Instructional Tools to Bolster High-Leverage Word Knowledge with Long-Term English Learners

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Instructional Tools to Bolster High-Leverage Word Knowledge with Long-Term English Learners. Santa Clara County Office of Education Academic Success for English Learners and Migrant Students: Using Research-Based Practices March 5, 2011. Dr. Kate Kinsella San Francisco State University - PowerPoint PPT Presentation

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Instructional Tools to BolsterHigh-Leverage Word Knowledge with Long-Term English LearnersDr. Kate KinsellaSan Francisco State University Center for Teacher EfficacykateK@sfsu.edu 707.473.9030*Santa Clara County Office of EducationAcademic Success for English Learners and Migrant Students: Using Research-Based PracticesMarch 5, 2011* Viewing of taped lessons with explicit vocabulary instruction Demonstration of evidence-based explicit vocabulary instruction Guidelines for structuring verbal and written application tasks Recommended formats for an academic vocabulary notebook Practical daily warm-up interactive vocabulary assessments Guidelines for selecting high-leverage words for explicit instructionWorkshop Components*Building Academic Vocabulary: Instructional Cornerstones1. Fluent, Wide Reading with Increased Nonfiction3. Word Knowledge & Study Strategies4. Structured Contexts for Applying New Words in Speaking, WritingIncreased Lexical Power & Reading/Writing Proficiency2. Explicit Teaching of Critical New Words*Receptive Vocabulary:Expressive (Productive) Vocabulary:words that are recognized and understood when we hear or see them; typically much larger than expressive vocabulary, and may include many words to which we assign some meaning, even if we dont know their full definitions and connotations, or ever use them as we speak and writewords we can use comfortably in speaking and writingReceptive vs. Expressive Word Knowledge*How Can We Develop Students Expressive Command of a Word?Follow the explicit teaching routineInclude structured verbal tasks and writing tasks with sentence framesProvide vocabulary notebook pagesBegin class with a Daily Do Now brief interactive assessment*Video Observation:Grade 7 Intermediate ELDAs you observe the lesson, jot down the steps in the teachers explicit vocabulary instructional routine sequence.1. _________________________2. _________________________3. _________________________4._________________________5. _________________________*Active Notetaking Task Identify the enhancements I make to the explicit teaching routine to bolster word knowledge and accurate oral fluency.__________________________________________________________________________________________________________________________________________________________________________*A Notetaking Guide to Facilitate Active Listening and RetentionWordMeaningExamplesportionportion(noun)_______SP: porcinA small ________ or section of a larger thingA serving of ______________I put a small portion of my ____________ into my bank account.On Wednesdays the cafeteria serves one portion of ________. For dinner we usually eat one _________ of ________________. *Structured Oral Tasks For Newly-Taught WordsFor dinner we usually eat one portion of _ (noun: salad)If I wanted to eat a healthier diet, I could eliminate _ (noun: coffee)Students can reduce exam stress by _ (verb + ing: preparing)*Explicit Vocabulary Teaching Routine with a Structured Verbal TaskWordMeaningExamplesfactorfactor(noun)_______SP: factorA number that you can _______ into another number evenlyOne of ________ things that affects a situation3 is a factor of ____ because 15/5 = ____.An important factor when I purchase a gift for someone is the _________________. *Partnering DirectionsPartner #1 shares first using the sentence frame. Partner #2 shares next.Keep sharing until I say: 1-2-3, eyes on me. If you dont have a second idea, share the teachers idea or your partners idea.Response FrameOne example I recorded was _*Explicit Vocabulary Teaching Routine with Structured Verbal and Writing TasksWriting Task: Appropriate uses of classroom computers include searching for ________________ and writing _________________ while ________________ uses include playing _______________.