PowerPoint Presentation

The Power of VocabularyPresented by Andrea RuizWelcome to the WITCC ESL Vocabulary development webinar. My name is Andrea Ruiz and I am an instructor on the Sioux City campus. Some of you know me and some of you I have yet to meet. I created this training session to relay some important information to those of you who were unable to attend our department work days back in December. I thought this information was important enough to pass on to all of you. Now, if you would, *Please utilize the chat option and share your name, position, and campus location with the rest of the class. 1Before getting startedPlease close out all other programs

Please have handy the handout that was e-mailed to you Reading Plus Approach: The Rule of 3

Participation certificates will be sent to those who actively participate

You will be called on to interact through chat, polling, whiteboard and using thumbs up or thumbs down

Free feel to ask questions by sending them through the chat box.

My Mood icon(Read items)Please find the My Mood icon on the screen. It looks like the box I posted here. Lets take a look at the buttons available (discuss buttons). *If you are ready to begin, please select the thumbs up icon. . 2When finished with this training you will be able to:Name the top indicator of academic success/failure

Identify the most effective strategies for teaching vocabulary

Apply the Rule of 3 into classroom instruction Analyze content to determine which words to target for instruction

Design a lesson following the RAP method

After completing this Web session, you should be able to name the top indicator of academic success and failure, know what the research says about the most effect strategies for teaching vocabulary, what it means to RAP and how to apply it in the classroom.

Also, you will gain the ability to analyze content and determine which words to target for instruction, and learn how to design a lesson following the RAP method.

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ESL Student Success!At Western Iowa Tech, the achievement of our ESL students is extremely important. Our goal is to prepare our students as thoroughly as possible to be well-adjusted members of our community. 4

We are able to demonstrate our effectiveness as a program through the test scores our students achieve, specifically on the CASAS - Comprehensive Adult Student Assessment Systems test. Today, we will be looking at a very effective way to help our students be successful academically, and in everyday activities.

5Systematic vocabulary teaching has been cited by many studies as a Best Practice for accelerating academic achievement across subject areas. What do the researchers find?What do the researchers say will most improve our students test scores? Vocabulary!! Systematic vocabulary teaching has been cited by many studies as a Best Practice for accelerating academic achievement across subject areas. In other words, to see the most improvement, in the most subjects in the shortest time, we need to teach our students vocabulary!

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Linda Ventriglia, Ph.D.

12 year study

1 major factor present for each successful program:VOCABULARYAccording to research conducted by Linda Ventriglia, Ph.D., over a 12 year period, nothing correlates with student success more than vocabulary. Dr. Ventriglia spent years observing both highly successful and unsuccessful teachers. This led to her discovery that comprehensive vocabulary instruction determined the success of students above all else. *POLL: How many minutes do you spend on vocabulary instruction per day?7# 1 indicator of academic failure and success? Vocabulary knowledge

Higher vocabulary = test scores

Lower vocabulary = test scores

99.9% correlation!

Importance of Vocabulary DevelopmentThere is a 99.9% correlation between vocabulary development and student success. That is virtually a 100% correlation. On the flip side, the #1 indicator of academic failure is limited vocabulary development.As program instructors and administrators, the bottom line is this: The higher vocabulary knowledge our students have, the higher their test scores will be.

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These graphs demonstrate the impact of an effective vocabulary program. Schools without a program maintained consistently low scores over a 3 year period. Those with a strong vocabulary program saw continuous gains, achieving more than 8 times their original scores in only 2 years! There is nothing more important to teach our students than vocabulary.9How can we best teach our students vocabulary?Train students to ask about unknown words

Create word walls

Not all programs are equal. Dr. Ventriglia offers some best practices in vocabulary instruction. First, we want our students to get into the habit of asking about unfamiliar words. It is important to create a classroom atmosphere where questions about words are welcomed and encouraged. A specific strategy for teaching includes posting new words on a word wall. Unlike a typical word wall that is alphabetized, your word wall should place new words by the part of speech they were introduced in; noun, verb, adjective, adverb, etc. Make reference to your words as often as possible. 10What criteria do we use to set up our word wall?

A. Alphabetical order

B. Part of Speech

C. The order in which our students are introduced to a word?Lets do a quick review: *Poll: What criteria do we use to set up our word wall? Select A. Alphabetical order, B. Part of Speech, or C. The order in which our students are introduced to a word?

11How can we best teach our students vocabulary?Teaching 15 new words and 20 minutes a day is ideal - no more.

Write each new word in a word book

Set a goal to present 15 new words a day but no more than that. The optimal time spent daily is 20 minutes.

