Dynamic Vocabulary
and Sentence Building
Strategies
g
for English
g
Language Learners
Presented by Carolyn Hood
CABE 2015
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oad, Suite
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Accessing
ccess ng
High-Level
g
Vocabulary
y
Language
g g Experience
p
“By the age of three, the
average American
A
child
h ld in a
welfare family may have 10
million fewer words of
cumulative language
experience than the average
child in a workingg class
family.”
Todd R. Risley & Betty Hart
University of Alaska
From conference materials for the
National Conference on Family Literacy and the California
Family Literacy Conference
March 16-18, 2002
-Common Core State Standards: Appendix ANational Governors Association Center for Best Practices, Council of Chief
State School Officers. Common Core State Standards ffor English
g
Language
g g
Arts & Literacy in History/Social Studies, Science, and Technical Subjects.
Appendix A: Research Supporting Key Elements of the Standards, Glossary of
Key Terms. Washington D.C.: National Governors Association Center for Best
Practices, Council of Chief State School Officers, 2010. Print.
www.learningheadquarters.com
Know As
F t as a
Fast
Snap!
Know
wn
“While the term tier may connote a
hierarchy, a ranking of words from
l
least
to most important, the
h reality
li is
i
that all three tiers of words are vital to
comprehension and vocabulary
development, although learning tier
yp
y requires
q
two and three words typically
more deliberate effort (at least for
students whose first language is
E li h) than
English)
h does
d
learning
l
i tier
i one
words.”
Accessing Words and Phrases
Unk
known
n
Three Tiers of Words
/s/
Sound
it Out!
Find it!
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Building on
Cumulative Vocabulary
K Word Sort
Shapes
tinyy
small
red
hot
square
apple
circle
grapes
triangle
huge
big
cold
sweet
Food
ham
Language Standards: Vocabulary Acquisition and Use
5. With guidance and support from adults, explore word
relationships and nuances in word meanings.
a. Sort common objects into categories (e.g., shapes,
foods) to gain a sense of the concepts the categories
represent.
salty
First Defining Words
K Opposites
movements
in
out
sizes
big
small
sit
stand
tall
short
up
stop
run
down
go
walk
wide
narrow
duck
bird
swims
tiger
g
cat
stripes
p
Language Standards: Vocabulary Acquisition and Use
5. With guidance and support from adults, explore word
relationships and nuances in word meanings.
b. Demonstrate understanding of frequently
occurring verbs and adjectives by relating them to
their opposites (antonyms).
Language Standards: Vocabulary Acquisition and Use
5. With guidance and support from adults, demonstrate
understanding of word relationships and nuances in word
meanings.
b. Define words by category and by one or more key
attributes (e.g., a duck is a bird that swims; a tiger is
a large cat with stripes).
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K Shades of Meaning
walk
march
strut prance
[to move
on foot]
[to walk with
knees up high
in a rhythm]
[to walk in a
proud way]
Second Shades of Meaning
[to walk with
high, springy
steps]
Language Standards: Vocabulary Acquisition and Use
5. With guidance and support from adults, explore word
relationships and nuances in word meanings.
d Distinguish shades of meaning among verbs
d.
describing the same general action (e.g., walk, march,
strut, prance) by acting out the meanings
Language Standards: Vocabulary Acquisition and Use
5. Demonstrate understanding of word relationships and nuances
in word meanings.
d. Distinguish shades of meaning among closely
g , toss,, throw,, hurl)) and closelyy
related verbs ((e.g.,
related adjectives (e.g., thin, slender, skinny, scrawny).
Vocabulary
“…the most powerful way to
t h new terms
teach
t
andd phrases
h
is to use an instructional
sequence that
h allows
ll
for
f
multiple exposures to students
in multiple ways.”
-24 times practice to reach
80% competencyp
y
Marzano, R. J., Pickering, D. J., and Pollock, J. E. (2001).
