docVocabulary - NM Consulting
download 
Report Transcription
Vocabulary - NM Consulting
ESSENTIALS FOR EVERY EDUCATOR For the Love of Learning and the Joy of the Journey Linguistically Diverse Learners Student-Centered Sheltered Instructional Strategies: Vocabulary CREATED BY NAOMI MIGLIACCI PREPARED BY NAOMI MIGLIACCI | NM CONSULTING | 2015 Agenda: Where are we going? Goals and Outcomes Strategies Warm-Up/Do Now Station Rotation: Dealing With Vocabulary Jig Saw: Text Discussion Station Rotation: Dealing with Vocabulary Think & Ink with Turn & Talk Cool-Down, Review & Feedback Pink Boat, Australia (Photo: Naomi Migliacci) PREPARED BY NAOMI MIGLIACCI | NM CONSULTING | 2015 Word Wall Think & Ink Strategies Used in the Workshop Station Rotation/Carousel Turn & Talk ABC Lists Annotations Use these strategies in your lessons to get at your objectives List-sort-group Highlighting Probable Passage Vocabulary Cards We always use: Google Word Lists Power Point Movie Style -- Warm-up Word Wall Anticipation Quiz -- Cool-Down Signpost Language Outcome Sentences Paint Chips Jig Saw -- Reflection -- Collaboration -- Independent Work Time Dictionary.com And THESAURUS.com -- Visuals PREPARED BY NAOMI MIGLIACCI | NM CONSULTING | 2015 Understand how vocabulary is learned and acquired Goals and Outcomes Select vocabulary strategies appropriate to the learning outcome Use technology to develop vocabulary PREPARED BY NAOMI MIGLIACCI | NM CONSULTING | 2015 How do I deal with content and academic vocabulary? How many new words should students learn? What are effective ways of teaching vocabulary? FOCUS ON VOCABULARY PREPARED BY NAOMI MIGLIACCI | NM CONSULTING | 2015 Vocabulary Development Types: Tier 1 • Tier 2 • Tier 3 Purpose: Experience words • Learn new words • Make connections with words • Cognates • Word parts • Preview for lesson Strategies: StudentCreated Word Wall • Whip Around • Matching • Paint Chips • Word Games • Each One Teach One Student-created Word Wall (Photo: Naomi Migliacci) PREPARED BY NAOMI MIGLIACCI | NM CONSULTING | 2015 Use Academic Language in the Classroom Social Language figure out group guess think see show Academic Language conclude categorize classify predict hypothesize infer observe demonstrate say tell report explain describe write down record PREPARED BY NAOMI MIGLIACCI | NM CONSULTING | 2015 Conclude: conclusion, concluding, concluded Categorize: categorically, category, categorized, categorizing Classify: class, classification, classified, classifying, reclassification Use Academic Vocabulary English academic vocabulary is often Spanish social vocabulary Predict: prediction, predicting, predicted Hypothesize: hypothesis, hypotheses, hypothetical, hypothetically Infer: inference, inferring, inferred Observe: observation, observing, observed Demonstrate: demonstrative, demonstrating, demo, demonstrating, demonstration Report: report, reporting, reported Explain: explanation, explanatory, explaining, explained Describe: description, describing Record: record, recording, recorded PREPARED BY NAOMI MIGLIACCI | NM CONSULTING | 2015 Word Walls Interactive Student created Color-coded Content-based Photos and illustrations Student word wall, speaking and study guide (Photo: Naomi Migliacci) PREPARED BY NAOMI MIGLIACCI | NM CONSULTING | 2015 A is for anesthesia Student-created A-B-C Power Points Students create an alphabetical “book” with new vocabulary from the text They use clip art and write a complete sentence with the form of the word From Charlotte’s Web, chapter 7 PREPARED BY NAOMI MIGLIACCI | NM CONSULTING | 2015 Student-created Movie-Style Power Points Students create slides: Quizzes Charlotte __________________ a fly before she kills it and eats it. a. anesthesia b. anesthetizes c. anesthesiology Scrambled words Teacher runs the Power Point at various points during the day From Charlotte’s Web, chapter 7 PREPARED BY NAOMI MIGLIACCI | NM CONSULTING | 2015 CCSS.ELA-Literacy.CCRA.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCSS.ELA-Literacy.CCRA.