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Welcome Back, ESL Teachers 2011-2012

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Welcome Back, ESL Teachers 2011-2012 Lora Drum Curriculum Specialist What about academic vocabulary? ... How do you think the boy felt about his dog after that night? – PowerPoint PPT presentation

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Title: Welcome Back, ESL Teachers 2011-2012


1
Welcome Back, ESL Teachers 2011-2012
Lora Drum Curriculum Specialist
2
Essential Standards, Common Core, WIDA Standards,
Oh My!
  • Todays Purpose
  • Brief introduction to Essential Standards and
    Common Core- Whats the difference? What its all
    about?
  • Todays Goal
  • I can incorporate the new standards (especially
    vocabulary) into my ESL instruction.

3
Okay, so whats this new curriculum all about?
  • Common Core
  • National Curriculum designed and adopted by
    46 states to provide common instruction
    throughout states (Math and English Language
    Arts)
  • Essential Standards
  • State Adopted curriculum standards to be
    taught in public schools statewide other
    subject areas Science, Social Studies, Arts,
    World Languages Healthful Living (Health/PE)
  • ESL Wida Standards and Technology Standards
    are to be integrated throughout CC and ES

4
How can I unlock the door for ELLs between the
CC, ES, and WIDA standards?
5
The key that opens these doors

explicit VOCABULARY instruction
6
Now that we have the key, lets take a peek
inside the door
  • Vocabulary
  • Instruction

Common Core- English Language Arts Pay close
attention to Craft and Structure anchor standard,
objective 4 and Language Standards
Vocabulary Acquisition and Use
7
What does vocabulary instruction at your school
typically look like?
  • Turn to your face partner and share any
    observations you have noticed of classrooms
    within your school, as far as vocabulary
    instruction. Think about the answers to these
    questions as you discuss
  • What are the teachers doing to teach the
    words and what are students doing to learn the
    words?
  • How are students being assessed on their
    knowledge of the words?

8
The survey says
  • Most educational researchers are
    pessimistic about the effectiveness of
    definitions in building knowledge about
    vocabulary. Studies have shown that more than
    60 of the sentences created by students to use
    new words based on definitions did not work.

9
What research says about one of the most common
vocabulary instructional strategies
  • Concerned that students equate copying
    definitions from a dictionary with developing
    word knowledge, Beck, McKeown, and Kucan (2002)
    recommend Student-friendly Explanations as
    their basis for classroom vocabulary learning

10
More research
  • Dictionary definitions should not be the first
    line of vocabulary instruction
  • Wide reading, on many levels, is crucial to
    vocabulary acquisition and ownership
  • Vocabulary acquisition is not a passive activity.
    Children should have
  • extensive, repeated, interactive,
  • varied, and personal interactions
  • with words.

11
Lets give it a try
  • Rate your own knowledge of the following
    words/phrases

No clue (Clueless) (fist) I have only seen (read) or heard it (1) Not really sure (2) I think I know what it means (3) I use the word often (4) Got It!, I can teach it to someone (5)
authors purpose
text features
text structure
text types
text complexity
figurative language
proverbs
idioms
informational texts
adages
polysemous
affixes
12
Unlocking Vocabulary Instruction with our ELLs
  • What does this word mean?
  • As teachers (especially ESL teachers), we
    are frequently asked what a word means. What
    students are generally expecting from us is a
    definition, a word or short phrase that can be
    conveniently inserted as a substitute for the
    unknown word.

13
Words with Multiple Meanings
  • polysemous

1. Each table group will be given a word 2.
Your group should brainstorm as many different
connections as you can related to the word- all
meanings, expressions, idioms, proverbs, etc. 3.
Using a graphic organizer of your choice- chart
the connections you have made with your word. 4.
Each table group will share their graphic
organizer.
14
So, now what what do we do????
  • Reading and Educational researchers Isabel
    Beck, Margaret McKeown, and Linda Kucan argue
    that word knowledge must be constructed as
    networks of personal connections and useful
    associations.

