Students do not recognize the word when they hear or read it. (They may not read yet)

2. Recognition without understanding: Students recognize the word and may be able to pronounce it, but they do not know what it means

3. Basic Word Knowledge: Students have low level of word understanding. The word is understood through reading in context or simple definitions or by listening to an oral explanation.

4. Partial Concept Knowledge: Students have moderate knowledge of the core meaning of the word. Multiple meanings of the word in different contexts and various forms of the word (affixes) are understood through explicit instruction and word play. Students produce forms of the word in their speaking and writing

5. Full Concept Knowledge: Students have full understanding of the word in a variety of overt and implicit contexts . Through exposure to explicit strategies for connecting and extending words students are able to integrate words meaningfully, extend definitions, and play with multiple meanings and word families.

Adapted by Kathy Salmon from Kelly Buis, Making Words Stick, 2004.http://www.stenhouse.com/pdfs/8174ch01.pdf

All Thumbs! Effective Strategies?

The following are good vocabulary teaching strategies

–Thumbs up, down or sideways?

• Hearing the teacher use words• Saying the word over and over again• Looking at a word and its definition and

definitions and a sentence• Being shown a vocabulary learning strategy

Depth of Word Knowledge - Practice

GIMME 5!Rate your knowledge of these words:• School• Recycling • Extemporaneous

1. Unknown Word2. Recognition without understanding3. Basic Word Knowledge4. Partial Concept Knowledge5. Full Concept Knowledge

Adapted by Kathy Salmon from Kelly Buis, Making Words Stick, 2004.http://www.stenhouse.com/pdfs/8174ch01.pdf

Article Jigsaw

DIRECTIONS- Get in a Home Group of 4- Number off 1, 2, 3, 4 into your

Expert Groups- Get in your Expert Groups - Read the following pagesExpert 1 – Pages 1 – 4Expert 2 – Pages 4 – 7Expert 3 – Pages 7 -10Expert 4 - Pages 10 – 13- Summarize your 3-4 pages- Return to Home Group- Report 3 minutes per expert

Reference: “Vocabulary Acquisition: Curricular and Instructional Implications for Diverse Learners” by Scott K. Baker, Deborah C. Simmons, Edward J. Kameenuihttp://idea.uoregon.edu/~ncite/documents/techrep/tech14.html

“Vocabulary Acquisition Curricular and Instructional Implications for Diverse Learners.” by Scott K. Baker, Deborah C. Simmons, Edward J. Kameenui. University of Oregon http://idea.uoregon.edu/~ncite/documents/techrep/tech14.html

Getting Ready to Teach

• Step 1: Identify key concepts (C, P, P- Content, process & product)• Step 2: Identify key vocabulary (think 5 types). (C, P, P )

• Step 3: How will learners demonstrate what they know? What is the assessment? (C, P, P)

• Step 4: What are the learning experiences? Do they align to the profile of the learners? (C, P, P)• Step 5: Add 4 phases of Vocabulary Instruction to the instructional sequence of the unit (C, P, P)

Step 1: Identify Key Concepts Division Example

Grade 6 Democracy

Key ConceptsDemocracy

Electoral ProcessCitizenshipEvolution of Democracy over

time (Historical models of democracy: ancient Athens and the Iroquois Confederacy)

Learner Profiles

GRADES 4-6Level 1: Beginning• Understands and uses basic words in simple sentences. Level 2: Developing• Understands and uses more familiar, descriptive and some academic

words in simple sentences.Level 3: Expanding• Understands and uses some descriptive and academic words in longer detailed sentences. Level 4: Bridging• Understands and uses more descriptive and academic words in

complex sentences. Level 5: Expanding• Understands and uses a range of synonyms, antonyms, adjectives

and adverbs in a variety of sentence structures.

Step 1: Identify Key Concepts – Practice Division Example

Key ConceptsDemocracy

Electoral ProcessCitizenshipEvolution of Democracy

over time (Historical models of democracy: ancient Athens and the Iroquois Confederacy)

• Identify aspects of the key concepts and levels of language ELL’s will use to demonstrate their understanding.

