EA Summer Training Workshop: “Developing Grammar and Vocabulary through Required Content” June 30, July 1 & 2, 2009 – 2:30 to 5:30 p.m. Kapi‘olani Community College Teacher Preparation Program Shawn Ford and Veronica Ogata, Facilitators

Wednesday, June 30 Today’s Schedule TopicMns. Introduction and Announcements 5 Homework Discussion20 HCPS (hiccups) and Word Order & Collocations/ Workshop Maxims Review 5 Reflection on your instructional needs15 Word Order and Collocations30 Reflection on student needs 5 BREAK: Snack and Discussion15 Materials Analysis and Activity50 Sharing Activities20 Closing and Workshop Evaluation15

WELCOME! EA in ESL Teacher Training Summer Workshops Sponsors: Teacher Preparation Program at KCC, funded in part by a federal Perkins grant Audience: Workshops prepared for in-service EAs who work with NEP and LEP students in the DOE Purpose: Provide EAs with additional training, and Provide EAs with knowledge and strategies to facilitate and accelerate the language development of their ESL students We hope you enjoy our program and find it useful for your teaching situations!

Topic: Developing Grammar and Vocabulary through Required Content - Language Arts, Mathematics, Physical Sciences and Social Sciences - Primary, intermediate and secondary levels Goals 1. Develop attendee’s individual strategies, and 2. Develop a booklet of sample materials.

Special Announcements: Be sure to sign in before the beginning of each workshop and after the break to ensure your credit for the workshop and certificate of attendance.

During the workshop, please remember to… 1. Actively participate and be open to new ideas. 2. Complete all group, reflection, and “homework” tasks. 3. Stay on task so we can complete the material in each session on time.

Homework Discussion –With colleagues at your tables, share your homework with each other and discuss your answers to the homework questions. –Take notes and activities about your discussion at your tables and the larger group

HCPS (hiccups) and Word Order & Collocations – –Refer to grade-level standards to confirm the assistance that you’re providing your students is important and necessary.

Workshop Maxims (general truths; fundamental principles) 1.Grammar and vocabulary should be taught explicitly.  ELL students will not just “pick up” grammar and vocabulary; we must teach them forms directly. 2.Grammar and vocabulary should be taught in context.  Grammar and vocabulary are learned best via content and production.

Workshop Maxims (general truths; fundamental principles) 3.Whenever possible, grammar and vocabulary should be taught together.  Find opportunities to teach grammar and vocabulary as forms naturally occur in language (e.g.: collocations, idioms). 4.Emphasis should be on providing meaningful feedback to students to acquire important grammar skills and vocabulary.  Feedback is an essential part of language development. We will visit these maxims throughout the workshop over the next three days.

Reflection on Your Instructional Needs: Take 5 minutes to quickly reflect on needs that you have in terms of word order when working with your students. Think about yourself, not your students at this point. Write your reflection in the space below. PLEASE WRITE LEGIBLY SO WE CAN READ

Word Order –English word order is SVO: Subject – Verb – Object –In English, all sentences must have a subject. –In English, all sentences must have a verb. –In English, articles a, an, and the always go before a noun (a bug, an apple, the cat). –In English, adjectives always come before a noun (big, blue car). –In English, prepositions must come before a noun in prepositional phrases (e.g.: into the room) but can follow a verb in verb phrases (e.g.: talk about). –In English, adverbs are flexible in where they can go in the sentence.

Word Order Activities –Arrange pictures or sight words for young learners. –Arrange words into sentences or rearrange sentences for older learners. –For more advanced learners who know some about grammar and parts of speech, they can label words (a.k.a. Diagramming)

MANEAT

MAN THE IS EATING

Collocations Collocations are common occurrences of words in everyday language and in academic texts. The most common collocations involve prepositions occurring with verbs and nouns. Common collocations also involve adjectives with nouns, nouns with nouns, and verbs with nouns. Collocations are fixed and not flexible.

Common Collocations Talk/ think about Talk to / talk at Put in / get out Once upon a time The end White sandy beach For example Community college High school Vacuum cleaner Homework assignment Discuss the topic/ issue A dozen eggs Pencil and paper

Activities Teach collocations directly. Provide lots and lots of input, including repetition and flooding. Have students try to identify word patterns in their reading. Have students use collocations exactly in new contexts. Provide feedback, especially direct correction.

Reflection on Student Needs Return to the Reflection Sheets on pages 3 & 4. Write your reflection on student needs on page 4. PLEASE WRITE LEGIBLY SO WE CAN READ

STOP Now, take 5 minutes to discuss your reflection with people at your table. REPORT

BREAK: 15 MINUTES Now, take a quick break to use the restroom and get a snack. When you return to your table, continue your discussions with people at your table.

Vocabulary Lists and Websites Dolch Sight Words Flash Cards- Word Lists- ml ml See the complete Dolch Sight Words list at the end of today’s packet.

Vocabulary Lists and Websites Fry Basic Words cab_1.htmlhttp://rbeaudoin333.homestead.com/sightvo cab_1.html

Vocabulary Lists and Websites Academic Words om/ om/ Pre-K thru 5 Worksheets

NOTE: There are far too many lists, sheets and worksheets for us to print them out and provide them for the workshop. Please take time during your preparation time and when meeting with your lead teacher to review these websites and print out appropriate materials for you to use with your students. Ask your school Curriculum Coordinator if the school has funds to print lists, worksheets and cards for you to use with your students.

HCPS (hiccups) and Vocabulary – –Refer to grade-level standards to confirm the vocabulary assistance that you’re providing your students is important and necessary.

Materials Analysis and Activity –Using one of the children’s magazines distributed at your table, find an article or story that you would use to help your student develop reading skills. –Analyze the article or story for vocabulary words that you think might be important. –You can use the Dolch word list at the end of today’s packet to help find K-3 age-appropriate words, or decide which content words should be taught based on the content. –Afterwards, determine appropriate strategies to use for helping the students learn the new vocabulary words.

Please write your reflection on another piece of paper as a formal reflection on today’s workshop. Include any other thoughts and comments. Bring it on Wednesday to drop off when you sign in. Also, please take 5 minutes to complete today’s workshop feedback form, which is located in your folder. Please leave it on your tables when you are finished. Thank you!