1. A Refresher PD on Vocabulary
Windham Middle School
A Refresher PD on Vocabulary
Expediting Comprehension for
English Language Learners
ExC-ELL
Welcome to ExC-ELL!!!
Margarita Calderón Argelia Carreón, Elma Noyola, Jeanne Cantú, Ana Bishop, Liliana Minaya-Rowe, María Trejo
Enjoy the session!!!

2. Vocabulary word selection and classification
Today’s Agenda
Vocabulary word selection and classification
Pre-teaching vocabulary using the 7-Step Strategy
Step 6: Student engagement with the new word
Anchoring word and content knowledge: The Round Table and Corners

3. Identify and Classify Vocabulary:
Selecting words to teach before, during, and after reading:
Select Tiers 1, 2, & 3 from students’ texts.
From your explanations, for class experiments, demonstrations you will present to them.
From instructional activities, for class discussions during and/or after reading.
For the oral and written summaries of what they have learned.
From and for assessments.
Before any type of instruction or learning event, it is important to select words that need to be taught before reading, during reading, and after reading. In the next few slides, we will see examples and explanations of Tier 1, 2, and 3 words.
Categorizing by Tier 1, 2, 3 helps to see if a piece of text is too difficult or too easy for our students.

4. Tier 3 academic content specific
Square root
Photosynthesis
Government
Rectangle
Germ
Bylaws
Radical numbers
Atom
Bailout
Circumference
Matter
Congressional
Pi square
Osmosis
Capital
Power
Tier 3 words are subject-area specific words. They tell us immediately what discipline is being studied, as we can see under each category here. Language arts, technology, physical education, music, and other electives have their own jargon, discourse, Tier 3 words.
Tier 3 words are usually in bold letters, and defined in the glossary of most textbooks

5. Tier 2 words can also include polysemous words across academic content areas:
solution
table
divide
prime
round
trunk
state
power
cell
right
radical
leg
left
light
English is saturated with polysemous words!
Other languages also have them. Can you think of some in another language?
What insights did you derive from this activity?
Please jot here:
Use a student-friendly dictionary, such as Scholastic’s and ask the students to find, discuss, and role play multiple meanings of a word.

6. Giving examples -- for example, for instance, in particular, such as…
Tier 2 words nest academic content through transition Words, Connectors, Causation, Time Sequencing, Predictions.
Some examples:
Cause & Effect -- because, due to, as a result, since, for this reason, therefore, in order to, so that, thus…
Contrast -- or, but, although, however, in contrast, nevertheless, on the other hand, while…
Addition or Comparison -- and, also, as well as, in addition, likewise, moreover, by the way…
Giving examples -- for example, for instance, in particular, such as…
Language functions describe how students communicate a message. Even at lower levels of English proficiency, students can demonstrate their understanding of content and do higher order thinking.
Give students a copy of this frame so they can use it in their discussions in all the classrooms. They will definitely impress the teachers with sophisticated sentence starters!
Remember: Language is status – academic status and economic status.
Ask students to put in jail words such as: and, but, also, and use the “term of the week” such as in contrast, for instance, due to, as well as…

7. Tiers 2 & 3 Cognates False Cognates Literature = literatura
Context = contexto
Multisyllabic = multisilábico
Osmosis = osmosis
Irony = ironía
False Cognates
Library ≠ librería (bookstore) = (biblioteca)
Story ≠ historia (history) = (cuento)
Exit ≠ éxito (success) = (salida)
Success ≠ suceso (event) = (éxito)
Character ≠ carácter (personality) = (personaje)
Although students might be able to identify a Tier 2 or 3 cognate, they might not know the correct or extent of its meaning.
Correct false cognates!
“Practice makes permanent”

8. Listen for homophones in your speech.
When teachers are explaining/presenting a lesson, look out for homophones such as:
sum some
cell sell
weather whether
facts fats
axis exes
Can you come up with other examples?
Listen for homophones in your speech.