Step 1: Identify Key Concepts - Practice

For an upcoming unit that you will be teaching identify the

Key Concepts

• Identify aspects of the key concepts and levels of language ELL’s will use to demonstrate their understanding of the key concepts.

Step 2: Identify Vocabulary5 Types of Vocabulary

• Subject specific- can also be in context-defined

• Context-defined –multiple meanings- transferable words across subjects e.g.; “role”, noun clusters; e.g., ”global warming”

• Academic Words – language of thinking processes required to do academic tasks; e.g., “ compare”, “contrast”

• Connectors – words and phrases used to show the relationship of ideas; e.g., ”whereas”, “the most important”

• Figurative Language – words that go beyond the literal meaning

Step 2: Identify VocabularyDivision Example5 Types of Vocabulary Practice

Compare PremierHoweverFederalDemocracyPut your foot

down …differs from… Bill

Treaty Role ElectionCampaignExplain

• Subject specific

• Context-defined

• Academic Words

• Connectors

• Figurative Language

Read this sentence and identify words which represent the following vocabulary types

In a democracy, citizens take a responsible role to speak up about government decisions, however some citizens will put their foot down and clearly explain why they think their opinion is best for the country.

• Context-defined

• Academic Words

• Connectors

Step 2: Identify VocabularyDivision Exampled 5 Types of Vocabulary Practice

• Context-defined

• Academic Words

• Connectors

“ In a democracy, citizens take a responsible role to speak up about government decisions, however some citizens will put their foot down and clearly explain why they think their opinion is best for the country.”

Step 2: Identify VocabularyDivision Example5 Types of Vocabulary Practice

Subject specific- government, provincial, federal, democracy, treaty, election, confederacy, mayor, alderman, premier, prime minister, local, municipal, citizens, historical, physical, political, vote, petition, Canadian Charter of Rights and Freedoms, by-laws, equity, fairness, justice, identity, consensus, campaign, bill

Context-defined –local, election, issues, vote, by-laws, equity, fairness, justice, identity, consensus, press, block, news story, press release, checks and balances, bill, change, role, volunteer, premier

Academic Words – recognize, compare, contrast, point-of view, bias, opinion

Subject Specific Vocabulary for ELP levels government, provincial,

federal, democracy, treaty, election, confederacy, mayor, alderman, premier, prime minister, local, municipal, citizens, historical, physical, political, vote, petition, Canadian Charter of Rights and Freedoms, by-laws, equity, fairness, justice, identity, consensus, campaign, bill

Which words for which level?ELP 1/2 citizen, vote, politics, party,

election, provincial, lawELP 3 democracy, treaty,

campaign, by-laws, fairness, equity, identity

ELP 4/5 confederacy, alderman, municipal, petition, Charter of Rights and Freedoms, consensus, justice

Step 2: Identify VocabularyDivision Example5 Types of Vocabulary Practice Connectors – in both cases, however, similar, difference, is like, is differs from, also, as well, on the other hand, in contrast, while, unlike

Figurative Language – • “beating around the bush” • “get off the hook”• “more than meets the eye” • ”put your foot down” • “pull the wool over your eyes” • “make a federal case out of something” • “roast” • “on the fence”• “in the doghouse” • “put all your eggs into one basket” • “head of state”

Step 2: Practice Identifying Key Vocabulary

• Context-defined

• Academic Words

• Connectors

• For an upcoming unit that you will be teaching identify key vocabulary.

Step 3: Select Appropriate Products

POSSIBLE PRODUCTS

DiagramsDioramasPostersPlaysPower PointsI MovieEssaysNewspapersWebsiteCartoonsBrochuresStoriesLetterPoems

Personal DictionariesArt workMusical WorksDebateAdvertisementSurvey SimulationPhoto EssayDanceCreated object (baked, sewn, modeled,

sculpted, built etc.

GameMulti-mediaVideoChartsGraphsDisplayDemonstrationData CollectionData AnalysisCollection of

resourcesCollection of

objects, images etc.

