Greetings! It is time for our first #ELLCHAT of 2019! Can you believe it? We are about to discuss supports for vocabulary learning for English learners preK - grade 12. We will post a numbered question and we ask you ton include the matching answer number in your response!
A2) When creating a unit, I would look at the three tiers of words, determine some from each category that would be important to the unit and teach those. If I was unsure, I would work with the GL teachers. #ellchat
A2: Pt 1 You can only effectively teach so many words, so you have to pick them carefully. I lean to high frequency, Tier 2 words for their traction. #ELLChat
A2) vocab that is essential to understanding the text, or "mortar" vocabulary that will support Ss in all texts, or sometimes useful groupings like Greek or Latin roots. But mostly vocabulary that is essential to understanding a text. #ellchat
A2 The words I teach come from the texts we’re reading. I try to choose words that are key to understanding the text and that students can use in multiple contexts (tier 2) #ELLCHAT
A2) depends on the group and what they need. With littles (K-2) in my pull out, I focused on home vocabulary since that’s not something they pick up at school: kitchen, oven, cabinet, etc. #ellchat
A2- it usually involves what's around me (school/community/family) and what they are learning about in their regular classes content/academicwise #ELLCHAT
Selecting words to teach needs to be strategic! You're exactly right - you can't teach them all, but if we provide the tools for students to unpack words, they can learn on their own in the future. #ellchat
Empowering English Language Learners Through Language Dives. Ways to boost ELLs up the ladder of text complexity so they can meet grade level standards for both language and content. @ASCD https://t.co/8RniclNDpM
A2) We read stories on Friday’s. I’ll choose words that I think are unknown to my Ss from the story. Throughout the week we work with such vocabulary. Other vocab. is from weekly topics discussed on ESOL class, such as winter words or clothing words, etc. #Ellchat
A2) I like finding out what the class already knows. Pre-teaching with an activity like Kahoot gives a formative assessment & can also build background.
#ELLCHAT
A2) Teach a vocabulary item if 1–The word is necessary to understand content or apply the skill focus of the lesson, or 2–it shows up as high-leverage vocabulary in other content areas (Tier 2) #ellchat
A2: Yes, teaching students how to study & learn words is time well spent. Have you used Vocabulary Self Selection with students, having them identify which words to learn? #ELLChat
A2) I like the 3 Tiers from Beck, McKeown, & Kucan, It allows the teacher to teach vocabulary ELLs at different levels. See https://t.co/LQpz9Vpg50 to get a definition of the 3 tiers. #ellchat
A2 This is such an important question for early childhood! So many tchrs just choose fun word activities, then the words never get used and, so, are lost! Must choose words that kids will really use regularly in play and daily routines! #ELLCHAT
A2) Students loved our giant cartoon vocabulary magnet on the wall and a healthy supply of stickynotes: Ss added words they identified as important/confusing/interesting from texts, videos or other classes #ellchat
Pre assessing vocabulary knowledge is crucial - it saves T's so much time by allowing T's to utilize what students know and target words students need to access content. #ellchat
In reply to
@MsSalvac, @GetKahoot, @KahootDaniella
A2 I collaborate with the content teacher to create a list of science words that will transfer to different context. I also create a chart with verbs, adjectives, prepositional phrases that relate to the content #ellchat
A2) Usually I look for tier 2 type words also. today we self selected vocab. I asked them to choose words that were important to the passage (1st read) and bonus if they are not sure on the meaning. We got a great list! (HS intermediates) #ellchat
I would choose the words carefully ahead of time in the read aloud- I would focus on using the word with the right context of sentence and bring in a visual of the meaning of the word to make a connection #ELLChat
A2 It’s almost backward from older grades: in #preK, it’s more useful to choose content that supports useful words, rather than choosing words to support lessons. Ex; choose song with words describing how we wash hands, right? #ELLCHAT
Do you have a photo of what this looks like? I'd love to see it! It sounds like a great visual for students to create throughout a unit. Identifying words from other classes allows for the cross curricular connections as well. #ellchat
A2) I also asked students to self-assess using "traffic light" highlighters from a list of possible words to develop metacognition and help them focus their time. #ellchat
A2: Most of the words I teach come from our thematic units. I have students sort them into the 3 tiers and then we focus on the Tier 2 words that they will come across in their other content areas. #ellchat
A2 #ELLchat I always try to pick two words. A new academic word that will be in the upcoming unit and a social vocabulary word. I have them keep a visual dictionary. S write the word themselves before I provide the word so that they can read it once at one.
