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Chapters 6 & 7: Vocabulary and the Writing Process for ELLs

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Adam Pavelchik

on 25 September 2013

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Transcript of Chapters 6 & 7: Vocabulary and the Writing Process for ELLs

Chapters 6 & 7: Vocabulary and the Writing Process for ELLs
How Students Learn New Words
Breadth and Depth
Relate the "new" to the "known"
Offer repetitions in meaningful context
Opportunities for deeper processing
Engage students in using new words
Explicit instruction on strategies
The Value of Exposure
Students build vocabulary through social interaction
Curriculum designed to provide
Exposure in an academic setting
Varied reading materials
Frequent writing
Instruction on words and word parts
Instruction on vocabulary strategies
English Learners and Process Writing
Process Writing
5 step process Strategies
Prewriting Oral activities, brainstorming, clustering, questioning,
reading, journals
Drafting Fast writing, daily writing, buddy journal, dialogue journal
Revising Show and not tell, shortening sentences, combining
sentences, peer response groups, teacher conferences
Editing Peer editing groups, proofreading, computer programs for
Publishing Shared writing
How Does it Help?
Oral collaboration
Sharing personal experiences
Peer sharing and comparison
Editing comes last, after the thought process is finished
Assessing ELLs Writing
Collecting evidence over an extended amount of time, effective when looping?
Holistic Scoring
"Rating System" comparing student work to "anchor papers"
Focuses more on how ideas are conveyed rather than correctness
Models good writing
Creation of a rubric for scoring
Understanding of language levels
Errors in Writing
Healthy Balance of Goals
Fluency- generating ideas with ease
Form- sentence style, paragraphs, text structures
Correctness- grammar, punctuation, spelling
All students need assistance with all areas of writing
Balance of Instruction
Providing scaffolds- process writing
Direct Instruction
Reasonable Expectations
For Next Week
Presentation Topic Approval
Journal Assignment
Choose an ELL (real or hypothetical)
1-2 pages, double-spaced
Topic- Choosing appropriate reading selections, activities, strategies, and assessment
3rd & 4th Annotated Bibliographies
Vocabulary Research
Native speakers, on average, acquire about 1,000 words per year
Socioeconomic status effects vocabulary development
Suggested practices for instruction:
exposure to new words, oral and written, across curriculum areas
direct, systematic instruction
sheltering, scaffolding, and cognates
preteaching vocabulary
support in L1
incorporating background knowledge
"Knowing" a Word
Receptive Oral Vocabulary
recognized and understood when heard
Productive Oral Vocabulary
able to use when speaking
Receptive Written Vocabulary
recognized and understood when reading
Productive Written Vocabulary
able to use when writing
Using Words Correctly
How is it pronounced? Conventions? Sounds? Able to "chunk" apart?
Meaning & Context
Multiple meanings based on usage in context
Words Students Need to Know
High-Frequency & Academic Content
First 1,000 words= 84% of conversational & 73% of academic text
Next 1,000 words- 90% of conversational & 78% of academic text
Comprehension w/o help requires students to understand 95% of the text!
Function Words
Dolch list
Articles, pronouns, conjunctions, prepositions
Show a relationship between words in sentences
Content Words
Nouns, adjectives, verbs, adverbs
Explicit instruction required
Model for Instructing Students on Strategies
Direct instruction of the strategy
Collaborative use of the strategy
Guided practice
Independent practice
English Language Proficiency
ELP determines the approach taken with students i.e. decoding & picture cues
L1 Proficiency
Use of synonyms
Transfer of language
False and friendly
Use of informal assessments
Beginning Levels
Word Cards
Word Wall
Working with Idioms
Intermediate Levels
Word Wheels
Language Wheels
Word Wizard
Contextual Redefinition (context clues)
Vocabulary Journal

Strategies for Beginning Writers
Oral Discussion
Partner Stories
Picture and Wordless Books
Concept books
One concept or idea, ex. big vs. small
Peek-a-Boo Books/Riddle Books
Pattern Poems
More Strategies for Beginning Writers
Personal Journals
Dialogue Journals
Buddy Journals
Improvisational Sign Language
Life Murals
Scaffold for developing writers
Clustering and Graphic Organizers
Strategies for Intermediate Writers
Show and Not Tell
Sentence Combining
Sentence Shortening
Sentence Models
Mapping/Clustering/Graphic Organizers
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