Adapted by K. Salmon from C.Tomlinson

Step 4: Select Appropriate Content and Processes for LearningPOSSIBLE CONTENT• Videos• Demonstrations• Experiments• Presentation• Lecture• Books• Websites• Digital Media• Discussion• Realia• Visuals• Maps• Case Studies

POSSIBLE PROCESS• Guided Reading• Writing Process• Research• Inquiry process• Interview, survey• Planning projects,

processes to complete products

• Building structures etc.

• Creating objects, art, music, drama

POSSIBLE PROCESS• Matching• Sorting• Calculating• Problem solving • Graphic Organizers• Timelines, graphs,

chart, picture etc. interpretations

• Cooperative Groups: Literature Circles, Reciprocal Teaching, QAR, Focused Conversations

3 Opportunities for Integrating Vocabulary Learning Strategies

Activating Prior Knowledge

What is it?• Prior knowledge is a combination of a learner's pre-existing

attitudes, experiences, and knowledge.

Why is it important?• A student’s schema, or knowledge of the world, affects his or

her understanding of subject matter and provides a framework to help make sense of new information.

• Prior knowledge also assists students with recall, enabling them to elaborate upon a topic.

• Prior knowledge allows students to make inferences about their reading and directs their attention to important information.

http://www.alaskacc.org/ELLPriorKnowledge

Building Background Knowledge

What is it?• Building background knowledge is necessary when the

student has limited or no prior attitudes, experiences or knowledge.

Why is it important?• A student’s schema, or knowledge of the world, affects his or

her understanding of subject matter and provides a framework to help make sense of new information and therefore it is important to create a base of knowledge and experience for students to build a schema and develop a framework for thinking.

http://www.alaskacc.org/ELLPriorKnowledge

Strategies for Activating Prior Knowledge

• KWL

• Brainstorming: facts, ideas, opinions, misconceptions, questions

• Asking questions to determine knowledge

• Word Splash (Semantic Mapping)

• Interpretations of pictures

• Interactive discussions/interactive lectures

http://www.cast.org/publications/ncac/ncac_backknowledge.htmlhttp://www.alaskacc.org/ELLPriorKnowledge

Strategies for Building Background Knowledge• Pre-teach vocabulary• Provide an interactive learning experience including

• Realia• Demonstration• Exploration• Video• Story• Field trip etc.

• Provide:• definitions of difficult vocabulary, • translations of foreign phrases, explanations of difficult

concepts. • previews of narrative texts that included a plot synopsis,

descriptive list of characters, and definitions of difficult words in the story.

• Opportunities for reflection and recording

http://www.cast.org/publications/ncac/ncac_backknowledge.htmlhttp://www.alaskacc.org/ELLPriorKnowledge

Division Example for Activating Prior Knowledge

Activating Prior Knowledge: Connect student’s prior knowledge to the concept of “citizenship”.

Strategy: Brainstorming

Question to students: How is citizenship demonstrated at school?

Student Responses:• We take turns.• We share.• We clean the school yard.• We are making a garden for

our school.• We are turning off the lights

and computers.• We have class jobs.• We make decisions on

student council.• We vote on class events.• We belong to choir,

intramurals, chess club etc.

Division Example for Activating Prior Knowledge - Align to ELP

Which ELP level would make these comments during the brainstorming?

• We take turns.• We share.• We clean the school yard.• We are making a garden for our school.• We are turning off the lights and computers.• We have class jobs.• We make decisions on student council.• We vote on class events.• We belong to choir, intramurals, chess club etc.

Division Example – Building Background Knowledge - Align to ELP

• Select a book to read to the class on citizenship like “Tops and Bottoms” by Janet Stevens.

• Hold a class discussion about citizenship.• Then re-connect to list class brainstormed and review how

those items are examples of being a good citizen.

Practice: Building Background Knowledge

• Think of an upcoming unit that you will be teaching. Select the most appropriate building background knowledge activity.

• Modify and adapt the activity to your context.• Think about the ELP of your students and modify

accordingly.

Practice: Activating Prior Knowledge

• Select one of the Activating Prior Knowledge or Building Background Knowledge Strategies.

• Create a visual that explains or is an example of that strategy.

• Identify the ELP level of this strategy.

Interpretation of a picture

BREAKSix minutes!

Listen to the music for your cue to return.

