Vocabulary Development for English Language Learners
Vocabulary Development for English Language Learners
Vocabulary Development for English Language Learners
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<strong>English</strong>/<br />
Lang. Arts<br />
Math<br />
<strong>Vocabulary</strong> <strong>Development</strong><br />
<strong>for</strong> <strong>English</strong> <strong>Language</strong> <strong>Learners</strong><br />
Science<br />
Social<br />
Studies<br />
Gladys Moreta<br />
ESOL Reading Resource Specialist<br />
moretag@osceola.k12.fl.us<br />
Technology<br />
Other<br />
(Art)<br />
Multicultural Education Department<br />
The School District of Osceola County, FL
<strong>English</strong>/<br />
Lang. Arts<br />
WORKSHOP OBJECTIVE<br />
Math<br />
Science<br />
Social<br />
Studies<br />
Technology<br />
Participants will acquire<br />
strategies to help <strong>English</strong><br />
<strong>Language</strong> <strong>Learners</strong> with<br />
vocabulary development to<br />
increase their academic<br />
achievement.<br />
Other<br />
(Art)
<strong>English</strong>/<br />
Lang. Arts<br />
Why Teach<strong>Vocabulary</strong>?<br />
Math<br />
Science<br />
Social<br />
Studies<br />
Technology<br />
‣ Build Academic Background Knowledge<br />
‣ Build Fluency<br />
‣ Build Comprehension<br />
‣ Build Confidence<br />
‣ Transfer In<strong>for</strong>mation To Other Areas<br />
‣ Build Independency<br />
‣ Build Enjoyment For Reading<br />
‣ Build Oral and Written Communication<br />
Other<br />
(Art)
<strong>English</strong>/<br />
Lang. Arts<br />
Math<br />
The teacher provides a<br />
description, explanation,<br />
or example of the new<br />
term.<br />
Student restate the<br />
explanation of the new<br />
term in their own<br />
words.<br />
Students create a<br />
nonlinguistic<br />
representation of the<br />
term.<br />
Science<br />
Social<br />
Studies<br />
Six Steps to Effective<br />
<strong>Vocabulary</strong> Instruction<br />
Technology<br />
Other<br />
(Art)<br />
Students periodically do<br />
activities that help them<br />
add to their knowledge<br />
of vocabulary terms<br />
Periodically students<br />
are asked to discuss<br />
the terms with one<br />
another<br />
Periodically students<br />
are involved in<br />
games that allow<br />
them to play with the<br />
terms
<strong>English</strong>/<br />
Lang. Arts<br />
Math<br />
Step 1:The teacher provides a<br />
Science<br />
description, explanation,<br />
or example of the new<br />
Social<br />
Studies<br />
term.<br />
Technology<br />
Other<br />
(Art)
<strong>English</strong>/<br />
Lang. Arts<br />
Objects Places Event Natural<br />
Phenomena<br />
Products Quantities Amounts<br />
Word Cyclone Manuscript<br />
Math<br />
Root cycl man<br />
Science<br />
Social<br />
Studies<br />
Technology<br />
Other<br />
(Art)<br />
Root<br />
Definition<br />
Word<br />
Meaning<br />
circle –<br />
greek root<br />
A violent<br />
wind that<br />
makes<br />
a circle<br />
causing a<br />
storm.<br />
hand – latin<br />
root<br />
A typed or<br />
handwritten<br />
copy of a<br />
book that<br />
has not yet<br />
been<br />
printed.
<strong>English</strong>/<br />
Lang. Arts<br />
Math<br />
Step 2: Students restate the<br />
Science<br />
Social<br />
Studies<br />
explanation of the new<br />
term in their own<br />
words.<br />
Technology<br />
Other<br />
(Art)
<strong>English</strong>/<br />
Lang. Arts<br />
Objects Places Event Natural<br />
Phenomena<br />
Products Quantities Amounts<br />
Math<br />
Word Cyclone Manuscript<br />
Science<br />
Social<br />
Studies<br />
Sentence<br />
The<br />
cyclone<br />
destroyed<br />
the house.<br />
The<br />
manuscript<br />
is not<br />
ready <strong>for</strong><br />
printing.<br />
Technology<br />
Other<br />
(Art)
<strong>English</strong>/<br />
Lang. Arts<br />
Math<br />
Step 3: Students create a<br />
Science<br />
Social<br />
Studies<br />
nonlinguistic<br />
representation of the<br />
term.<br />
Technology<br />
Other<br />
(Art)
<strong>English</strong>/<br />
Lang. Arts<br />
Objects Places Event Natural<br />
Phenomena<br />
Products Quantities Amounts<br />
Math<br />
Word Cyclone Manuscript<br />
Science<br />
Picture<br />
Social<br />
Studies<br />
Technology<br />
Other<br />
(Art)
<strong>English</strong>/<br />
Lang. Arts<br />
Math<br />
Science<br />
Social<br />
Studies<br />
Technology<br />
Other<br />
(Art)
<strong>English</strong>/<br />
Lang. Arts<br />
First<br />
Hot ocean air<br />
Then<br />
Wind spirals in<br />
Math<br />
Science<br />
Social<br />
Studies<br />
Technology<br />
Last<br />
Cyclone<br />
Next<br />
74 mph winds<br />
Other<br />
(Art)
<strong>English</strong>/<br />
Lang. Arts<br />
Math<br />
Greek Root<br />
cycl<br />
