Instructional Tools to BolsterHigh-Leverage Word Knowledge with
Long-Term English Learners
Dr. Kate KinsellaSan Francisco State University
Center for Teacher [email protected] 707.473.9030
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Santa Clara County Office of EducationAcademic Success for English Learners and Migrant Students: Using Research-Based Practices
March 5, 2011
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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 instruction
Workshop Components
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Building Academic Vocabulary: Instructional Cornerstones
1. Fluent, Wide Reading with Increased Nonfiction
3. Word Knowledge & Study Strategies
4. Structured Contexts for Applying New Words in Speaking, Writing
Increased Lexical Power & Reading/Writing Proficiency
2. Explicit Teaching 2. Explicit Teaching of Critical New Wordsof Critical New Words
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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 don’t know their full definitions and connotations, or ever use them as we speak and write
words we can use comfortably in speaking and writing
Receptive vs. Expressive Word Knowledge
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How Can We Develop Students’ Expressive Command of a Word?
Follow the explicit teaching routine Include structured verbal tasks and
writing tasks with sentence frames Provide vocabulary notebook pages Begin class with a “Daily Do Now”
brief interactive assessment
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Video Observation:Grade 7 Intermediate ELD
As you observe the lesson, jot down the steps in the teacher’s explicit vocabulary instructional routine sequence.
1. _________________________2. _________________________3. _________________________4. _________________________5. _________________________
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Active Notetaking Task
Identify the enhancements I make to the explicit teaching routine to bolster word knowledge and accurate oral fluency.
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
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A Notetaking Guide to Facilitate Active Listening and Retention
Word Meaning Examples
portionpor•tion
(noun)
_______
SP: porción
1. A small ________ or section of a larger thing
2. A serving of ______________
1. I put a small portion of my ____________ into my bank account.
2. On Wednesdays the cafeteria serves one portion of ________.
For dinner we usually
eat one _________ of
________________.
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Structured Oral Tasks For Newly-Taught Words
For 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…)
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Explicit Vocabulary Teaching Routine with a Structured Verbal Task
Word Meaning Examples
factorfac•tor
(noun)
_______
SP: factor
1. A number that you can _______ into another number evenly
2. One of ________ things that affects a situation
1. 3 is a factor of ____ because 15/5 = ____.
2. An important factor when I purchase a gift for someone is the _________________.
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Partnering Directions
Partner #1 shares first using the sentence
frame. Partner #2 shares next.
Keep sharing until I say: “1-2-3, eyes on me.” If you don’t have a second idea, share the
teacher’s idea or your partner’s idea.
Response Frame
One example I recorded was _
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Explicit Vocabulary Teaching Routine with Structured Verbal and Writing Tasks
Word Meaning Examples
appropriatea•pro•pri•ate
(adjective)
_____________________
SP: apropiadoANT: inappropriate
correct or ____ for a particular
___________,
___________,
or time
The movie ___________ is appropriate for all ages.
Appropriate/Inappropriate school attire includes
_________ and ________.
Writing Task: Appropriate uses of classroom computers include searching for ________________ and writing _________________ while ________________ uses include playing _______________.
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Explicit Vocabulary Teaching Routine
Guide 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.
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Explicit Vocabulary Teaching Routine
Structure 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.
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A Gradual Release of ResponsibilityWithin Explicit Language Instruction
I do it I do it
We do itWe do it
You do itYou do itCurricula and instruction typically segue directly from “I do it” to “You do it”!
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Vocabulary Notetaking Guide Prepared Using the Longman Elementary Dictionary
Word Meaning Examples
traditiontra•di•tion
(noun)
_____________________
a ___________;
something that
people have done for a long _________, and continue to do
There is a tradition in the U.S. to eat _______ on Thanksgiving Day.
A birthday _________ in my family is (verb + ing)
____________________
Writing Task: Our community has some ___________________ for the ____________ holiday. For example, every year there is/are _____________________________________________________.
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Lesson Planning Steps Using An English Learner’s Dictionary
1. Write the word.2. Write the syllabication; separate syllables with dots.3. Write the part of speech in parentheses.4. Copy the definition and omit one or two words.
Choose the appropriate meaning for the context.5. Copy the example sentence. Omit one word or
phrase and leave a blank.6. Design a practice task using a different familiar
context. Write a simple response frame. Determine the grammar necessary to complete the frame.
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Student-Friendly Termsfor Parts of Speech
Noun a person, a placea thing, an idea
Verb an action word
Adjectivea word that describesa person, place, or thing
Adverb a word that describes an action
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How to Refer to Parts of Speech
Each 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.
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Sample Verbal TasksTarget Word: impact
One 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 farmer’s crops.
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Tips for Writing an Effective Verbal Practice Task
Choose a familiar context.
Write a sentence frame that doesn’t 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.
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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 teen’s driving insurance premium are _______________________.
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Sample 5-Minute ”Do Now” Warm-Up Vocabulary Assessment Task
Show 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.
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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!)
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Vocabulary Analysis and SelectionRead 180 rBook - B: A New Immigration Boom
topic specific terms, although critical for comprehension,will not generalize as well to other academic or school-to-work contexts
high-utility academic words,very generalizable to other contexts,should become part of students’academic vocabulary “tool kit”
to 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.
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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 Families
to Foster “Word Consciousness”
Noun Verb Adjective Adverb
accuracyinaccuracy
accurateinaccurate
accuratelyinaccurately
prediction predict predictableunpredictable
predictably
production produce productiveunproductive
productivelyunproductively
dependenceindependence
depend (on/upon sth)
dependentindependent
symptom symptomaticasymptomatic
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English Learners and striving readers need all of their teachers to be:
Licensed Lexical Contractors
NOT Lexical Decorators
Equip your students with high-leverage words through explicit, accountable instruction!
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