Building Student Vocabulary
description
Transcript of Building Student Vocabulary
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Building Student Vocabulary
The ESL Team:
•Cathy Jacobs - cathy.jacobs•Christina Mahar – christina.mahar•Betsy Schneider – elisabethr.schneider
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Lesson Preparation Building Background Comprehensible Input Strategies Interaction Practice Application Lesson Delivery Review & Assessment
SIOP STEPS
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Lesson Preparation
Content
Students will be able to draw conclusions
about ?.
Discovery Ed. Curriculum Alignment
Language
Students will be able to write/draw and discuss
predictions after hearing a sound effect.
Objectives
Retreat Handouts\Verbs for Writing Content and Language Objectives.docx
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SIOP Strategy: Personal Dictionaries Created by students
as an individual vocabulary and spelling resource
Students color code dictionaries based upon subject and content
School wide system with total faculty involvement
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SIOP Strategy: Four Corners Vocabulary A graphic organizer
that makes vocabulary words comprehensible
Includes the word, a definition, a sentence, a picture and ELL students can translate the word as well
See handouts on tables
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SIOP Strategy: Catch PhraseVocabulary becomes a game!- Students are given a card with an academic
vocabulary word written on it. - Smaller words in the corner are the words that
students CAN’T say when they are trying to describe the word.
- This game introduces rigor to students because they have to think about how to describe the concept in a clear way, while avoiding the use of some words.
NOW YOU TRY!
Mammal
animal
Describe this word
Don’t use this word in the description.
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SIOP: Building Background
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BICS & CALP (James
Cummins) BICS: Basic Interpersonal
Communication Skills (social English)
CALP: Cognitive Academic Language Proficiency (academic English)
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Strategies
• TPR- Fingers and Footplay• Graphic Organizers-
Using Graphic Organizers• Read Aloud- Windows of My World• Peer Teaching- Today’s Classroom• DR-TA- Literacy and Learning• KWL – Using KWL• Questioning-
Drawing Inferences and Generating Questions
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Interaction = Cooperative learning
•Frequent opportunities for interaction and discussion—Supply “oral rehearsal”
•Group students to support language and content objectives with varied pairs, triads, teams
•Opportunities for clarification for concepts in L1
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Application
ExplorationSample 1
Virtual LabsHow does your garden grow?
•Activities for student to apply content and language knowledge in the classroom •Activities that integrate all language skills (reading, writing, listening, and speaking)
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Lesson Delivery
NOW IT’S YOUR TURN!
Graffiti Write!
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Review/Assessment: review the key vocabulary, key content concepts, give feedback, and assess student comprehension
Games Outcome Sentences
•I wonder…•I discovered…•I still want to know…•I learned…•I still don’t understand…•I still have a question about…•I will ask a friend about…