CONTENT VOCABULARY STRATEGIES FOR ELLS (AND OTHERS) Michael Toole Southwest Plains Regional Service Center

Transcription

1 CONTENT VOCABULARY STRATEGIES FOR ELLS (AND OTHERS) Michael Toole Southwest Plains Regional Service Center

2 OBJECTIVES Identify useful graphic organizers for the teaching of vocabulary Practice the usage of graphic organizers Identify methods of teaching ELLs to increase their own vocabulary

3 CONCEPT OF DEFINITION MAP

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5 Choose words essential to understanding the unit of study Limit words to four or fewer MODEL Use for pre-teaching AND after teaching correct misconceptions and enrich meaning Always pronounce target word and have students repeat

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7 MODIFICATIONS What is it like? What does it do? What are its attributes? Draw a picture Substitute antonyms and synonyms rather than examples Use map for assessment of vocab knowledge provide only clues, and have them guess the word

8 WORD WALLS

9 WORD WALLS Provide visual reminders of target terms Support comprehension, develop understanding, build links, and application Teacher and student decision of terms

10 WORD WALLS Write definitions Create a glossary personal dictionary Discuss multiple meanings of words e.g. mean Sort words by prefixes, parts of speech, morphology Use words to build graphic organizers to show relationships

11 WORD WALLS Provide activities to promote oral use of words Generate lists of related words Generate and discuss synonyms Use words for writing assignments Make flash cards

12 FRAYER MODEL

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14 FRAYER MODEL Word Essential elements Non-essential elements Examples Non-examples

15 FRAYER MODEL Modifications: Essential elements = facts or characteristics Examples / Non-examples = synonyms / antonyms Eliminate non-essential elements Substitute illustration in one of the quadrants

16 FRAYER MODEL EXAMPLE Definition A solid made of atoms arranged in an ordered pattern Characteristics Glassy, Clear colored Evenly shaped Glimmer or sparkle Crystals Examples Metals, Rocks Snowflakes Salt, Sugar Non-Examples Coal, Pepper Lava, Obsidian

17 POSSIBLE SENTENCES

18 POSSIBLE SENTENCES Teacher chooses target words central to understanding Choose 7 8 words only Choose 4 5 words related to topic the majority of students will know Write words in random order on board Ask students to write sentences using the target words they think they might see in the text

19 POSSIBLE SENTENCES Each sentence must contain at least two of the words, at least one of which Students write sentences using ALL of the words; some words may be used more than once Record predictions regardless of correct or incorrect Remember, students are predicting relationships! Teach lesson

20 POSSIBLE SENTENCES After reading, return to student sentences and determine if they are true or not Correct incorrect sentences, or elaborate on true ones Modifications Provide definitions Reduce unknown words and increase known words

21 SEMANTIC FEATURES ANALYSIS

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23 SEMANTIC FEATURES ANALYSIS Good for showing relationships between concepts Useful when examining similarities and differences in groups of related words within a unit or units

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25 SEMANTIC FEATURES ANALYSIS Choose target vocabulary to representing attributes or characteristics, along with concepts, events, people, etc. that they may or may not describe Create a code students will use to tell if the vocab possesses, or does not possess, those attributes

26 SEMANTIC FEATURES ANALYSIS Read vocabulary words and present grid before lesson so students will anticipate information; have students read words as well Assess prior knowledge of terms Complete grid during, or after lesson Discuss

27 SKETCH TO STRETCH

28 SKETCH TO STRETCH Allows students to represent meaning in a different way Helps students create meaning and understanding of concepts Promotes classroom discussion Allows students to justify thinking

29 SKETCH TO STRETCH Choose content terms to address through sketching Determine the type of sketch you want literal or metaphorical Consider sketching both before (as a predicting exercise), during, or after instruction MODEL PROCESS Have students discuss sketches

30 SEMANTIC MAPS

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32 SEMANTIC MAPS Allows students to connect what they know to what they are learning Use for concepts students have some experience with Organization of ideas before writing Write key concept in center of map Brainstorm ideas related to key concept and record Help students group ideas in categores Revisit and reorganize maps during instruction Provide graphics if necessary

33 VOCABULARY KNOWLEDGE RATINGS

34 VOCABULARY KNOWLEDGE RATINGS Promotes independent word learning by building awareness of word knowledge Select terms to be learned in lesson limit to 10 or less Think about strategies for teaching words Have students rate knowledge before lesson Discuss ratings, and teach explicitly during lesson (or see if students can determine meaning) Conduct rating AFTER lesson

35 VOCAB CARDS

36 VOCAB CARDS Provide exposure to words orally and in print Allow manipulation of words to show relationships Choose target vocabulary (fewer is better) Write vocab on large stock for instruction, and have students create own cards on index cards Pronounce words, have students repeat Assess background knowledge

37 VOCAB CARDS During lessons, students record definitions in their own words, and add sketches if appropriate Use cards as manipulatives Use instructional vocab cards for a word wall

38 SEMANTIC GRADIENTS

39 SEMANTIC GRADIENTS Focuses on subtle differences in meanings across a category of words Pick target terms within a continuum (big small, democracy dictatorship, cowardly courageous, arid wet) Word list gradient (you provide list of words to place on gradient) Student-generated gradient

40 SEMANTIC GRADIENTS Present gradient Students may work in pairs or small groups Encourage discussion Discuss and have students justify ratings Focus on vocab reinforcement use examples, act out

41 SEMANTIC GRADIENT - EXAMPLE Word list: salaried, insolvent, affluent, destitute, prosperous, jobless, indigent, comfortable Wealthiest Poorest

42 MORPHEMIC ANALYSIS

43 MORPHEMIC ANALYSIS Focus on instruction in prefixes, suffixes, root words Assess knowledge of prefixes and suffixes, and teach if necessary, providing examples and asking students for examples Teach root words important to content area (e.g. neuro in science, or chrono- in social studies); see Discussion relationships between words with the same root