I would consider the language proficiency of students to determine the kind of visual I would use to reinforce the meaning of the word- also determine if it is a content specific word or word that hinders the meaning of the text/read aloud #ELLChat
A great way to assess their knowledge is having student sort pictures of vocabulary words and ask them to name the category. #ellchat I have done this in science and social studies
In reply to
@kruu_justin, @MsSalvac, @GetKahoot, @KahootDaniella
When working with DLLs, I choose books that allow for conversation with rich environmental vocab. With older Ss, we definitely focus on Tier 2 but also connect them with our read-aloud novel. It’s important to make sure vocab is taught in context rather than isolation. #ELLCHAT
A2 I agree! Remember to include the answer number to connect your tweet to the question you answered - allows others to follow the threads of the chat now and later. Thanks! #ELLCHAT
When working with DLLs, I choose books that allow for conversation with rich environmental vocab. With older Ss, we definitely focus on Tier 2 but also connect them with our read-aloud novel. It’s important to make sure vocab is taught in context rather than isolation. #ELLCHAT
Give them a specific colored highlighter & tell them to use it on words they don’t know. This will help you identify vocabulary they need support with. #ellchat
I would use tier one, tier two, and tier three sentence stems to help guide their thinking to help connect the meaning of the word in the right syntax #ELLChat
A3 one study showed Kindergarten teachers introduce as many as 8 new sophisticated words per day…. THEN NEVER USE THEM AGAIN! Who cares how many you teach if children don’t learn them? Must use tier 2 words that make sense for use in child’s daily life! #ELLCHAT
Q3) One of the most important things to consider with Tier 2 vocabulary is to put the terms into relatable scenarios for students. And music. Music and drama always helps #ellchat
A3: "Bringing Words to Life" changed my outlook on vocabulary instruction. It suggests to start by pulling out Tier 2 vocabulary from read alouds, and engage in activities throughout the week to reinforce use / understanding.
Check it out!
https://t.co/qH2OsoGm9D#ellchat
Agreed--Isabel Beck's books totally shifted how I teach vocabulary. CONTEXT first and LOTS of repetition of new words in a variety of contexts. #ELLchat
A3: "Bringing Words to Life" changed my outlook on vocabulary instruction. It suggests to start by pulling out Tier 2 vocabulary from read alouds, and engage in activities throughout the week to reinforce use / understanding.
Check it out!
https://t.co/qH2OsoGm9D#ellchat
A3 one study showed Kindergarten teachers introduce as many as 8 new sophisticated words per day…. THEN NEVER USE THEM AGAIN! Who cares how many you teach if children don’t learn them? Must use tier 2 words that make sense for use in child’s daily life! #ELLCHAT
A3 2/2 One way to reinforce understanding is to define words using student friendly language, but alter the wording of definitions throughout teaching so students understand that words can be defined in multiple ways. #ellchat
A3) Can also start with a vocabulary inventory to help Ss "take inventory" of what they know & what they need to learn about each word. This tool also provides 1) diagnostic for the teacher 2) chance for peer-teaching #ellchat
A3)I use different strategies throughout the year based on the type of vocabulary or the level of need. I always have my Ss rate their knowledge of the word, use it in writing and speaking - my goal is to have each Ss use the word 10+ times so that it becomes their word #ellchat
Agreed--Isabel Beck's books totally shifted how I teach vocabulary. CONTEXT first and LOTS of repetition of new words in a variety of contexts. #ELLchat
A3: "Bringing Words to Life" changed my outlook on vocabulary instruction. It suggests to start by pulling out Tier 2 vocabulary from read alouds, and engage in activities throughout the week to reinforce use / understanding.