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Anchor Standards Student-created: Word Walls Power Points Voice Thread PREPARED BY NAOMI MIGLIACCI | NM CONSULTING | 2015 ABC List Put students in teams with chart paper and colored marker for each team Letter A to Z on chart paper Brainstorm all the words on a topic Move to another station, using the same pen color, add to the new list Make it a contest Add to the lists daily Create PPTs A to Z for a “class ebook PREPARED BY NAOMI MIGLIACCI | NM CONSULTING | 2015 Vocabulary ache, aerobics, arms, allergy, allergic , aspirin, acute, astigmatism, Ambesol bones, band-aids, burn(ing), boils nose, nasal, nurse (practitioner), near-sighted operation, obesity, over-the-counter, ointment prevent, pneumonia, pharmacy, pain, prescription, pus, pimples, peroxide, poison compress, concussion, cure, canker sore, cotton balls, CDC quiet drops, diet, depression, doctor, diabetes, dry restrict, remedy, relief, relieve, rest, rubbing alcohol exercise, energy, ears, eyes, exam(ination), emergency symptoms, strict, stomach, sports, sore, sting, scratch, swish fit, flu, fingers, foot/feet, far-sighted triage, throat, toes, teary germs, get well soon, get better, gauze, gargle under-the-weather hygiene, heart, headache, hips, hurt, heart burn ventricle, veins, vitamins, virus, Valium influenza, infection, ibuprofen, itchy jumping knees, knots limp, limb, legs, ligaments weight, waist, wrist, watery X-ray, Xanax yearly exam Zyrtec massage, medication, meditation, muscles, mucus PREPARED BY NAOMI MIGLIACCI | NM CONSULTING | 2015 Lesson Objective Make high-level conversation part of your classroom’s daily routine Length: 1 min Jinny Kim Collage Talk Questions to Consider How does Ms. Kim make vocabulary a natural part of the classroom? Notice the synonym list and vocabulary cards that provide visual references. How does the students' response to this strategy change over time? PREPARED BY NAOMI MIGLIACCI | NM CONSULTING | 2015 Games Cards on Back Pictionary Bingo Matching/Memory Honduran workshop participants use vocabulary games to learn new concepts (Photo: Naomi Migliacci) PREPARED BY NAOMI MIGLIACCI | NM CONSULTING | 2015 Vocabulary Strategies The Multilingual Classroom Ideas to Consider Note how a literacy objective can easily be developed based on the content objective See how Mr. Tran combines kinesthetic and verbalization techniques to help students with punctuation Try the “character hats” activity to help students with language development ESL student in USVI has personalized program for reading (Photo: Naomi Migliacci) PREPARED BY NAOMI MIGLIACCI | NM CONSULTING | 2015 List – Sort – Group – Label List all the words on sticky notes Sort the words into categories Group them on chart paper Give the chart paper to another group to provide a label for the grouped words PREPARED BY NAOMI MIGLIACCI | NM CONSULTING | 2015 Lesson Objective Build vocabulary by examining related words Length: 2 min Sarah Brown Wessling Paint Chips Questions to Consider What scaffolds does Ms. Wessling put into place to get her students using new vocabulary? Which words are best suited for paint chips? How could you use paint chips in your classroom? PREPARED BY NAOMI MIGLIACCI | NM CONSULTING | 2015 s Paint Chips Keep track of sounds and spellings Synonyms Antonyms Shades of meaning Word families Parts of speech Rhyming words Definitions Example usage PREPARED BY NAOMI MIGLIACCI | NM CONSULTING | 2015 Paint Chips Parts of speech Word families PREPARED BY NAOMI MIGLIACCI | NM CONSULTING | 2015 Word Families Grow students vocabularies with related words PREPARED BY NAOMI MIGLIACCI | NM CONSULTING | 2015 Paint Chips Use your text to find the vocabulary and how it’s used Use paint chips to: Categorize words Note opposites Compare parts of speech Review synonyms Examine superlatives Write out definitions and sentences Look at shades of meaning Student-created paint chips (Photo: Naomi Migliacci) PREPARED BY NAOMI MIGLIACCI | NM CONSULTING | 2015 Paint Chips Word Wall Retire “simple” vocabulary and add synonyms Use visuals Definitions and sentences on the back for reference PREPARED BY NAOMI MIGLIACCI | NM CONSULTING | 2015 CCSS.ELA-Literacy.CCRA.L.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. Anchor Standards for Language The Paint Chips activity supports the acquisition of language and students’ knowledge of language CCSS.ELA-Literacy.CCRA.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. CCSS.ELA-Literacy.CCRA.L.