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Academic Vocabulary Development

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Wendy Soles

on 5 November 2014

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Transcript of Academic Vocabulary Development

Content Objectives/Learning Outcomes/I Can statements
This is the first component of EDI lessons.
Why didn't everyone write the same thing?
education level
All of these influence a person's vocabulary.
CFU: Check for Understanding
What is vocabulary?
What's the difference in BICS and CALP?
What should you focus on in class?
What are some challenges faced by students regarding academic language?

Make a KIM Vocabulary card for each of the following:
Basic Interpersonal Communication Skills

Cognitive Academic Language Proficiency
Skill Development
and Guided Practice:
This is the
4th component in EDI lessons.
This is usually the verb in the objectives.
Vocabulary Word Sort Activity 1-
write each word on a sticky note
sort them and stick them to your chart paper
trade papers with the other group
try to figure out their "rule" for sorting

2nd component of
EDI lesson
CIP Book Study Team:
Explicit Direct Instruction
for ELS Vocabulary Development

Chapter 4, Vocabulary Development
Ask a question: If you see a student speaking English fluently in social situations, and he refuses to pay attention and never speaks in class, what is possibly going on?
Take one minute to think, then tell your partner your ideas.
Content objectives:
1. Write a lesson plan that develops academic language.
2. Choose strategies to teach particular vocabulary words
Language Objectives:
1. Classify vocabulary words for the purpose of determining what words to teach. (BICS and CALP, Academic and Support, Tiers 1-3...)

Ask a question (activate prior knowledge strategy): What are you required to teach English learners? Write your answer on your white board.
Ask a question: What is the difference in teaching explicitly vs. implicitly? What are some things we learn implicitly? Explicitly? Draw a t-chart on your white board to answer these questions. Share with a partner.
Ask a question: What vocabulary strategies are you familiar with? Use your degrees card to answer these questions.
A. I admit it, I've done it.
B. I've seen it done.
C. I've seen it done too often.
D. Do people really do this?

1. Speak really slowly and loud. They will understand better.
2. Copy these vocabulary words 5x each.
3. Use your glossary to write these words and their definitions. Turn them in at the end of class.
4. Write a sentence using these words.
5. Match these words with their definitions.
6. Fill in the blank with the correct vocabulary word.
Make a connection:
You already know that vocabulary development is part of content instruction. You may be wondering how in the world you can teach a student all the English a student needs to know to be successful AND all of the content you are required to teach as well. Let's talk about how to do that.
Concept Development: 3rd component of EDI lessons, usually the nouns of the objectives
Vocabulary is all of the words that make up a language. Oxford Dictionaries suggests that there are at least a quarter million words in English.
The Explicit Direct Instruction approach is to teach vocab as they occur in the lesson.
Define these words on your white board:

Vocabulary Word Sort Activity 2-
Look at your list of words. What strategies in chapter 4 would be appropriate for teaching each one?

Look at your partner's strategy sort. Ask them some of the following questions:
Why did you choose _____ for ______?
Could you teach it using _____ strategy instead?
Would it be helpful if you _____?

Lesson Importance: the 5th component of EDI lessons.
Vocabulary knowledge is the single greatest contributor to reading comprehension and thus a strong predictor of overall academic achievement.
--Kate Kinsella, Isabel Beck, Robert Marzano,
Doug Fisher, et. al.

Prior Knowledge
Concept Development
Skill Development
and Guided Practice

Lesson Importance
Different ways to classify vocabulary:
Bics and Calp; Tiers 1, 2, and 3; academic, content and support; brick and mortar; ...
Lesson Closure: the 6th, and last, component of EDI lessons

Vocabulary Development Strategy Brainstorm:
How many strategies do we already know?
How will you make sure that students comprehend all vocabulary in your class? Write a sentence on your white board. Start it this way:
I will make sure that students comprehend vocabulary in my class by...
Independent practice: Write a lesson plan that explicitly teaches vocabulary as it occurs in the lesson. Make sure to indicate what strategies you will use.
Don't forget to:
Be strategic about what words to teach and how to teach them.
Model correct usage of new vocabulary.
Provide multiple opportunities for students to use new vocabulary in speaking and writing.
Check for Understanding:
1. Pause/Pair/Share
I think your rule for sorting was _____________ because_______________.
2. Would you have sorted them differently? Answer in a complete sentence like this: I would/would not have sorted these differently because _____________.
During CFU:
Do have the question visible if possible
Do give language support via stems, frames...
Do make sure students know WHO to talk to and WHAT to say.
Do give a time limit.
DON'T cold call.
DON'T give stems or frames that do not offer language support.
How does this relate to language?
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