Check it out!
https://t.co/qH2OsoGm9D#ellchat
Creating scenarios where students can connect words to their life contexts helps reinforce the understanding of new words. Thanks for sharing! #ellchat
A3) I like self-assessment rating scales—Ss rate each word, something like this: 0-don’t know it, haven’t seen it; 1-have seen/heard it, don’t know it; 2-have seen/heard it, think I know it; 3-know it, use it, can explain it to others #ellchat
A3 I have students sketch or write a sentence that helps them connect word to new content. We have also been using TPR with actions. Even middle schoolers understand how TPR helps them understand #ellchat
#ELLChat I stay with a routine that gives student friendly definitions, including pictures and some sort of application of the word. The words are ones we will see throughout two or more texts or videos. This is for 8th grade math.
A3) I love Frayer model and creating posters for the wall. I also like having conversations/journals where they have to use 3 words in front of them (like word Scrabble instead of letters) #ellchat
A3 I use this guided notes/practice structure when I first introduce a new vocab word, then we practice throughout the week with games like kahoot and quizlet live #ELLCHAT
What a great graph to display meaning! I love using foldables in elementary grades to create graphics to elicit meaning of words. The kiddos love creating them and using them as study tools, too. #ellchat
A3 #ELLchat Meredith Alvaro has a great PD on teaching vocabulary. Show a picture and then start to label. First nouns, verbs, adjective, and then synonyms. Then, use a sentence pattern to help students construct sentence.
A3) Multiple exposures. Pictures to match, crossword puzzles to complete using such words, Ss creating sentences, cloze passages (using Ss’ names when creating it is always enjoyed by them), Ss writing a paragraph using the words. #ellchat
The Talk, Read, Talk, Write routine (by @nancymotleyTRTW) can be used to teach vocabulary too. It’s highly effective bc it’s student driven rather than teacher centered. #ELLCHAT#trtw@Seidlitz_Ed
A2: self selection of a few tier 2 words is a great opportunity to allow for student choice and ownership and therefore increase the likelihood they will retain the new vocabulary #ellchat
A2. I also have posted on my wall basic academic words that students encounter in every clas like explain, describe etc. We refer to them and their hashtags daily #ELLCHAT
Thanks. Because we stick to the same routine each time we intro new words, students know how vocabulary will run and how I will expect them eventually use the words authentically at some point. They also know it is never one and done. #ellchat
A3. Introducing vocab is sometimes challenging! Our first instinct is often activating L1 knowledge (which can be very effective!). However, there are times when Ss haven’t yet learned those Tier 2 words in their L1 and Ts have to get creative. #ELLCHAT
Back to A2) reminder from Michael Lewis (1993): importance of teaching not just words but lexical chunks: collocations (community service), polywords (by the way) and sentence heads (Having said that,) #ellchat
A3) @irina_mcgrath and I compiled this list of vocabulary strategies from some of our favorite sources. (You can click on each strategy in the link below for a description.)
https://t.co/ios6iKYAzc#ellchat
A4) Visuals for vocabulary are key as well as showing them how they are used in context before expecting them to use them independently. Depending on the level of the student, visuals can be given by me or student created. #ellchat
A4) In addition to many of the strategies provided for question 3, native language explanations, multiple exposures in a variety of contexts, multiple pathways (gestures, visuals, etc.), partner practice... #ELLchat
A3). I like using content frames where we define the words in student’s own words, associate each word with a picture, add related examples, and a motion. Provide lots of opportunities to use words in speaking and writing. #ELLCHAT
A4 first and foremost assess prior knowledge. Then build on what students know. I allow primary language support, lots of visuals, examples AND non examples. #ELLCHAT
A3) @irina_mcgrath and I compiled this list of vocabulary strategies from some of our favorite sources. (You can click on each strategy in the link below for a description.)
