Elizabeth Smith English Language Fellow Building Vocabulary: Strategies for Developing Internalization Workshop #2 of a 4 part series Elizabeth Smith English Language Fellow

Norms and Expectations Respect others (by listening, by supporting) No cell phones, no side conversations please Participate fully Be vocal and involved! Use Parking Lot Learn, share and apply to our teaching!

Agenda: Do Now/Review Classifying New Words Theory: “Vocabulary Development with ELLs” Frayer Model Break Teaching Word Parts Cognates/False Cognates Internalization Games Exit Ticket

Do Now: How Do We Currently Teach Vocabulary? How do you introduce and practice vocabulary with your class? How do you assess vocabulary? What vocabulary practices seem to work well with your students? What are ways we’ve found don’t work too well? Ex: Dictionary drills haven’t worked well for my students

Review: Choosing Conceptual Vocabulary Choose words that are thematically related to your unit Words that allow students to talk ABOUT topics (not just words that are found in textbooks)

Vocabulary Development Strategies Routines and Schedules Ex: Class 1: Introduce and play with vocabulary Homework: Students use vocabulary, create frayer models Assessment is regular routine Keep assessment regular and consistent (form of accountability) Multiple exposures = greater internalization

Classifying New Words Creating Personalized Vocabulary Lists Never Seen Before I think I´ve seen it before I can guess what it means I know what it means and how to use it properly

Activity: Classify the following words on the previous chart Vocabulary Pantomiming Pre-teach Cognate Scaffold

Never Seen Before I think I´ve seen it before I can guess what it means I know what it means and how to use it properly Pantomiming Scaffold Pre-teach Cognate Vocabulary

Quick Look at Vocabulary Theory… Read the article “Vocabulary Development with ELLs” Find the vocabulary words from the Classifying Words activity Underline any other important vocabulary you find from the article

Definition in own words Frayer´s Model Definition in own words Use it in a sentence Word Picture What it is NOT (opposite)

Activity: Practice Frayer Models Let´s practice the Frayer Model vocabulary activity as students! Using chart paper in groups of 5, select ONE word from your individualized vocabulary list to create your model

Did you find this activity effective? Reflection Did you find this activity effective? In what point in your vocabulary instruction could you use Frayer models?

Teaching Word Parts to Deduce Meaning Root words Root Meaning anthropo man bio life cardio heart cede go chromo color demos people Prefixes Prefix Meaning Examples a, an not, without atheist, anonymous, apathy ab away, down, from, off absent, abstract acro high, tip, top acrobat, acronym act do, move action, react, transaction Suffixes -able, -tion, -ly, -acy, -dom, -ness

Activity: Word Breakdown Use your Prefix, Root and Suffix Chart to figure out the meaning of the following words: 1) IN VIS IBLE 2) DE CIS SION 3) TELE VIS ION 4) SCISSORS 5) RE JECT

Cognates Cognates words that have the same root in English and Spanish About 90% of Spanish cognates have the same meaning in English English Spanish family familia center centro radio class clase desert desierto magic magia gorilla gorila

False Cognates: Beware! ¡Ojo! Some cognates are misleading! Ex: embarrassed, embarazado To assist, asistir Teach students how to use cognates and explicitly state the false cognates English Spanish Globe Globo (Balloon) Pie Pie (Foot) Soap Sopa (Soup) Large Largo (Long) Exit Éxito (Success) Rope Ropa (Clothes) Hay Hay (There is/are)

Vocabulary Games and Activities Best way to internalize new vocabulary? PLAY WITH LANGUAGE! “I Have, Who Has?” Memory

Parking Lot Questions/Comments/Concerns? Feedback

Thank You! Thank you very much for your time, commitment to teaching English and willingness to try new strategies! Keep in touch! Elizabeth Smith, English Language Fellow elfsmith@ccnn.org.ni