Root Meaning<br />
circle, ring<br />
Science<br />
Social<br />
Studies<br />
Technology<br />
Definition<br />
Cyclone<br />
A violent wind that makes<br />
a circle causing a storm.<br />
Other<br />
(Art)
<strong>English</strong>/<br />
Lang. Arts<br />
Math<br />
Latin Root<br />
man<br />
Root Meaning<br />
hand<br />
Science<br />
Social<br />
Studies<br />
Technology<br />
Definition<br />
A typed or hand-written<br />
copy of a book that has<br />
not yet been printed.<br />
Manuscript<br />
Other<br />
(Art)
<strong>English</strong>/<br />
Lang. Arts<br />
Math<br />
Step 4: Periodically students do<br />
activities that help them<br />
Science<br />
add to their knowledge<br />
of vocabulary terms.<br />
Social<br />
Studies<br />
Technology<br />
Other<br />
(Art)
<strong>English</strong>/<br />
Lang. Arts<br />
PRE TEACH VOCABULARY<br />
Math<br />
Science<br />
Social<br />
Studies<br />
Technology<br />
1. Anticipatory Set<br />
2. Using gestures<br />
3. Showing real objects<br />
4. Pointing to pictures<br />
5. Doing quick drawings<br />
6. Cognates<br />
Other<br />
(Art)
<strong>English</strong>/<br />
Lang. Arts<br />
SCAFFOLD<br />
Math<br />
Science<br />
Social<br />
Studies<br />
Technology<br />
1. Use graphic organizers<br />
2. Post new vocabulary on a word<br />
wall<br />
3. Label drawings and pictures<br />
4. Refer to previously created<br />
strategic posters<br />
5. Cognates<br />
Other<br />
(Art)
<strong>English</strong>/<br />
Lang. Arts<br />
USAGE OF AUDIO BOOKS<br />
Math<br />
Science<br />
Social<br />
Studies<br />
1. Listening centers model the<br />
<strong>English</strong> language <strong>for</strong> ELL by<br />
hearing and seeing the word in<br />
context at the same time.<br />
2. Develops oral fluency<br />
Technology<br />
Other<br />
(Art)
<strong>English</strong>/<br />
Lang. Arts<br />
Math<br />
WORDS, WORDS, WORDS<br />
1. Word Wizard Box – Bring words<br />
from their world into the classroom<br />
Science<br />
Social<br />
Studies<br />
Technology<br />
Other<br />
(Art)<br />
2. Oral <strong>Language</strong> Use – They are going<br />
to learn from you and each other<br />
3. Model Correct Use – Focus on<br />
reaffirming they understand the words<br />
4. Personal Word Wall – Students keep<br />
track of their own words.
<strong>English</strong>/<br />
Lang. Arts<br />
Math<br />
Step 5: Periodically students<br />
Science<br />
are asked to discuss the<br />
terms with one another.<br />
Social<br />
Studies<br />
Technology<br />
Other<br />
(Art)
<strong>English</strong>/<br />
Lang. Arts<br />
Math<br />
Science<br />
Social<br />
Studies<br />
Technology<br />
Other<br />
(Art)<br />
1. Pre-select a word from an<br />
upcoming or present text or<br />
conversation.<br />
2. Explain the meaning with<br />
student-friendly definitions.<br />
3. Provide examples of how it is<br />
used.<br />
4. Ask students to repeat the<br />
word three times.<br />
5. Engage students in activities to<br />
develop mastery.<br />
6. Ask students to say the word<br />
again.
<strong>English</strong>/<br />
Lang. Arts<br />
Math<br />
Step 6: Periodically students<br />
Science<br />
Social<br />
Studies<br />
are involved in games<br />
that allow them to<br />
play with the terms.<br />
Technology<br />
Other<br />
(Art)
<strong>English</strong>/<br />
Lang. Arts<br />
Math<br />
Science<br />
Social<br />
Studies<br />
Technology<br />
1. Role playing or pantomiming<br />
2. Jeopardy<br />
3. Wheel of Fortune<br />
4. Making Words<br />
5. Guess the Covered Word<br />
6. Lend me an Ear<br />
7. Eye Cue<br />
8. Matching Game<br />
Other<br />
(Art)
<strong>English</strong>/<br />
Lang. Arts<br />
Math<br />
Science<br />
Social<br />
Studies<br />
Technology<br />
WHAT DOES IT MEAN TO KNOW A<br />
WORD?<br />
1. Ability to define a word<br />
2. Ability to recognize when to use that<br />
word<br />
3. Knowledge of its multiple meanings<br />
4. Ability to decode and spell that word<br />
Other<br />
(Art)
<strong>English</strong>/<br />
Lang. Arts<br />
Math<br />
Science<br />
Social<br />
Studies<br />
Technology<br />
Other<br />
(Art)
<strong>English</strong>/<br />
Lang. Arts<br />
THANK YOU<br />
Math<br />
FOR YOUR EFFORTS AND<br />
SUPPORT IN HELPING ALL<br />
Science<br />
STUDENTS SUCCEED!!!<br />
Social<br />
Studies<br />
Technology<br />
Other<br />
(Art)
<strong>English</strong>/<br />
Lang. Arts<br />
Math<br />
Science<br />
RESOURCES<br />
Marzano, Robert J., 2004 – Building<br />
Background Knowledge <strong>for</strong><br />
Academic Achievement<br />
Social<br />
Studies<br />
Technology<br />
Tilton, L., 2006 – The Teacher’s<br />
Toolbox <strong>for</strong> Differentiating<br />
Instruction<br />
Other<br />
(Art)
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