3 Opportunities for Integrating Vocabulary Learning Strategies

Explicit Language Instruction

What is it?• Explicit Language Instruction is also known as direct teaching.

It often involves vocabulary, grammar, syntax, conventions etc. It is most effective when it is taught in context.

Why is it Important?• ELLs at all proficiency levels require explicit language

instruction, practice and feedback as they are acquiring English.

• Note: Learning vocabulary is not just bound to the word level – it is about making or understanding meaning in the context. (Depth of Word Knowledge)

Strategies for Explicit Language Instruction

• Labeled pictures, diagrams, charts, graphs, maps (visual with words and definitions)

• 3, 4, 5, 6, 7 Point Models: (word, picture, definition, synonym, sentence, example, non-example)

• Flash Cards (word, picture, definition)• Anchor Charts (group generated chart of new words,

pictures, and how they are related)• Word Analysis (affixes, derivations, connotations)• Categorizing (Sorting into labeled charts)• Matching (synonyms, antonyms, definitions)• Relating (Grids (matrix with meanings and word

features), Clines (words on a continuum to show degree), Clusters (words grouped around an idea)

Division Example for Explicit Language Instruction

To learn about an electionStrategy – Anchor Chart

1. Read “Vote” for Duck by Doreen Cronin with students.2. Pause at various points to collect relevant words on a chart

with a picture and synonym or simple definition e.g. (election, vote, poster, register, ballot, polling booths, tally votes, results, campaign).

3. After reading the book, discuss what happened to duck. Encourage students to use the words from the chart as they share their ideas. Write down the sequence of the story as the students tell it. Have students re-tell the story to partners to practice using the words.

4. Create an anchor chart which shows the words, meanings and relationships.

Division Example – Anchor Chart for Explicit Language Instruction

Division Example for Explicit Language Instruction

Strategy – Word Analysis - AffixesWord: Elect• Verb

– Elect– Elected– Electing– Re-elect

• Noun– Election

• Adjective– Elected party– Electoral Candidate

WORD WALL for Explicit Language Instruction

There is an expectation that all students will understand the concepts, however vocabulary expectations will differ; e.g. An example of “democracy” for an ELP one might be “fairness”. ELP five may use the word “equity” whereas an ELP one would use the term “equal”.

Teachers can maintain on-going vocabulary as classroom artifacts through the use of a word wall. The purpose is for students to use as a reference.

Target Words for ELP levels

ELP One – “vote” “mayor” “fair” “equal”ELP Two – “government” “citizen”ELP Three – “local” ,”provincial”, “federal”ELP Four –”democracy”ELP Five – equity

Practice• Select one of Explicit Language Instruction Strategies.

• Model the strategy. (Pick words to use with the strategy).

• Think about the words that you want to teach and the suitability of the strategy. i.e. ‘often’ is best taught in a cline: never, rarely, sometimes, often, always

• If teaching nouns a suitable strategy would be to use flash cards as demonstrated below.

3 Opportunities for Integrating Vocabulary Instruction into a Learning Experience

Intentional Recycling

What is it?• Recycling is the intentional repetition of key vocabulary

throughout the unit.

Why is it Important? • Students must be exposed to words 50-80 times and use it 7

times for it to become part of their lexicon.• Students must be provided prompts, scaffolds and expectations

to use new vocabulary.• Note: Students learn new vocabulary with the teacher, they

practice using the vocabulary with scaffolding and then to independence.

Strategies for Intentional RecyclingWord Play• Odd man out• Close exercises with word banks• Word search• Crossword puzzles• Games: who am I? Hang man, Jeopardy, Riddles• Mnemonic DevicesInstructional Opportunities• Spelling, Dictation• Journals• Seek, find, replace (Jail words, Said is dead)• Word wall, anchor charts• Models and Templates• Graphic Organizers (Venn Diagrams, Frayer Model, T-charts,

Timelines, Narrative and Expository Planners)

Strategies for Intentional Recycling

• Word Wall with 3-point Strategy, a visual, a

• synonym/example and a definition

Division Example for Recycling:Classroom Talk supported with scaffolds

• Use the language of democracy and citizenship in everyday classroom experiences; e.g.; Teacher selects two to three target words (“premier”, “citizens, “change”) to be used throughout the day during everyday classroom conversations. The teacher may say, “As your premier today, I will be asking you as citizens to investigate some premier changes for class dismissal.”