Classroom Instruction that Works: Research Based Strategies
for Increasing Student Achievement. Association for
Supervision and Curriculum Development: Alexandria, VA.
www.learningheadquarters.com
© 2002, 2015 Learning Headquarters
Transitions
“Cohesive and coherent
writing requires a constant
attention to the maintenance
of the topic which is
organized
g
in a careful
f
sequence of ideas and the
smooth transitions between
sentences.”
Mather, N. & Roberts, R. (1995).
Informal Assessment and Instruction in Written
Language New York: John Wiley & Sons.
Language.
Sons
Fourth Grade
Transitional Phrases
Scoring Guide
1
2
3
4
Below
Standard
Approaching
Standard
At
Standard
Above
Standard
Uses less
Not using
sequential than three
r n
n gr
grade level
transitions
or
simplistic
transitions
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Uses a
Uses a
variety of variety of
synonyms,
yn nym ,
three
r orr
signpost more grade
phrases,
level
and
transitions
sequential
ti l
transitions
© 2002, 2015 Learning Headquarters
Fourth Grade
Transitional Phrases Data
Pretest
Postest
Total
Growth
1-2
3-4
1-2
3-4
Teacher
1
85%
15%
54%
46%
15%46%
Teacher
2
88%
12%
48%
52%
12%52%
Teacher
3
92%
8%
40%
60%
8%60%
Teacher
4
88%
12%
52%
48%
Teacher
5
96%
4%
42%
58%
12%
12%48%
4%58%
Total
90%
10%
47%
53%
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10%53%
3%
© 2002, 2015 Learning Headquarters
Promoting Student Ownership
of Vocabulary
Gathering Descriptive
Language
g g
Understanding Relations
g
of Words & Their Meaning
• Highlights Exposure To and
T
Targets
t New
N Vocabulary
V b l
• Anchors Vocabulary from Wide
and Extensive Independent
Reading Experiences
• Applies Vocabulary and Concept
Development to Reading, Writing,
Listening, and Speaking
• Increases Vocabulary Acquisition
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Tip: Using the Organizers
• Add to Class Bank when
Reading, Writing, or Discussing
• Demonstrate
D
H
How to U
Utilize
ili
Vocabulary Words when
Writing Aloud
• Promote Students to Keep
Own Banks in Writing Folders
• Add Non-Linguistic
Representation
R
t ti and
dM
Mnemonics
i
to Help Build Understanding
© 2002, 2015 Learning Headquarters
Vocabulary: There are
recommended processes for
teaching new terms and phrases:
1. Present the students with a brief
explanation or description of the new term
or phrase
2. Present the students with a nonlinguistic
g
representation of the new term or phrase
3. Ask the students to generate their own
explanations or descriptions of the new
term or phrase
4. Ask the students to create their own
nonlinguistic representation of the new
term or phrase
5. Periodically ask the students to review the
accuracy of their explanations and
representations
Adapted from: Marzano, R., Pickering, D., & Pollock, J.
(2001). Classroom Instruction that Works: Research
B d Strategies
Based
St t i for
f Increasing
I
i Student
St d t Achievement..
A hi
t
Alexandria, VA: Association for Supervision and
Curriculum Development.
Vocabulary Map
-Fourth Grade-
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Vocabulary Map
-First Grade-
© 2002, 2015 Learning Headquarters
-2nd
Vocabulary Map
Grade Student Sample-
Vocabulary Map
-4
4th Grade
G d St
Student
d tS
Samplel
•
Vocabulary Tip:
Use kinesthetic movement to
increase vocabulary
 Student-generated
 Used during transitions
 Attention grabbers
N
Now,
Let’s
L t’s Try
T It!
–Glistening-
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© 2002-2003 Musically Aligned: In Tune with Teaching Standards.