15
Vocabulary Instruction Step 1
  • Select words for vocabulary building by
    considering three levels of utility.
  • Tier 1 words are the basic words that commonly
    appear in spoken language
  • Tier 2 words represent the more sophisticated
    vocabulary of written texts and appear in a
    variety of texts
  • Tier 3 words appear in only isolated situations
    and are limited to specific domains

16
Focus on Tier 2 Words
  • Beck, McKeown, and Kucan advocate a focus on tier
    2 words for explicit instruction. Because these
    words are increasingly prominent in the written
    texts that students read as they move through
    school, adding them to ones vocabulary will have
    a high impact on reading comprehension.

17
Vocabulary Instruction- Step 2
  • Model for students how to explain a word rather
    than seeking a definition. A student-friendly
    explanation should include the following
    components
  • The word is described in everyday language.
  • The word is explained in connected language.
  • The explanation exemplifies multiple contexts
    that feature the word in action
  • The explanation includes you, something,
    and someone to help students ground the new
    word in familiar situations.

18
Example
  • A teacher modeling an explanation of the word
    belligerent might say
  • If you are belligerent with someone, you are
    showing a lot of hostility to that person.
    Someone who is belligerent with you is
    threatening to you, and you feel like you are
    being attacked.

19
Vocabulary Instruction-Step 3
  • Solicit students to provide their own examples
    of the word in action.
  • Students need guided opportunities to playfully
    experiment with contexts that might feature the
    new word.
  • My cat is very belligerent to other cats it
    always growls and hisses at them.
  • Encourage them to continue to refine their
    understanding.

20
Vocabulary Instruction-Step 4
  • A further activity prompts students to consider
    Who would use this word?
  • Ask students to imagine the kinds of people who
    would likely be regular users of the new word and
    to create sentences that reflect what these
    people might say
  • A school principal If you dont stop being
    belligerent to those boys, you will be suspended!

21
Model, Model, Model
  • As a teacher, be conscious of regular modeling
    of tier 2 words in your oral language. Students
    will incrementally gain a grasp of a new word as
    a result of these ongoing repetitions in a
    variety of appropriate contexts.

22
Text Talk Lesson example
The Night I Followed the Dog
Introduce Story This story focuses on using
your imagination to try to come up with an idea
about what you think your pet does when you let
it out at night. Cover Show cover and read
title. What do you think happens in this
story? Pages 1-6 Read to the end of page 5 and
stop and show the picture on page 6. 1. Why do
you think the dog was riding in a limousine and
wearing a tuxedo? 2. Where do you think he had
been and what was he doing? Pages 7-10 Read
pages 7-9 and stop. 1. What do you think he sees
when he peeks inside the doghouse?
23
Pages 11-16 Read pages 11-16 and show the
pictures on pages 12 and 16 as you read. 1.
Where do you think that the dog is going? 2.
What do you think is inside the building? Pages
17-18 Read pages 17-18 and show the picture on
page 18. 1. What do you think is going to happen
when he goes inside the club? 2. What will he
see inside? Pages 19-24 Read pages 19-24 and
show the pictures after reading each page. 1. Do
you think that the boy was scared when the two
bulldogs stopped him at the door? 2. How do you
think the boy felt when he realized that his dog
owned the club? Pages 25-32 Read pages 25-32 and
show the pictures after you read each page. 1.
How do you think the boy felt about his dog after
that night? 2. Did the boy still think that he
had an average dog or did he think his dog was
special now? Why?
24
Wrap-up 1. Why did the boy decide to follow his
dog to begin with? (Because he happened to see
him get out of a limousine one morning and he
was wearing a tuxedo.) 2. What did the boy
discover about his dog? (That he is not your
average dog. That he is special and somewhat
of a celebrity.)
25
What Research Says
  • Non-readers and young readers learn most of their
    vocabulary through oral context
  • Picture books should be the primary source of
    vocabulary introduction, instruction and
    expansion
  • Environmental print is a vital piece of primary
    vocabulary instruction
  • Elementary educators should be
  • rereading books to students as many
  • as six times to strengthen and extend
  • vocabulary