Students should write each word in a word book. This can be a notebook, a loose-leaf binder, etc.

12Use pictures whenever possible

How can we best teach our students vocabulary?

Pictures are powerful. Use them as often as you can to introduce new words. This is easier than ever with the use of the internet. Efl.net has several useful pictures.13Bridge words to students own language:

How can we best teach our students vocabulary?Teach Latin and Greek roots (75% of words)

As an ESL instructor, you may have heard it said that absolutely no language, other than English, should be used in the classroom, ever. However, Dr. Ventriglias research found otherwise. She suggests that if you can give a student a word in his or her own language, an immediate connection with the new vocabulary word can be made. Using tools like Google translate or Spanish/English dictionaries are very effective. A strategy I have used is to ask students what they believe the word is in their own language. If two or three students from the same country give the same word, that is most likely the correct translation.

Finally, 75% of vocabulary words in English have Latin or Greek roots. Teach these roots and students can build their vocabulary quite quickly. Prefixes and suffixes help as well.

14Review: Best PracticesEncourage students to ask about unfamiliar words

Create a Word Wall

Teach 15 words a day/20 minutes of instruction

Have students keep a word book

Use pictures whenever possible

Bridge words to students language (ex. Google Translate)

Teach Greek and Latin roots

Read:15RecallName as many Best Practices as you can in the chat box nowAs a group, lets see if we can recall all 7 of the Best Practices we just discussed. *Please post your answers, one by one, into the chat box. I will read and confirm responses as they come in.16Focus on Tier 2 wordsTier 2: These are the words to target for instruction*Interdisciplinary These words can be used by students across subject areas. Examples: reached, transferred, prevented

*Multiple meaning words and idioms Examples: steps, staple, check, table, keep track(Focus on CASAS vocabulary)-------------------------------------------------------------------------------------Other TiersTier 1: High frequency words: run, make, these, my, turn. Cognates: family-familia, revolution-revolucion

Tier 3: Subject specific words and proper nouns: Examples: Native Americans, photosynthesis, Pilgrims Selecting the right vocabulary words to teach is an important component of comprehensive vocabulary instruction. The words we want to target for instruction are those that can be used across many subject areas. These words are called Tier 2 words. Examples of Tier 2 words include words like reached, transferred, and prevented; words that youre going to hear in many subjects whether its science, math, reading, social studies and so on. These are words that our students will see again and again in several subjects.Also, words with multiple meanings should be targeted; you help avoid confusion but pointing out that a word has more than one meaning and you really get twice the return on investment with those words. The last word type to target is idioms. Idioms are groups of words that mean something different than their literal translation. Examples of idioms are raining cats and dogs and to make ends meet. English has a lot of idioms and familiarizing our students with some of the more common ones will help them in their studies, on their tests, and in everyday life.Words that we do not need to target are high frequency words, subject specific words, proper nouns and cognates. Cognates these are words that are similar in two languages. With most of our students having Spanish language backgrounds, there are several words they can deduce the meaning from. An example would be necessary/necesario.

17Cognates: Can you think of more?Examples: history historiahospitality hospitalidadpatience pacienciadecisive decisivotemperature- temperaturaliberty libertadOthers?

Here are examples of cognates. I will read the list. Can you think of others? Please post them to the chat box. I will read the responses as they come in. *Participants post examples of cognates to the chat box.18Idioms: Can you think of more?Examples:

A Bird In The Hand Is Worth Two In The Bush

Riding shotgun

A Chip On Your Shoulder

When It Rains, It Pours

A Drop in the Bucket

Water Under The Bridge

Wear Your Heart On Your Sleeve

When Pigs Fly

Here are examples of idioms. I will read the idioms listed. Can you think of others? Please post them to the chat box. I will read the responses as they come in. *Participants post examples of idioms to the chat box.

19Collaborate:You will be reviewing a passage. As a group, you will determine the Tier 2 words.

By last name:Group 1: A-F Group 2: G-MGroup 3: N-R Group 4: S-Z

You will be reviewing a passage. As a group, you will determine the Tier 2 words. Find your group number and locate your corresponding breakout room.

20 Can you find the Tier 2 words?Martin Luther King wanted to end segregation. He did not believe in the separation of white and black people. He believed in the equality of all people . Martin Luther King organized peaceful demonstrations and civil rights marches in Atlanta, hoping to gain equal rights for African Americans. Martins dreams became a reality. African Americans can vote and go to the same schools as white children; but he did not live to see these things occur. In 1968 he was assassinated.Today, we celebrate Martin Luther Kings birthday on January 15th as a national holiday.

