1. Words Words Words! Helping ELL Students Develop Vocabulary

2. Two important elements of vocabulary learning Quality: How well do students know each word?

3. Quality Goal: To improve how much students know about each word

4. Quality Spoken Form: What does the word sound like? How is it pronounced?

5. Quality Written Form: What does the word look like? How is it written?

6. Quality Meaning: What meaning does this form of the word have? For example: Drink (noun) vs. drink (verb)

7. Quality Concepts: What things can the concept refer to? For Example: Drinking fountain

8. Quality Associations: What other words does this word make you think of? For example: drink - water - thirsty

9. Quality Grammatical Patterns: In what patterns does the word occur? transitive vs. intransitive verbs Two-word verbs: talk about Prepositions: drink of N

10. Quality Collocations: What words or type of words occur with this word? Example: Get a drink Have a drink Take a drink

11. Quality Restrictions on Use (Register differences): Where, when, and how often would you expect to meet this word? Is the word: Informal (casual) Formal

12. Quantity Goal: To increase the number of words that students know

13. Quantity Educated adult native speakers of English know approximately 20,000 word families

14. Quantity High School graduate ELL students know approximately 2,000 - 3,000 word families

15. Quantity If students know the most frequent 1,000 words of English, they should be able to understand 72% of the words on the page of a book, newspaper, or magazine

16. Quantity If students know the most frequent 2,000 words of English, they should be able to understand 80% of the words on the page of a book, newspaper, or magazine

17. Quantity If students know the most frequent 3,000 words of English, they should be able to understand 84% of the words on the page of a book, newspaper, or magazine

18. Quantity If students know the most frequent 4,000 words of English, they should be able to understand 86% of the words on the page of a book, newspaper, or magazine

19. Quantity In order to understand 95% of the words on a page of a book, newspaper, or magazine, students need to know approximately 12,500 words In order to understand 99% of the words on a page of a book, newspaper, or magazine, students need to know approximately 44,000 words

21. Academic Vocabulary

22. If the goal is to read academic writing (textbooks, etc) and write academic papers (essays, etc), students can save time and effort by focusing on academic vocabulary

23. What is Academic Vocabulary? Academic Vocabulary is a specialized vocabulary of 570 word families that commonly appear in all academic textbooks, regardless of content area

24. Academic Vocabulary Learning In general vocabulary learning, to go from 80% understanding to 86% understanding would require students to learn 2,000 more word families In academic vocabulary learning, to go from 80% understanding to 86% understanding would require students to learn 570 more word families

25. Do you think studying academic vocabulary will be helpful for ELL students?

26. Keeping 4 principles in mind will help students develop their vocabulary as much as possible.

27. Principle #1 Help students be active in developing understanding of words and ways to learn them

28. Active Learning Strategy 1 Semantic Mapping: Making a graphic representation of the relationship between words

29. Active Learning Strategy 2 Definition Mapping: Working with grammar, meaning, and sample sentences

30. Active Learning Strategy 3 Grouping: Recognizing the relatedness of a word to other words

31. Grouping Words that Describe Large Scale massive huge enormous immense extensive vast

32. Principle #2 Help students personalize their word learning

33. Personalized Learning Strategy 1 Choosing words: Identify key concepts and the words required to understand these concepts

34. Personalized Learning Strategy 2 Choosing words: Identify important terms students need to learn

35. Personalized Learning Strategy 3 Choosing words: Identify meaningful similarities and differences among the concepts / words being studied

36. Personalizing Words (Summary) Students identify key concepts or important terms they need to learn within a text. Students construct a semantic network around each of the selected key concepts. Students think of examples or potential applications of the key concepts and record these examples on the definition worksheet. Students identify meaningful similarities and differences among the different concepts being studied.

37. Principle #3 Students should be immersed in words

38. Immersion in Words Opportunity 1: Put students in a word- and language-rich environment

39. Immersion in Words Opportunity 2: Help students become aware of words and how they are used in the input they receive

40. Immersion in Words Opportunity 3: Help students try to use new / interesting words in their speaking and writing

41. Principle #4 Students should get multiple sources of information to learn words through repeated exposures

42. Repeated Exposure Opportunity 1: Watch videos or TV programs that are related to the content

43. Repeated Exposure Opportunity 2: Read books, stories, and other material related to the content

44. Repeated Exposure Opportunity 3: Discuss content ideas with friends, family, and classmates

45. Summary 4 Principles of Vocabulary Learning Students should be active in developing their understanding of words and ways to learn them Students should personalize their word learning Students should be immersed in words Students should use multiple sources of information to learn words through repeated exposures

46. Keeping these 4 principles in mind will help students develop their vocabulary as much as possible.