*WordMeaningExamplesappropriateapropriate (adjective)_____________________SP: apropiadoANT: inappropriatecorrect or ____ for a particular___________,___________,or timeThe movie ___________ is appropriate for all ages.Appropriate/Inappropriate school attire includes _________ and ________.*Explicit Vocabulary Teaching RoutineGuide students in reading and pronouncing the word a few times. Have students clap/tap out the syllables for polysyllabic words.Direct students to copy the word correctly.Explain the meaning using familiar language.Provide two examples within students experiential realm.*Explicit Vocabulary Teaching RoutineStructure an oral task with an engaging context to create some vocabulary velcro.Model an appropriate response with a sentence frame.Lead students in chorally repeating your response.Partner students to share before calling on individuals.Guide making a quick, simple sketch of abstract words.Assign a writing task with a frame that requires application of the appropriate form of the word (plural, tense, etc.) and relevant content.*A Gradual Release of ResponsibilityWithin Explicit Language Instruction I do itWe do itYou do itCurricula and instruction typically segue directly from I do it to You do it!*Vocabulary Notetaking Guide Prepared Using the Longman Elementary DictionaryWriting Task: Our community has some ___________________ for the ____________ holiday. For example, every year there is/are _____________________________________________________.WordMeaningExamplestraditiontradition (noun)_____________________a ___________; something that people have done for a long _________, and continue to doThere is a tradition in the U.S. to eat _______ on Thanksgiving Day.A birthday _________ in my family is (verb + ing)____________________*Lesson Planning Steps Using An English Learners DictionaryWrite the word.Write the syllabication; separate syllables with dots.Write the part of speech in parentheses.Copy the definition and omit one or two words. Choose the appropriate meaning for the context.Copy the example sentence. Omit one word or phrase and leave a blank.Design a practice task using a different familiar context. Write a simple response frame. Determine the grammar necessary to complete the frame. *Student-Friendly Termsfor Parts of SpeechNouna person, a placea thing, an ideaVerban action wordAdjectivea word that describesa person, place, or thingAdverba word that describes an action*How to Refer to Parts of SpeechEach time you introduce a grammatical target, state the part of speech using the technical term and then define it using a consistent student-friendly phrase.The word we are learning, accurate, is an adjective, a describing word. This adjective is often used to describe information in reports or articles.*Sample Verbal TasksTarget Word: impactOne of the ________ of exams on students is less time for _________Losing your homework can have a negative _______ on your ________Plenty of ________ and ________ have a positive ________ on a farmers crops.*Tips for Writing an Effective Verbal Practice TaskChoose a familiar context.Write a sentence frame that doesnt require complex grammar.Write a sentence frame that can be completed in many ways using students background knowledge.Prepare a model response that you anticipate students will not come up with on their own.Embed a grammatical target and specify the grammar to complete the sentence.*Bolster Expressive Word Knowledgewith Structured Writing Tasks DEMONSTRATE: A classmate ___________ respect to a lesson partner by _____________ and ______________. REDUCE: Students in our school have _______________ the amount of trash they produce by __________________.Design writing tasks that require providing: 1) the appropriate form of the word (e.g., plural, past tense); 2) content that illustrates their conceptual grasp of the word. FACTOR: Two major ____________ influencing a teens driving insurance premium are _______________________.