1. Elizabeth Smith English Language Fellow
Building Vocabulary: Strategies for Developing Internalization Workshop #2 of a 4 part series
Elizabeth Smith
English Language Fellow

2. Norms and Expectations
Respect others (by listening, by supporting)
No cell phones, no side conversations please
Participate fully
Be vocal and involved!
Use Parking Lot
Learn, share and apply to our teaching!

3. Agenda: Do Now/Review Classifying New Words
Theory: “Vocabulary Development with ELLs”
Frayer Model
Break
Teaching Word Parts
Cognates/False Cognates
Internalization Games
Exit Ticket

4. 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

5. 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)

6. Vocabulary Development Strategies
Routines and Schedules
Ex: Class 1: Introduce and play with vocabulary
Homework: Students use vocabulary, create frayer models
Assessment is regular routine
Keep assessment regular and consistent (form of accountability)
Multiple exposures = greater internalization

7. Classifying New Words Creating 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

8. Activity: Classify the following words on the previous chart
Vocabulary
Pantomiming
Pre-teach
Cognate
Scaffold

9. 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

10. 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

11. Definition in own words
Frayer´s Model
Definition in own words
Use it in a sentence
Word
Picture
What it is NOT
(opposite)

12. Activity: Practice Frayer Models
Let´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

13. Did you find this activity effective?
Reflection
Did you find this activity effective?
In what point in your vocabulary instruction could you use Frayer models?

14. Teaching Word Parts to Deduce Meaning
Root words
Root Meaning
anthropo man
bio life
cardio heart
cede go
chromo color
demos people Prefixes
Prefix Meaning Examples
a, an not, without atheist, anonymous, apathy
ab away, down, from, off absent, abstract
acro high, tip, top acrobat, acronym
act do, move action, react, transaction
Suffixes
-able, -tion, -ly, -acy, -dom, -ness

15. Activity: Word Breakdown
Use your Prefix, Root and Suffix Chart to figure out the meaning of the following words: 1) IN VIS IBLE 2) DE CIS SION 3) TELE VIS ION 4) SCISSORS 5) RE JECT

16. Cognates
Cognates words that have the same root in English and Spanish
About 90% of Spanish cognates have the same meaning in English
English
Spanish
family
familia
center
centro
radio
class
clase
desert
desierto
magic
magia
gorilla
gorila

17. False Cognates: Beware!
¡Ojo! Some cognates are misleading!
Ex: embarrassed, embarazado
To assist, asistir
Teach students how to use cognates and explicitly state the false cognates
English
Spanish
Globe
Globo (Balloon)
Pie
Pie (Foot)
Soap
Sopa (Soup)
Large
Largo (Long)
Exit
Éxito (Success)
Rope
Ropa (Clothes)
Hay
Hay (There is/are)

18. Vocabulary Games and Activities
Best way to internalize new vocabulary?
PLAY WITH LANGUAGE!
“I Have, Who Has?”
Memory

19. Parking Lot
Questions/Comments/Concerns?
Feedback

20. 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 Fellow