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Vocabulary for ELLs
Transcript of Vocabulary for ELLs
Vocabulary for ELLs (and everyone else)
"To prepare students for real world thinking, we need to let students use what they learn, not just pile up facts and rules inside their brains." (Zwiers)
Mentor Text (Toni)
Read the following text and mark words that you aren’t sure you understand.
Activity #1 (Tyler)
This activity is designed for older students and is intended to provide students with a small number of vocabulary words over the semester, but will instill a lasting knowledge of these words.
Group Stories and Gallery Walk (Tyler)
"Some techniques include cooperative learning (talking),
connections to student experiences (talking),
targeted vocabulary development (talking),
teacher slows down speech, use visuals and demonstrations
(even more talking)"
Short & Echevarria, 2004 parentheses are mine :-)
Think about today's lesson and your particular word
1. When was a time you heard your word?
2. When was a time you saw your word?
3. When was a time you used your word?
SIOP : teach through content : works for explicit elementary language development
For effective content-based ESL instruction to occur, teachers need to provide practice in academic skills and tasks common to mainstream classes (Chamot & O'Malley, 1994: Mohan, Leung & Davidson, 2001: Short, 2002)
3 per word
find your mates
Come up to the board and write down one
word. If someone else has written the word,
put a check mark next to it.
Talk: Why do these go together?
Go back to the text and come up
with a work definition.
In groups and with teacher help
double-check your definition.
Possible next steps :
write word mastery for each word in the room
How can we increase the academic
vocabulary in our classrooms in a
lasting and meaningful way?
put them in a personal dictionary
rethink of the story/writing they came from :
retell to your shoulder partner
"Sheltered instruction is an approach that can extend the time students have for getting language support services while giving them a jump-start on the content subjects they will need for graduation."
Short & Echevarria, 2004
Making Content Comprehensible for English Learners
The SIOP Model
How can we assist our students in acquiring long-term, meaningful vocabulary?
google : Text Talk Utah
101 books with vocabulary lessons
on tier 2 words with discussions
questions in authentic text
Rojas, R. and A. Iglesias. (2013) The Language Growth of Spanish-Speaking English Language Learners. Child Development 84(2) 620-646.
Uckikoshi, Y. (2013) Predictors of English Reading Comprehension: Cantonese-speaking English Language Learners in the U.S. Reading and Writing 26(6) 913-939.
O’Mally, J.M., and A. Chamot. (1990) Learning Strategies in Second Language Acquisition. Cambridge: Cambridge University Press.
Short, D. and J. Echevarria. (2007) Making Content Comprehensible for English Learners: The SIOP Model (4th Edition). New York: Pearson.
Zwiers, J. Building Academic Language: Essential Practices for Content Classrooms, Grades 5-2. New York: Jossey-Bass.