P.O. Box 473, Descanso, CA 91916
Fax: (619) 659-5087 Email: [email protected]
Website: www.musicallyaligned.com
Fourth Grade
y Assessment from
Vocabulary
Language Arts Adoption Theme
Pretest
www.learningheadquarters.com
Postest
Total
Growth
1-2
3-4
1-2
3-4
Teacher
h
1
100%
0%
27%
73%
0%73%
Teacher
2
92%
8%
16%
84%
8%84%
Teacher
3
96%
4%
48%
52%
4%52%
Teacher
4
91%
9%
18%
82%
9%82%
Teacher
5
86%
14%
14%
86%
14%14%
86%
Total
93%
7%
25%
75%
7%75%
© 2002, 2015 Learning Headquarters
Two vocabulary strategies
I will try in my classroom:
•
•
Building
Bu
ld ng
Powerful
f
Sentences
How I plan to implement
them:
th
Who/What Chart
• To add academic
•
•
vocabulary
To prompt students with
questioning techniques
To demonstrate sentence
development
• “Who or what are
we going to write
about?”
 the mighty lion
• “What about the
mighty lion?”
 The mighty
g y lion
hunts for food.
• “Why
“Wh does
d
the
h
• Grades K-2: Utilized for complete
sentence building
• Grades
G d K-6:
6 Utilized
ili d as a reference
f
for quick summaries
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mighty lion hunt?”
 The
Th mighty
i ht lion
li
hunts for food
because it is
hungry.
© 2002, 2015 Learning Headquarters
Miss First
Date
The Lion
Add additional sentences by
askingg qquestions:
• “What else do we know about
The mighty lion hunts
for food because it is
hungry.
Miss First
Date
The Mighty Lion
the mighty lion? Where does it
hunt?”
 It stalks prey in
the African
grasslands.
grasslands
Use additional
add o a questions
ques o s oon thee
Who/What Chart as soon as
students are ready
Powerful Sentences Chart
• To
T transform
t
f
a simple
i l
•
•
The mighty lion hunts
for food because it is
h
hungry.
It
I stalks
lk prey
in the African
grasslands.
idea into powerful
sentences
To brainstorm related
y
y
words/synonyms
To develop and verbalize
new sentences
• Grades 1-6
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© 2002, 2015 Learning Headquarters
Powerful Sentences Chart
Powerful
Sentences
Sentence Blueprints Cards
-Travelers-
• To create a varietyy of
•
•
powerful sentences
To actively engage
students in creating new
blueprint patterns
To develop and verbalize
new sentences
• Grades 2-6: Travelers
• Grades
d 3-6: Triple
i l Deckers
k
• Grades 3-6: Double the Whos
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The
desperate
49ers
using a
rocker
in
California
during the
Gold Rush.
Rush
panned for
gold
The desperate 49ers panned for gold
during
g the Gold Rush in California.
Using a
rocker,
th
the
d
desperate
t
panned
df
for
gold
i
in
California
d i th
during
the
Gold Rush.
49
49ers
Using a rocker, the desperate 49ers panned for
gold
ld d
during
i th
the G
Gold
ld Rush
R h in
i California.
C lif
i
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-Triple Deckers-
Th
The
dreamers
-Double the Who’s-
h
hopeful
f l
panned through investigated the and searched at
Mother Lode,
their land claim
riverbeds,
every
waking hour.
The hopeful dreamers panned through riverbeds,
investigated the Mother Lode, and searched at
their land claim every waking hour.
James
Marshall,
M
h ll
in the Sierra
Nevada mountains
a gold
seeker,
k
i 1849
in
hunted for
nuggets
t
to
prosper.
James Marshall, a gold seeker, hunted for
nuggets in the Sierra Nevada mountains in 1849
to prosper.
-with TravelersTo prosper, James Marshall, a gold seeker,
hunted for nuggets in the Sierra Nevada
mountains in 1849.
Two sentence strategies I
will try in my classroom:
Thank You!
•
•
How I plan to implement
them:
th
For more information on
Common Core writing
materials and inservices,
please visit us at
p
www.learningheadquarters.com
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