*Sample 5-Minute Do Now Warm-Up Vocabulary Assessment TaskShow your understanding of the word significantly.Write a show you know sentence in your vocabulary notebook using this sentence frame:Eating more __ and less __ would significantly improve my __. This is because __.Practice reading your response to prepare forour partner discussion.* Words that Warrant Robust Instruction big idea words that relate to lesson concepts stereotype, outsourcing, fossil fuel high-frequency/high-utility academic tool kit words consequence, issue, analyze high-use disciplinary tool kit words economy, metaphor, species words to engage in literate discourse about the topic words relevant to discussing the theme or issues yet not included in the text (esp. with literature!)*Vocabulary Analysis and SelectionRead 180 rBook - B: A New Immigration Boomtopic specific terms, although critical for comprehension,will not generalize as well to other academic or school-to-work contextshigh-utility academic words,very generalizable to other contexts,should become part of studentsacademic vocabulary tool kitto respond, v.trend, n.minimum, adj.policy, n.impact, n.to influence, v.opportunity, n.percentage, n.census, n,immigrant, n.immigration, n.newcomer, n.to settle, v.to be founded on, v.*The AWL: A High-Incidence Academic Word List(570 Critical Word Families for Secondary Curricula)Group 1/10 (Highest Incidence):analyze assume benefit concept consist context economy environment establish estimate factor finance formula function income indicate individual interpret involve issue labor legal major method occur percent principle section significant similar source specific structure . . .word family: assume, v. assumed, adj. assumption, n. Source: (Averil Coxhead, 2000)A Word Form Chart for Academic Word Familiesto Foster Word Consciousness Noun Verb Adjective Adverb*accuracyinaccuracy accurateinaccurateaccuratelyinaccuratelypredictionpredict predictableunpredictablepredictably productionproduce productiveunproductiveproductivelyunproductivelydependenceindependencedepend (on/upon sth)dependentindependentsymptomsymptomaticasymptomatic*English Learners and striving readers need all of their teachers to be: Licensed Lexical ContractorsNOT Lexical Decorators Equip your students with high-leverage words through explicit, accountable instruction!*The EndKate Kinsella, Ed.D.San Francisco State Universitykatek@sfsu.edu (707) 473-9030Kate Kinsella, Ed.D. 3.5.11*Kate Kinsella, Ed.D. 3.5.11Kate Kinsella, Ed.D. 3.5.11*Kate Kinsella, Ed.D. 3.5.11Kate Kinsella, Ed.D. 3.5.11*Kate Kinsella, Ed.D. 3.5.11Kate Kinsella, Ed.D. 3.5.11*Kate Kinsella, Ed.D. 3.5.11Kate Kinsella, Ed.D. 3.5.11*Kate Kinsella, Ed.D. 3.5.11Kate Kinsella, Ed.D. 3.5.11*Kate Kinsella, Ed.D. 3.5.11Kate Kinsella, Ed.D. 3.5.11*Kate Kinsella, Ed.D. 3.5.11Kate Kinsella, Ed.D. 3.5.11*Kate Kinsella, Ed.D. 3.5.11Kate Kinsella, Ed.D. 3.5.11*Kate Kinsella, Ed.D. 3.5.11Kate Kinsella, Ed.D. 3.5.11*Kate Kinsella, Ed.D. 3.5.11Kate Kinsella, Ed.D. 3.5.11*Kate Kinsella, Ed.D. 3.5.11Kate Kinsella, Ed.D. 3.5.11*Kate Kinsella, Ed.D. 3.5.11*Kate Kinsella, Ed.D. 3.5.11Kate Kinsella, Ed.D. 3.5.11*Kate Kinsella, Ed.D. 3.5.11Kate Kinsella, Ed.D. 3.5.11*Kate Kinsella, Ed.D. 3.5.11Kate Kinsella, Ed.D. 3.5.11*Kate Kinsella, Ed.D. 3.5.11Kate Kinsella, Ed.D. 3.5.11*Kate Kinsella, Ed.D. 3.5.11Kate Kinsella, Ed.D. 3.5.11*Kate Kinsella, Ed.D. 3.5.11Kate Kinsella, Ed.D. 3.5.11*Kate Kinsella, Ed.D. 3.5.11Kate Kinsella, Ed.D. 3.5.11*Kate Kinsella, Ed.D. 3.5.11Kate Kinsella, Ed.D. 3.5.11*Kate Kinsella, Ed.D. 3.5.11Kate Kinsella, Ed.D. 3.5.11*Kate Kinsella, Ed.D. 3.5.11Kate Kinsella, Ed.D. 3.5.11*Kate Kinsella, Ed.D. 3.5.11Kate Kinsella, Ed.D. 3.5.11*Kate Kinsella, Ed.D. 3.5.11Kate Kinsella, Ed.D. 3.5.11**Kate Kinsella, Ed.D. 3.5.11Kate Kinsella, Ed.D. 3.5.11*Kate Kinsella, Ed.D. 3.5.11Kate Kinsella, Ed.D. 3.5.11**Kate Kinsella, Ed.D. 3.5.11**Kate Kinsella, Ed.D. 3.5.11Kate Kinsella, Ed.D. 3.5.11*Kate Kinsella, Ed.D. 3.5.11Kate Kinsella, Ed.D. 3.5.11*Kate Kinsella, Ed.D. 3.5.11

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