• To accommodate various ELP levels a teacher may use visual cues to support understanding. e.g., point to the printed word, gestures, visuals.

• Teacher expectations of student responses will differ according to the ELP level.

Division Example for Recycling: Classroom Talk supported with scaffolds Have students use specific language to engage as

positive citizens in a class meeting to make a decision about playground equipment. Teacher asks question: Who votes us sharing the equipment? Students respond with:

Making a Democratic Decision • ELP Level 1 & 2 – “I say yes.”• ELP Level 3 – “I have decided to vote yes for sharing the

equipment.” • ELP Level 4 – “ I will vote no for sharing the equipment

because some students are not sure what “share” means”.• ELP Level 5 – “I will make a chart to show how we will share

the three kinds of equipment we have.”

Practice: Intentional Recycling• Select a Recycling Strategy.

• Share what the strategy is and how you would use this strategy

effectively.

• Different word searches and crossword puzzles can be created for various ELP

Levels They can be used as independent practice when students have finished their work, and/or for homework.

• Record on a chart supports/adjustments for ELP levels 1-5 for the strategy.

DescribeStrategy

BREAKSix minutes!

Listen to the music for your cue to return.

4 Opportunities for Integrating Vocabulary Strategies into a Learning Experience

IntentionalSpiraling

Intentional Spiraling

What is it?• Intentional Spiraling is expanding word knowledge and

applying word knowledge in new contexts

Why is it important?• It involves students being able to use and understand

words and make connections in different subjects as well as in their personal life experiences.

• Note: Lower proficiency students may not get to this phase. Some younger students may not be at the developmental stage to expand or extend word knowledge. Some older students with limited proficiency may need additional scaffolds to expand or extend their word knowledge.

Strategies for Intentional Spiraling

Word Play• Muddled Sentences• Gapped Text• Ghost Definitions• 5, 4, 3 Technique• DeconstructionInstructional Opportunities• Affixes• Word Family Grid• Grids, Clines and Clusters• Word Splash• Writing• Projects

Division Example for Intentional Spiraling Students demonstrate application of the concept of “citizenship” in a new context e.g.;

“responsibility to be good citizens of the environment”.

ELP One – Create posters for the school demonstrating environmental responsibility and respect for the classroom, school and playground. Students will be encouraged to use words from classroom references.

ELP Two – A teacher assigns a student to playground clean-up. The student is expected to independently ask other students to help with the clean- up and to approach office staff to request clean-up supplies.

ELP Three - The student will explain to fellow classmates why it is important to take care of our environment.

ELP Four – The student will visit other classrooms to speak to fellow students about pride in keeping a tidy playground and school.

ELP Five – Students will write skits and collaborate with fellow students to use for PA. announcements and/or for performance in assemblies. E.g., How to protect our environment and be a global citizen in caring for our world.

Return to Word SplashWord Splash1. On a blank sheet of paper

write down the words you know with a definition and/or picture beside it.

2. Draw a line between words that are related.

3. On the line write how they are connected.

4. Write words that you don’t know on the back.

5. Work with a partner and small group – learn, confirm or add to your understanding.

Word List1. Vocabulary2. Gap3. Instruction4. Intervention5. Conspicuous 6. Context7. Semantic map8. Strategic

integration9. Mediated

scaffolding10.Lexicon

All Thumbs Up!

Use the information from the session.

How do you make these strategies better?

• Hearing the teacher use words• Saying the word over and over again• Looking at word and definition and

definitions and write a sentence• Being shown a vocabulary learning strategy

Conclusion: Independent Word Learning Strategies for Students

Question to Ponder???Ask yourself: Through the vocabulary strategies I am teaching, what level of independence are ELLs achieving in word learning?

Evaluation

Please complete the “Program Feedback & Ongoing Needs Assessment 2009- 2010” for the Calgary Regional Consortium.

Vocabulary Teaching Strategies for ELLs Developed by: Kathy Salmon, Karen Shaw, Janet Gilmour...

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