https://t.co/ios6iKYAzc#ellchat
Back to A2) reminder from Michael Lewis (1993): importance of teaching not just words but lexical chunks: collocations (community service), polywords (by the way) and sentence heads (Having said that,) #ellchat
A3) I like self-assessment rating scales—Ss rate each word, something like this: 0-don’t know it, haven’t seen it; 1-have seen/heard it, don’t know it; 2-have seen/heard it, think I know it; 3-know it, use it, can explain it to others #ellchat
A2) Paul Nation’s 14 words: Knowing the component parts of these words can lead to knowing 14,000 words in English
precept
uncomplicated
oversufficient
detain
nonextended
mistranscribe
monograph
intermittent
reproduction
aspect
insist
offer
indisposed
epilogue
#ellchat
A4: I always include pictures (mostly photos) with words to reinforce meaning. Also, I'm very strategic with the student friendly language that I use to define words. When needed, I translate words from English to Thai to help make language connections. #ellchat
A3 I agree with all of these but also wish to add: more opportunities to use the words in practice. So often teachers focus on what THEY say rather than focus on what they should help STUDENTS say! #ellchat
A3) @irina_mcgrath and I compiled this list of vocabulary strategies from some of our favorite sources. (You can click on each strategy in the link below for a description.)
https://t.co/ios6iKYAzc#ellchat
A4 Do elementary teachers find it hard to get away from one-size-fits-all scaffolds? Do you think individualized learning is being supported for scaffolding word learning for each child? #ELLCHAT
A4) In addition to everyone else’s responses, I want to share again my love for involving music and movement. I think it’s my love for #wholebrainteaching that makes me a believer in connecting movement to memory #ellchat
A4 first and foremost assess prior knowledge. Then build on what students know. I allow primary language support, lots of visuals, examples AND non examples. #ELLCHAT
A2) Paul Nation’s 14 words: Knowing the component parts of these words can lead to knowing 14,000 words in English
precept
uncomplicated
oversufficient
detain
nonextended
mistranscribe
monograph
intermittent
reproduction
aspect
insist
offer
indisposed
epilogue
#ellchat
A4) I think ELLs need many more repetitions to practice new words than is proposed in many vocab books. Read 10-12 times but I think it's closer to 20+ practices to own a word. #ELLChat
Sorry I'm late! A3. Student-created personal dictionaries are really powerful. As new words are introduced, students record the new word and practice utilizing the glossary (found in almost all EL curricula) along with personal notes and/or an illustration. #ellchat
A4) Home Language(s)! both for multilingual Word Walls and also translanguaging to get students discussing the subtle differences between words: helping students to make meaning while recognizing that words rarely have a 1:1 translation equivalent. #ellchat
#ELLChat I stay with a routine that gives student friendly definitions, including pictures and some sort of application of the word. The words are ones we will see throughout two or more texts or videos. This is for 8th grade math.
A4) In addition to everyone else’s responses, I want to share again my love for involving music and movement. I think it’s my love for #wholebrainteaching that makes me a believer in connecting movement to memory #ellchat
A4: There are many scaffolds to help students learn new words, but I see value in helping Ss pick what works best for them rather than "assigning" one. #ELLChat
A3) I love Frayer model and creating posters for the wall. I also like having conversations/journals where they have to use 3 words in front of them (like word Scrabble instead of letters) #ellchat
A4) I think ELLs need many more repetitions to practice new words than is proposed in many vocab books. Read 10-12 times but I think it's closer to 20+ practices to own a word. #ELLChat
A4: Using TPR can also facilitate vocabulary knowledge. I have used sign language along with written poetry to help students make a physical connection to new words. #ellchat
A.3. cont. I also love to see students discover focus words or sounds in their own writing and then share those to an evolving chart using markers or post-it. ! #ellchat
Even my middle school students are using movement to remember vocabulary words. We create the movements together to see which one helps remind us of the vocabulary word. #ellchat
A5: I've only ever used word walls for fry words (in early elementary). I'd like to create a separate word wall that not only has Tier 2 / content words, but also sentence frames and photos to help elicit the use of new words. #ellchat
I think this is a great balance. Students don’t always have the knowledge to know what words they need to learn, but when they do, let them choose. #ellchat
A.3. Interactive word walls and anchor charts are also useful, when implemented consistently and meaningfully. (Note: These are from teachers I coach, not my own. :) ) #ellchat
