Vocabulary

Our Focus--VocabularyWhy?

English has 1,000,000 wordsGlobal Complex LanguageKey factor in building Reading ComprehensionOften taught ineffectivelyELLs need 12 production opportunities to own a wordCalderon recommends 6-7 words that are key to a textMust teach Tier 1 words to ELLsPre-teach prior to encountering in textStudents must know 90%-95% of words for

comprehensionMultiple (12) opportunities for production

Questions for Selecting Vocabulary

1. Representative2. Repeatability3. Transportable

4. Contextual Analysis

5. Structural Analysis

6. Cognitive Load

Is it critical to understanding?Will it be used again?Is it needed for discussions or

writing?Can they use context to figure it

out?Can they use structure?Have I exceeded the number

they can learn?

Frey, N., & Fisher, D. (2009). Learning words inside and out: Grades 1-6. Portsmouth, NH: Heinemann.

Tier 1 Basic Words

Simple Idioms

Connectors

Find, search, guest tooth, answer

Hit the books, Through the roof

So, if, then, however, also

Tier 2Important and utility

words (across content)

Conceptual understandingCause/EffectContrast/

ComparisonGiving Example

Polysemous Words

Power, cell, radical, prime

Provide precisionBecause, since,But, although, in

contrast, alsoFor instance

Table, ring, slip

Tier 3 Low frequency wordsSpecific to domain/content areai.e. Hyperbole, Isotope, OsmosisCognate Strategy May Help

Step 2: Make it Transparent with Modeling

The Power of Modeling

Mirror neuron systems

ExC-ELL 7 Step Format1. Teacher says the word 2. Teacher states context in passage3. Provides definition (s) from dictionary4. Teacher provides a student friendly

example.5. Students say the word 3 times6. Teacher ensures 100% active engagement7. Say the word or sentence again

Let’s try it…1. Say the word Polysemous three times.2. Our text says that polysemous words can

some of the most troublesome for ELLs because they often only know one meaning of the word.

Let’s continue3. pol·y·se·mous--adj.  Having or

characterized by many meanings: highly polysemous words such as play and table.

4. In other words polysemous words are…5. Say Polysemous three times…

continued6. Turn to a partner and explain polysemous

words to them. Have your partner give you examples of polysemous words. Be ready to share your partner’s ideas.

7. Let’s spell it together

Ideas for Step 6Think Pair ShareCooperative Learning

Expert JigsawAffixes/Prefixes/RootsProps/RealiaCreate listsExample/Non-exampleUnderline Red, Yellow, Green

Ideas for Step 6Four Corners

Word Picture

Sentence Definition

Which Vocabulary Do We Teach?Beck proposed a Tier system to identify the

most crucial words to teach (for all students not just ELLs)

Three Tiers reflect different levels of complexity and exposure based on individual students

Beck suggests that you focus on Tier 2 and 3 words

HOWEVER—ELLs NEED Tier 1 instruction

What about time?Think about teaching 1 word a day (per

content area) until the students know the process.

If you teach 2-3 words per content area that is 8-12 words in the core content areas a day.40-60 words a week1200-1800 words in 150 days

Other ideasSelect between all 3 tiersWhat if art/PE/Music were involved?What about ESL teachers?Others?

Reminder of the 7 Steps1. Say2. Text3. Definition4. Example5. Repeat6. Activity7. Say Word/Sentence

What better way than with word games?

Ways to Stay Healthy

Types of Dark Green Members of Vegetables the Meat and

Beans Group

Food Groups Types of Whole Grains Things to Avoid

Nutrition

Clues Developed by Student Partners

Concept Circle for a Dog

Four equal sides

Four equal diameters

Concept Circle for a Square: Which Attribute Doesn’t Belong?

Four equal angles

Two lines parallel

Shades of Meaningfreezing

cold

warm

hot

Graham’s Second Grade

ScienceVocabulary

Step 4: Make it Personal

with Individual Activities

Writing FramesStudents integrate academic language with

vocabulary knowledge about animal habitats:

I knew that ______ live in _____. I learned some new facts about _____. I learned that _____ live in ____. I also learned that _____ do not like to live _____. Another fact I learned was ____. The best thing I learned was _____.

Alphabet Vocabulary ChartA-B

Bald EagleBell

C-D E-FFlag

G-H

I-J K-L M-NMount

Rushmore

O-P

Q-R S-T U-V-W X-Y-Z

Use English, Science, and Social Studies content to make the most of vocabulary instruction.

Use gateway affixes to increase access to unfamiliar vocabulary

Cunningham, 2002

Re-, dis-, un-, in-/im- account for 50% of all the prefixed words readers will ever see

-s, -es, -ed, and -ing account for 65% of all suffixed words

Words of the WeekFive words a week (Port: to, out )

airport, transport, portable, port, reportGrouped by affix or derivationGrade levels propose wordsGoal is to build vocabulary and teach

patterns for unfamiliar wordsConsider creating separate K-2 and 3-6

lists.Primary lists can draw from Dolch and

Ogden Basic English word lists

Ideas for Extending WOW Efforts

Post the words on classroom word wallsExtra credit for using WOW words in

writingPost words each week on school website

and in newsletterUse words in games (Bingo, Password, Concentration)

Intentional Word Selection

Intentional Word Selection Transparent Modeling

Intentional Word Selection Transparent Modeling

Useable through Peer Collaboration

Intentional Word Selection Transparent Modeling

Personalized Individual ActivitiesUseable through Peer Collaboration

Intentional Word Selection Transparent Modeling

Personalized Individual Activities

Priority on

Content

Useable through Peer Collaboration

Intentional Word Selection Transparent Modeling

Personalized Individual Activities

Priority on

Content

Useable through Peer Collaboration

Learning Words Inside and Out

Acknowledgements Thank you to Tim Sims.

Margarita Calderoné and Diana Brown

for creating several slides that were shared in this

presentation.