Explicit and Engaging Vocabulary Instruction for the ...

Explicit and Engaging Vocabulary Instruction for the ...

EXPLICIT AND ENGAGING VOCABULARY INSTRUCTION FOR THE SECONDARY CLASSROOM NURIT STITES, M.ED. & SUNDAE EYER, M.ED. STRIVING READERS COMPREHENSIVE LITERACY GRANT SATURDAY CAF WORKING AGREEMENTS COLLABORATE WITH FELLOW EDUCATORS ALIGN NEW LEARNING WITH YOUR PRACTICE FOCUS ON TODAYS LEARNING ENGAGE FULLY IN ORDER TO ELEVATE YOUR PRACTICE

LEARNING INTENTIONS REVIEW PEDAGOGY BEHIND USING ACADEMIC LANGUAGE PLAN FOR OBJECTIVE-DRIVEN EMBEDDED VOCABULARY INSTRUCTION ALIGN CCSS/NVACS WITH ACADEMIC LANGUAGE INSTRUCTION EXPLORE WAYS TO MONITOR STUDENT PROGRESS ESSENTIAL QUESTION WHO IS USING THE LANGUAGE? PRINCIPLES OF EFFECTIVE VOCABULARY INSTRUCTION (BLACHOWICZ, FISHER, OGLE, & WATTS-TAFFE, 2006)

Explicit instruction with multiple exposures and multiple opportunities to practice Languageand wordrich environment to promote word consciousnes

s Generati ve word learning strategie s TWO TYPES OF ACADEMIC VOCABULARY GENERAL ACADEMIC VOCABULARY DOMAIN-SPECIFIC ACADEMIC

VOCABULARY USED ACROSS CONTENT AREAS, ABSTRACT WITH DIFFICULT DEFINITIONS UNIQUE TO EACH CONTENT AREA, OFTEN HAVE TECHNICAL AND/OR ABSTRACT DEFINITIONS EXAMPLES: STRUCTURE, FUNCTION, ANALYZE

EXAMPLES: CYTOPLASM, RHOMBUS, ABOLITION, IAMBIC PENTAMETER RECEPTIVE AND PRODUCTIVE LANGUAGE RECEPTIVE KNOWLEDGE LISTENING AND READING PRODUCTIVE KNOWLEDGE

SPEAKING AND WRITING Research shows: the more opportunities to practice with academic language, the better! (Hulstijn et al., 1996; Peters, 2006; Peters et al., 2009; Ellis & He, 1999; Hulstijn & Laufer, 2001; Laufer, 2003; Webb, 2005; Keating, 2008; Kim, 2008). EXPLICIT VOCABULARY INSTRUCTION ACROSS CONTENT AREAS CONCEPT SORTS IN SCIENCE EARTH SYSTEMS

CONCEPT SORTS IN SOCIAL STUDIES BRANCHES OF GOVERNMENT EXPLICIT VOCABULARY INSTRUCTION ACROSS CONTENT AREAS 4 SQUARE MAPS IN MATH Solve real-life and mathematical problems involving angle measure, area, surface area, and volume. 4. Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. 5. Use facts about supplementary, complementary, vertical, and

adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. 6. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. EXPLICIT VOCABULARY INSTRUCTION ACROSS CONTENT AREAS SEMANTIC GRADIENT IN ELA MONITORING STUDENT LEARNING DIFFERENCE

CHART QUICK WRITE PAIR SHARE HOW MIGHT YOU BE ABLE TO USE THIS IN YOUR CLASSROOM? HOW MIGHT YOU BE ABLE TO USE THIS IN YOUR CLASSROOM?

HOW MIGHT YOU BE ABLE TO USE THIS IN YOUR CLASSROOM? HOW MIGHT THIS HELP YOU ASSESS YOUR STUDENTS VOCABULARY UNDERSTANDING? HOW MIGHT THIS HELP YOU ASSESS YOUR STUDENTS VOCABULARY

UNDERSTANDING? HOW MIGHT THIS HELP YOU ASSESS YOUR STUDENTS VOCABULARY UNDERSTANDING? ACADEMIC VOCABULARY & THE NEVADA ACADEMIC CONTENT STANDARDS LOOK AT PAGE 51 FROM NVACS.

WHAT ARE THE IMPLICATIONS FOR EXPLICIT VOCABULARY INSTRUCTION? THANK YOU FOR COMING! HAVE FUN TRYING SOME OF THIS WITH YOUR STUDENTS!

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