  • - Baumann, 2004

26
Reread book and focus attention towards tier 2
vocabulary
Vocabulary disappear build relax
27
disappear
Define in kid friendly terms, using reference to
story examples In the story, the dog disappeared
into the backyard when the boy first saw him get
out of the limousine and then he disappeared into
a building when the boy followed him.
Disappeared means that something passes out of
sight or vanishes. Say the word disappeared.
(Good idea to go back and read from the exact
page in the book) Practice examples of word in
context I am going to name some things and I
want you to tell me if the item is something that
can disappear. If you think the item can
disappear, hold up your thumb (thumbs up sign)
and say disappear. a giant rock (no)

a magic trick (disappear) your lunch
(disappear) your
homework (no) What was our word?
disappear
28
build
In the story, the boy did not think that he had
helped build the doghouse that he saw when he
peeked inside to see what his dog was doing. To
build something means to construct by assembling
or joining parts or materials. Say the word
build. Lets think about some things that people
can build. Which of the following would be
something that people build? Choose between the
two. a piece of paper or a wall a house or a
telephone a fort or pair of shoes a
toothbrush or a snowman What was our word?
build
29
relax
In the story, the dog told the boy his club was
a place where dogs came to relax after a hard
day. To relax means to make less rigid, tense,
or firm. Say the word relax. I am going to
name some examples and I want you to tell me
whether or not it is an example of something that
makes you relax. If you think it is an example
of something that makes you relax, say relax.
If you think it is not an example of something
that makes you relax say no way. A bubble
bath. (relax) Doing your homework. (no
way) Lying on the beach. (relax) Taking a
nap. (relax) Studying for a test. (no
way) Working on a math problem. (no way) What
was our word? relax
30
Take another look
We talked about three words disappear, build,
and relax. Lets think about them some
more. Which of these things do you think would
be more likely to disappear? A
balloon that you let go of or your vegetables?

(a balloon) Which of these things would be
something you would build? a
flower garden or something out of Lego blocks
(something out of Legos) What
would be an example of something that makes you
relax? listening to a bedtime
story or going to the hospital (listening to a
bedtime story)
31
How much is enough?
  • Providing several exposures to new words enables
    knowledge of the words to grow. A single
    exposure not enough for learning a new word.
  • Learners need to be involved in 5-16 repetitions
    in order to learn a new word. (Nations, 1990)
  • The probability of learning a word from context
    after a single exposure is only 0.05. Repeated
    encounters with target words can expand word
    meanings and illustrate new associations with
    that word.

  • (Herman, et. Al. 1983)

32
Where can I find more information about Tier II
vocabulary instruction?
  • Bringing Words To Life, Robust Vocabulary
    Instruction, Isabel L. Beck, Margaret G.
    McKeown, Linda Kucan
  • Building Robust Vocabulary, Isabel Beck
  • Scholastic Text Talk program, lessons for K-2
  • Sample Text Talk type lesson plans
  • http//www.schools.utah.gov/curr/readingfirst/docu
    ments/CombinedTextTalkLessons.pdf

33
Another reread
Reread the book again and focus the lesson on
other skills or language features, such as
inferencing summarizing drawing conclusions
main idea fact verses fiction character
traits story elements
34
What about academic vocabulary?
  • Repeated exposures to academic vocabulary or
    language is a must however, we must be cautious
    in how this is used instructionally this
    component is interwoven throughout the common
    core and essential standards
  • Similar to our instructional focus on tier 2
    words, students must have repeated, interactive,
    and engaging exposures to the academic vocabulary
    of their content classes
  • Lets brainstorm some ways that academic
    vocabulary can be introduced and repeated with
    our students
  • graphic organizers
    photos
  • foldables
    illustrations/diagrams
  • realia
    videos
  • Vocab-U-Roll or other games
  • Keeping Vocabulary in
    Circulation handout
  • Other suggestions?

35
Questions, comments
Remember you hold the key to open the doors to
a bright year for our ELLs Good luck and
have wonderful 2011-2012 school year! Feel free
to contact me if I can help support you with
vocabulary, common core, etc. Lora_Drum_at_catawbasch
ools.net Cell 228-7117
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