A4) In reader’s workshop I let students choose the vocabulary words they will test themselves on ... in addition to content words I choose and teach with context, repetition and visuals
https://t.co/8Y7oCglnM0#ellchat#voiceandchoice#engagement
A5- I frequently change my word wall to include new words. It is not alphabetical (though I have recently included a teeny weeny sight word section for my GRG) and is organized thematically and has a ton of sentence frames to go with the vocab #ELLChat
A5) I have multiple word walls by category - academic language, signal words, content/unit vocab... WW are important because the Ss reference them and use them daily. Even on test days you can see them looking at the now blank wall and visualizing what was there. #ellchat
A5) Because I have taught in a shared space with limited wall space, we would use anchor charts that could be layered and then pulled up as needed when we began writing. All students need this reference when trying to build writing skills #ellchat
A5) Word walls, and other anchor charts, provide a way for Ss to see the words continually. Also helps me as a T to review with Ss the target words at any time, such as the opening of lesson or when there are a minute or two to spare before period ends. #ellchat
A4 Classroom labels in all the languages needed by the children help the teachers draw attention to the connections between familiar words and new words in English in familiar contexts for active learning. #ELLCHAT
A4.Scaffolds/supports vary for each student. However, I find a frequent need to check myself: Does this student NEED continued scaffolds to be successful? Can he or she benefit from LESS support? Our learners are magnificent & so often capable of more than we recognize. #ellchat
A6 This resource provides Spanish/English cognates organized by learning domain along with activities for using them to support learning in PreK and K https://t.co/oTBRdr32Gx#ELLCHAT
A6) Know your students. Unless you know how/what to build on, teaching vocabulary can have little use. Also, know what the grade level target is for the words. We want to challenge and engage, and build gaps. #ellchat
Q5) #ellchat I have made a small Frayer model template. Ss complete it & write only the word on the opposite side. It hangs so they can see just the word. Future plan: "RIP Words" poster where Ss write replacements for overused words.
A5 Interactive word walls for both High Frequency & Tier 2 content words (definition and visual included, cognate or example/non-example on the back and then laminate for reuse)-a strategy I used when I was in the classroom. We use Personal Word Walls for my small groups #ellchat
A6: Relying on context to define words can be dangerous because words can have multiple meanings depending on how it's used in a sentence. Unpack words by exploring their use in a variety of ways explicitly. Also, be sure to pick words that are relevant to students. #ellchat
A5. Word walls help our students ground themselves in the context of academic vocabulary. Every class, each period of every school day is its own language. That's a lot of language learning! Word walls are a tangible tool for making content learning accessible. #ellchat
A5 For those of you who use family communication apps like Classroom Dojo or Remind - how about sending home topics for discussion or new words to use so families can do some of the work for you! ;) #ELLCHAT
A6) I would advise teachers of ELLs not to overwhelm them with vocabulary. It's better to learn 7-8 words completely than to learn 15 just for the test. #ELLChat
A6) That’s a loaded question. To be effective you also have to factor in teacher/student relationships. If that is established, then you can move on to everything that’s been discussed tonight. #buildrelationshipsfirst#ellchat
A5. cont. Some of my FAVORITE (and most student-utilized) word walls have manifested in the most unexpected places: the P.E. class, the music room, the lunch hall, the front office. Language learning is everyone's job, every day. #ellchat
A4 I’m a big fan of using real sign language with oral language - especially for young children in multilingual class. One sign unites everyone’s understanding and children can use the signs with each other too! #ELLCHAT
A4: Using TPR can also facilitate vocabulary knowledge. I have used sign language along with written poetry to help students make a physical connection to new words. #ellchat
A6) Let the Ss have fun with words. Using ‘juicy sentences’ deconstruction as well as gradations of intensity in meaning (shades of meaning) paint chips are some examples #ellchat
A6) Exposure, exposure, and exposure. But more importantly is for Ts to not assume that ELs know many or all the Tier 1 words a native-born possesses. The answer will be “yes” when asking if they know the words. Reality is different. #ellchat
I agree, but it is so hard when they are learning so many new concepts in science and social studies. That is why it is important to sort or show how everything is connected. #ellchat