9. Look for Tier 2 words in your tests.
Tier 2 information processing words for the 7th-8th State exams and texts
absence, accuracy, additive, effect, affect, allow, apparent, approach, arrange, assortment, assumption, basis, bases, behavior, belief, body, boundary, core, criteria, crucial, depict, deplete, device, display, distinct, generate, impact, illustrate…
What are other words your students have had problems with?
Look for Tier 2 words in your tests.

10. Explicit Instruction in Vocabulary
STEP 1
SELECT VOCABULARY TO PRE-TEACH BEFORE PRESENTING CONTENT, TEACHER READ ALOUD, OR STUDENT READING OF ANY TEXT.
STEP 2
TEACH VOCABULARY USING 7 STEPS WITH AMPLE STUDENT INTERACTION.
STEP 3
STUDENTS READ, DISCUSS, AND WRITE USING NEW VOCABULARY
There are 3 basic parts to lesson design as summarized in these 3 steps for helping ELLs master words.
Mastery means:
Knowing how to decode
Knowing how to pronounce
Knowing the correct meaning for that context
Knowing how to spell the word
Being able to write a meaningful sentence with it
Being able to use it in their verbal repertoire.
There has to be enough redundancy in the week’s teaching/learning events for students to produce each word 12 or more times during reading discussions and in their writing.
Vocabulary lists are fine as guides to the types of words students should be learning; but, not to require students to memorize those list or learn in isolation.

11. Vocabulary Tiers 1, 2, 3 For ELLs
Summary of
Vocabulary Tiers 1, 2, 3 For ELLs
TIER 1 -- Basic words ELLs need to communicate, read, and write. Those that should be taught.
TIER 2 -- Information processing words that nest Tier 3 words in long sentences, polysemous words, transition words, connectors; more sophisticated words for rich discussions and specificity in descriptions.
TIER 3 -- Subject-specific words that label content discipline concepts, subjects, and topics. Infrequently used academic words.
Do tiers move?
The number of words for each tier moves with EL proficiency levels. Some years some classes need more T1. Some LT-ELLs can handle more T2 and T3. Newcomers need more T1 but also some T2 and T3 so they can progress quickly to the next proficiency level.
How can I be sure which Tier for a word?
Use the frame above. It is easier to determine T3 and T1. Some T2 words could fit under T1 or T3. What is more important is that:
You feel it needs to be taught.
It is important so that ELLs comprehend the concept or big idea.
They’ll need to use it in their writing.
They’ll see it on a test.
This will nest their T3 words.
Which words to teach?
When a word is needed to:
Understand a text
Use in their writing
Answer a test question
Enhance their academic verbal repertoire

12. Criteria for Selecting Words to Teach
It is critically important to the discipline.
It is critically important to this unit.
It is important to the understanding of the concept.
It is not critical but useful for ELs.
It is not useful at this time.
How many words should we select?
We could easily wind up with long lists of words. This would be overwhelming for us and for our students. This criteria helps as you parse your textbook or text that students will be reading. Begin by chunking the text into manageable portions. Eliminate any pages, paragraphs, sections that do not have critical information. Concentrate on what meets state standards and what you plan to test.
Which words will support my students’ learning and mastering content?

13. A Change in Climate
From one day to the next, weather can have a big effect on your life. When it rains, you have to stay indoors or carry an umbrella. When it's cold, you have to bundle up.
Over the course of hundreds, thousands, and millions of years, weather trends affect life on Earth in more dramatic ways. Ice ages or long droughts, for example, can wipe out certain types of plants and animals. Although many species manage to survive such extreme, long-term climate shifts, their living conditions also change.

14. Your Turn!
 Select 3 words for each tier - (Tier 1, 2, 3) from a portion of your text.
Scenario:
This passage is to be read by a group of 5th grade students who range from levels 1-5 in English proficiency, and 8 native English speakers, half of which are reading below grade level.
Discuss with your colleagues, reach consensus, and write your 9 words on the chart paper.
Be prepared to give your selection rationale for each word.
See former page for word selection tips.