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. PREPARED BY NAOMI MIGLIACCI | NM CONSULTING | 2015 Common Core Connection High School ESL Class, Roosevelt, NY (Photo: Naomi Migli PREPARED BY NAOMI MIGLIACCI | NM CONSULTING | 2015 Build Vocabulary Underline the verbs Make a list of the verbs The king and queen sit in their garden. They talk about the future with the princess. She cries when her parents say they will choose her husband. She wants to choose her own husband. She wants to marry someone who is a good riddler. The king has a plan. They will have a contest for riddlers. Summary of a play from Inside ESL Textbook PREPARED BY NAOMI MIGLIACCI | NM CONSULTING | 2015 Build Vocabulary Change the verbs Watch the tense The king and queen sit in their garden. They talk about the future with the princess. She cries when her parents say they will choose her husband. She wants to choose her own husband. She wants to marry someone who is a good riddler. The king has a plan. They will have a contest for riddlers. Summary of a play from Inside ESL Textbook PREPARED BY NAOMI MIGLIACCI | NM CONSULTING | 2015 Change… Build Vocabulary cry (cries) Find a new word for the verbs eat Make a chart go laugh talk PREPARED BY NAOMI MIGLIACCI | NM CONSULTING | 2015 To a colorful verb… Build Vocabulary Use Thesaurus.com or Word to look up synonyms and antonyms How does the character change with a single word change? How does the scene change with a single word change? PREPARED BY NAOMI MIGLIACCI | NM CONSULTING | 2015 Build Vocabulary Note how the different verbs change our perception of the characters Change… To a colorful verb… cry (cries) weep, whimper, whine, sob, bawl, wail eat nibble, munch, gobble, gulp, devour go walk, stroll, hurry, rush, race laugh grin, giggle, chuckle, cackle, howl talk chat, chatter, discuss, speak PREPARED BY NAOMI MIGLIACCI | NM CONSULTING | 2015 Rewrite of the Summary of a Play Note other aspects of the text that need to change when the verbs are changed The king and queen relax in their garden. They are discussing the future with the princess. She sobs when her parents inform her that they will select a husband for her. The princess insists, “I’m the best riddler in the kingdom, and I will only marry a riddler who is as good as me!” The king and queen listen and decide on a new plan. They will sponsor a contest for riddlers to find their daughter’s husband. PREPARED BY NAOMI MIGLIACCI | NM CONSULTING | 2015 Provide Vocabulary barnacle • bathing suit • bay • beach beach ball • bikini • blanket • boardwalk • boat • boogie board • buoy • canoe • cape • catamaran • chair •clam • clam bake • coast • conch • cooler • coral • cove • crab • currents • dive • dock • dune • dune buggy • ebb tide • family • fins • fish • fishing • flip flops • fried clams • Frisbee • gull • hat • hermit crab • high tide • hot • humid • ice cream • intertidal zone • island • jellyfish • kayak • kelp • lagoon • lake • lakeshore • lifeguard • life jacket • life preserver • limpet • lobster • longboard • low tide • mangrove • mist • mussels • neap tide • ocean • paddleboat • palm tree • pelican • peninsula • pier • popsicle • raft • reef • relax • rest • rip current • sail • sailboat • salt water • salt water taffy • sand • sandals • sandbar • sandcastle • sand dollar • scuba • sea • seagull • seashell • seashore • sea star • shark • shell • ship • shore • shorebirds • snacks • snorkel • soft serve ice cream • spray • starfish sun • sunbathe • sunburn • sunglasses • sun hat • sunscreen • suntan • surf • surfboard • swim • swim fins • swimming cap • taffy • tan • tide • tide pool • towel • trip • trunks • tsunami • umbrella • undertow • underwater • vacation • volleyball • wake • water • water bottle • waves • weeds • weekend • wet • wharf • whitecaps • yacht • zoris PREPARED BY NAOMI MIGLIACCI | NM CONSULTING | 2015 Useful Language – Referring to Data This bar graph gives/provides information about … This line here shows … From the years ___ to ___ ... If this trend continues… … has risen dramatically/slightly This chart describes … … have remained steady As these figures illustrate, … This chart clearly shows that … … is likely to … … is not likely to … If you look at the third column, you will see (that/an/a) … The data in the last row show (an) … PREPARED BY NAOMI MIGLIACCI | NM CONSULTING | 2015 Downward movement (verbs) decline decrease drop fall (off) slide lose ground crash collapse plummet plunge take a fall weaken Whitewater Rafting, Argenti PREPARED BY NAOMI MIGLIACCI | NM CONSULTING | 2015 Upward movement (verbs) climb rise increase surge