Elizabeth SmithEnglish Language Fellow

Building Vocabulary:Strategies for Developing Internalization

Workshop #2 of a 4 part series

Norms and ExpectationsRespect others (by listening, by supporting)

o No cell phones, no side conversations pleaseParticipate fully

o Be vocal and involved!Use Parking Lot

Learn, share and apply to our teaching!

Agenda:I. Do Now/ReviewII. Classifying New WordsIII. Theory: “Vocabulary Development with ELLs”IV. Frayer ModelV. BreakVI. Teaching Word PartsVII.Cognates/False CognatesVIII.Internalization GamesIX. Exit Ticket

Do Now: How Do We Currently Teach Vocabulary?

How do you introduce and practice vocabulary with your class?

How do you assess vocabulary?What vocabulary practices seem to work well with your students?

What are ways we’ve found don’t work too well?Ex: Dictionary drills haven’t worked well for my students

Review: Choosing Conceptual Vocabulary

Choose words that are thematically related to your unit

Words that allow students to talk ABOUT topics (not just words that are found in textbooks)

Vocabulary Development Strategies

Routines and Scheduleso Ex: Class 1: Introduce and play with vocabulary

o Homework: Students use vocabulary, create frayer models

o Assessment is regular routine

Keep assessment regular and consistent (form of accountability)

Multiple exposures = greater internalization

Classifying New WordsCreating Personalized Vocabulary Lists

Never Seen Before

I think I´ve seen it before

I can guess what it means

I know what it means and how to use it properly

Activity: Classify the following words on the previous chartVocabularyPantomimingPre-teachCognateScaffold

Never Seen Before

I think I´ve seen it before

I can guess what it means

I know what it means and how to use it properly

Pantomiming Scaffold Pre-teach Cognate

Vocabulary

Quick Look at Vocabulary Theory…Read the article “Vocabulary Development with ELLs”

Find the vocabulary words from the Classifying Words activity

Underline any other important vocabulary you find from the article

Frayer´s Model

Definition in own words

Use it in a sentence

Word

What it is NOT(opposite)

Picture

Activity: Practice Frayer ModelsLet´s practice the Frayer Model

vocabulary activity as students!Using chart paper in groups of 5,

select ONE word from your individualized vocabulary list to create your model

ReflectionDid you find this activity effective?

In what point in your vocabulary instruction could you use Frayer models?

Teaching Word Parts to Deduce MeaningRoot words

Root Meaninganthropo manbio lifecardio heartcede gochromo colordemos people Prefixes

Prefix Meaning Examples

a, an not, without atheist, anonymous, apathy

ab away, down, from, off absent, abstractacro high, tip, top acrobat,

acronym act do, move action, react,

transactionSuffixes

-able, -tion, -ly, -acy, -dom, -ness

Activity: Word BreakdownUse your Prefix, Root and Suffix Chart

to figure out the meaning of the following words:

1) IN VIS IBLE2) DE CIS SION3) TELE VIS ION4) SCISSORS5) RE JECT

CognatesCognates words that have the same root in

English and SpanishAbout 90% of Spanish cognates have the same

meaning in EnglishEnglish Spanish

family familia

center centro

radio radio

class clase

desert desierto

magic magia

gorilla gorila

False Cognates: Beware!¡Ojo! Some cognates are misleading!oEx: embarrassed, embarazadooTo assist, asistiroTeach students how to use cognates and

explicitly state the false cognatesEnglish Spanish

Globe Globo (Balloon)

Pie Pie (Foot)

Soap Sopa (Soup)

Large Largo (Long)

Exit Éxito (Success)

Rope Ropa (Clothes)

Hay Hay (There is/are)

Vocabulary Games and Activities

Best way to internalize new vocabulary?

PLAY WITH LANGUAGE!

•“I Have, Who Has?”•Memory

Parking Lot

Questions/Comments/Concerns?Feedback

Thank You!Thank you very much for your time,

commitment to teaching English and willingness to try new strategies!

Keep in touch!

Elizabeth Smith, English Language Fellowelfsmith@ccnn.org.ni