15. Pre-Teaching Vocabulary
Teacher says the word.
Teacher asks students to repeat the word 3 times.
Teacher states the word in context from the text.
Teacher provides the dictionary definition(s).
Teacher explains meaning with student-friendly definitions.
 Engages students in activities to develop word/concept knowledge.
Teacher highlights grammar, spelling, polysemy, etc.
As we go over each step together, please tell me the purpose or importance of each.
The 7 steps are mainly for T2 and T3 words. Many T1 are concrete words and can be taught with supports we will discuss later.

16. Teaching Concepts/Vocabulary
Teacher states the word in context from the text.
Asks students to repeat the word 3 times.
Teacher provides the dictionary definition(s).
Explains meaning with student-friendly definitions.
Highlights features of the word: polysemous, cognate, tense, prefixes, etc.
Engages students in activities to develop word/concept knowledge.
Reminds how this will be used after reading.
Weather can have a big effect on your life.
Say effect 3 times.
The result or consequence of something. Influence, or the power to make something happen.
Two cups of coffee in the morning have a big effect on me -- I can’t sleep at night!
How do we spell effect? What other word is similar?
What has had a big effect on your life recently? TTYP
Remember to use effect and affect in your summaries.
Role play with me as we go through each step.
TTYP = turn to your partner and discuss…It’s the same as Buddy Buzz, Think-Pair-Share, etc.
Why do we ask, “Who wants to tell me what your partner said?”
What else could we highlight about this word (Step 7)?
Why is it important to do all 7 steps with ELLs?

17. More Examples for Step #6
Making Choices & Review
Would you have iron will if you:
Were afraid of cats?
Were tired but kept running until you reached the finish line?
Worked very hard to get an “A” on your report card?
Applaud if you’d like to be described by the word: faithful, stubborn, awesome, awkward, impish, stern, illuminated.
Question, Reasons, Examples
If you are studying for a test, you need to do it persistently. What else do you need to do persistently?
Say faithful if it applies:
A cat who always comes home before dark.
A brother who takes care of his sister.
A girl who has 3 boyfriends.
You provide an example for us.
Can you think of other ways to do Step 6 -- in a way that all students interact with the word several times.
What else are students learning with each of these examples?

18. Your Turn to Teach Us!
Prepare to teach a Tier 2 or 3 word using the 7 steps.
Teach it to us – role play as if we were your students (3 minutes max).
Use this for your notes.
Make them fun!

19. ROUNDTABLE Clear your desks. Only one paper and pencil.
Each student writes one answer and passes the paper to the right.
Everyone must write an answer.
Continue this process until the teacher calls time out.
Count the number of correct responses by your team. Delete repeated words and report your numbers
Round Table is a consolidation activity. Here are the general directions.
How would you use it in your class?

20. the text and pass the paper.
ROUNDTABLE
Write a key word from
the text and pass the paper.
Keep writing one word or phrase at a time until time is up.
The words must be Tier 2 or 3.
These are additional directions to clarify the activity.

21. Apply your strategy in Round 2 of Round Table.
Put your heads together and come up with a strategy to improve your team total.
Apply your strategy in Round 2 of Round Table.
Follow the same rules as for Round 1.
What strategies do you think your students will suggest?
The objective of Round 2 is to increase the number of words students generate and help students see how they might study by recalling key words related to the topic.

22. Corners
Count 1 to 3
Numbers 1 go to one corner, #s 2 to another, and so forth.
Form triads, groups of three.
Timed Team Share (30 seconds each): First student answers question, next student adds to the answer, next student does the same, process continues (90 seconds).
Corners is a consolidation activity that provides students the opportunity to talk to their peers about what they are learning and practice speaking in a risk-free environment.
Margarita Calderón & Associates, Inc.