rocket soar gain jump regain strengthen go through the roof Surfing Bells Beach, Australia (Photo: Naomi Migliacc PREPARED BY NAOMI MIGLIACCI | NM CONSULTING | 2015 Stability (verbs) bounce back rally recover maintain flatten out hold steady level off stabilize maintain Paddle Boarding at Bells Beach, Australia (Photo: Naomi Mi PREPARED BY NAOMI MIGLIACCI | NM CONSULTING | 2015 Degree of Change (adjectives) slow steady slight sharp gradual disastrous Massive perilous rapid Pancake Rocks, New Zealand (Photo: Naomi Mi PREPARED BY NAOMI MIGLIACCI | NM CONSULTING | 2015 Probable Passage Title: Charlotte’s Web Author: E. B. White Characters Setting Problem Outcomes Words bacon spider barn Fly anesthetize fat hysterical Gist Activate prior knowledge Encourage active thinking Make pre-reading predictions Get students talking (groups) Develop a purpose for reading Develop a “gist statement” that will summarize their reading List of things they “hope to discover” To Discover – Unknown Words What ideas were discovered from the reading? PREPARED BY NAOMI MIGLIACCI | NM CONSULTING | 2015 The Great Gatsby Probable Passage I. Decide whether you think each word is a character, part of the setting, part of the problem, part of the outcome, or an unknown word (word you can’t define). Using all 12 words, place each word in the box in which you think it belongs. Each word can only be used once. In the “To discover” box, come up with three questions you would like to find out while you are reading The Great Gatsby. Characters Setting Problem Outcome Unknown To Discover II. Next, write at least a 7 sentence paragraph using ALL 12 words (highlighted) telling what you think is going to happen in the story. PREPARED BY NAOMI MIGLIACCI | NM CONSULTING | 2015 Number of Meetings Research from Paul Nation • Need a balanced approach • Repetition is necessary but a large portion of new vocabulary won’t be repeated, bring old word walls back, space repetition out • Graded readers, adaptive texts are good • Electronic dictionaries, hyperlinks are good • Learning groups of words together (days of the week) increases the learning difficulty by 50% to 100% more difficult (list relationship); base teaching around texts (frog, swamp, slimy, etc.) is better • 1000 a year, 40 weeks, 5 words a day TOP ACTIVITIES: 1. Extensive reading 2. Learning from word cards for older learners 3. Linked schools activities (contentbased instruction): gets at receptive and productive learning Quality of attention – Give more thoughtful attention to an item Quality has stronger effects over repetition but both are necessary RECEPTIVE/PRODUCTIVE Noticing INITIAL OCCURRENCE/REPETITION Incidental attention • Guessing from content • Noticing a gap when speaking or writing Deliberate attention • Text highlighting • Focusing on a form or meaning using word cards • Dictionary or glossary look up • Being taught words Exact retrieval • Retrieval using word cards Learners need to be forced to make • Doing vocabulary exercises after retrievals (struggle to learn is reading a text necessary) • Recalling using a word wall Varied retrieval • Meeting a previously met word • Looking at a concordance Extensive reading sets up the in a new form on context while • Filling the blanks conditions for varied retrieval – listening or reading and recalling • True/false sentences great conditions for learning its meaning in conversation or writing • Recalling and using a recently met word in a new way Elaboration • Meeting and using a word in • Word part analysis A rich range of associations can genuine high stakes • Using the keyword technique happen can with linked activities, communication • Semantic mapping which help change the context for • Meeting and using a word in • Focusing on words in teacher-led how the vocabulary is used – relation to pictures intensive reading retelling activities, listening, reading, • Interactive reading (shared • Find the core meaning etc. on the same topic blown-up book) PREPARED BY NAOMI MIGLIACCI | NM CONSULTING | 2015 Hello and Goodbye What strategies and practices are you saying “hello” to? What are you saying “goodbye” to? Teachers try new strategies, Qingdao, China (Photo: Naomi Migliacci) PREPARED BY NAOMI MIGLIACCI | NM CONSULTING | 2015 CONTACT naomimigliacciconsulting.com nmigliacci@sbcglobal.net PREPARED BY NAOMI MIGLIACCI | NM CONSULTING | 2015