Can you find the Tier 2 words? The words used in several subjects and those with multiple meanings? *In your breakout rooms, review this passage and highlight the words you believe are Tier 2 words. Participants will have this document in each of their breakout rooms. I will visit each room and gauge discussion. 21Tier 2?equalitysegregationseparationorganized peaceful

demonstrationsAfrican Americansassassinatedcelebratebirthday

I have compiled a list of words from the various groups. Lets discuss which of these are Tier 2 words and which are not. As I go through the words I will cross out incorrect ones. (I am not sure if this is a correct use of whiteboard as I have not had an opportunity to use one in a presentation, but I would adjust the activity as necessary to work within the application.)22RAP with your students!

Now we will talk about how you can engage your students. First, you introduce a word and engage students in a discussion of its meaning. Then you help students to process the word on three levels. These levels are Rehearse, Analyze, and Produce. Please see the handout I e-mailed you after you signed up for this class named Reading Plus Approach: The Rule of 3. This chart was created by Dr. Ventriglia and gives a list of activities for each of these three levels. We will discuss some of them now.23Student relates the word to his/her own experiences ex: camouflage

Spell and Say while snapping fingers

Give the definition

Ask students for definition / confirm or correct

Present visuals that students can connect to words

Match words to synonyms or definitions

R-RehearseFirst is Rehearse. There are several different activities that can be used to rehearse the words with students. You do not need to utilize every activity from each of the categories. One or two activities from a category is sufficient. I personally like to have my students spell and snap the letters of their vocabulary words. I will also give the definition or ask the definition of my students. Having students relate the word to their own experiences is very powerful and creates strong visuals in the mind. Showing the students a picture that demonstrates the word is one of the most effective ways of relaying meaning, and encouraging retention. *Thumbs up/down: do you know what the word carlin means? Dont answer it, just mark if you know the meaning or not. 24

carlinCarlin is a noun meaning woman and particularly old woman. Having a picture with the word helps the brain make associations. And pictures can be a lot of fun!25

Word AnalysisDiscuss grammar, parts of speech, letter patterns, root words, prefixes and suffixes, families

Other forms (caution-cautiously)

Cloze exercises

Word Map

Next is Word Analysis. Here is where we discuss grammar, parts of speech, letter patterns, root words, prefixes and suffixes and so on. Here is an example of a word map that can be used as a template for student word books. It asks the students to give a definition in their own words, to list any synonyms, create a meaningful sentence, and draw a picture of the word. This can be given as homework. I will send each of you a copy of this template after our session today.26

Create or find a picture for the word

Demonstrate the word- (Mope)

Use the word in conversation

Construct a sentence with the word

Think of a word or picture that clues the learner to the meaning of the wordP- ProduceLast is Produce. Here you want your students to put the words to use. This requires recall and reconstruction of words. I have listed several activities that can be utilized. Do you notice the action verbs for each of these activities? Action is the key to Produce. *Can you name the action verbs in the chat box? I will list the verbs as posted: create, find, demonstrate, use, construct, and think.27Present Translate, pictures, Greek and Latin roots

Select *words used in several subjects *words with multiple meaningsEngage RAP! Rehearse, Analyze, and Produce. Word walls, word books, and interactions: Snap and Spell, visualizing, drawing Recap:

Lets do a review of todays training before we put our learning into practice. The first part of vocabulary instruction is to select which words to teach, those that are used in several subjects and those that have multiple meanings.Next we present those words through the equivalent words in our students languages, through presenting pictures, and by teaching Greek and Latin roots.Finally we engage our students. Using the RAP method, our students rehearse, analyze, and produce. Select one or two of the suggested activities for each of these three categories and watch the depth and width of your students vocabulary grow and their test scores climb!28

Please post any questions you have to the chat box area.If you have any other questions please ask them in the chat box now. *Participants ask any questions they have in the chat box.

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Well done everyone! This concludes our training on the Power of Vocabulary.30

I will send this slide deck out to you for reference

Certificates of course completion

Post-session survey: please share your thoughts on todays presentation and share how you have implemented vocabulary instruction in your classroom since this session

Feel free to contact me at alruiz@bellevue.edu

Wrapping it upI enjoyed my time with you today. Thank you for your participation. I will send this slide deck out to each of you for reference. I will also send out your certificates of course completion.Also, you will be receiving a post-session survey. In this survey, I want you to please share your thoughts on todays presentation. Also, share any ways you have implemented the vocabulary instruction strategies you learned today, into your classroom. Feel free to contact me at alruiz@bellevue.eduThanks again!

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