Vocabulary TN TESOL

8/11/2019 Vocabulary TN TESOL

1/66

Vocabulary:

Current Theoryand PromisingPractices forthe ElementaryESL Classroom

Sheri Sather

[email protected]


2/66

How much is enough?

6,000 to 8,000 word families to interactwith spoken text

8,000 to 9,000 word families to interactwith written text

(Nation, 2006)


3/66

What does that mean in

elementary school?

A 4thgrade reading program contains84% of the vocabulary that a student willbe expected to master by the time he orshe finishes high school. (Zeno, et. al 1995)


4/66

What that looked like for my

students in their classes

Students in 3rd grade and higher weregetting lists of vocabulary words to study.

These were words like coronation,impediment and minotaur.

However, my students did not know the

vocabulary from the definitions. (royalty,mythology, etc.)


5/66


6/66

Were not talking about the

same thing!

Although both ESL teachers and regular

classroom teachers are teachingvocabulary, we mean vastly differentthings when we say the wordvocabulary.

I think that they are teaching aspirationalvocabulary, and I am teachingessential vocabulary.


7/66

What is easier to learn?

Nouns are easiest.

Adverbs are most difficult. (Laufer, 1990)

In my research, teachers never chose anadverb as a word that a student mightnot understand. However, my students

have so much difficulty with words likeusually. This was a large perceptiongap.


8/66

Using translations to learn

vocabulary

L1 is active in lexical processing, and

students think it is helpful, so we might aswell use it in teaching. (reported inSchmitt, 2009)

Using L1 glossaries in the margins of text orbi-lingual dictionaries is a good way toform initial word-meaning relationship.


9/66

Teach form in addition to

meaning

The word-meaning relationship is not moreimportant than teaching the form of theword.

Spelling and pronunciation cause troublewith use of words, so they need to beexplicitly taught. (Laufer, 1988)


10/66


11/66

A Frequency Dictionary ofContemporary American English

It includescollocates.

It also includesspecial lists such asthe most frequentlymentionedanimals, phrasalverbs or terms forfamily members.


12/66

3 questions to ask to help choosewhat to teach in a particular text

#1 What unknown words might studentsbe able to associate with already known

words?

This is a good place to let students make L1connections, or the place to give short,

simple definitions using words they alreadyknow.


13/66

Question #2

Which words in the text have derivativesthat are frequent in students reading and

writing?

For example, if students know the wordremember and the text includes words likememorial or remembrance, making thisconnection explicit is a good way toexpand their vocabulary.


14/66

Question #3

Which words will students need supportwith because of multiple meanings?

(Hiebert, 2005)

For example, the phrase force of arms wasconfusing to 6thgraders who didnt know

arms as anything other than body parts.


15/66

What does it take to acquire a

new word?

It takes from 7 to 12 instructionalencounters for a student to get real

ownership of a word (Stahl, 1988).

This includes instruction in not only what aword means, and how it is used but alsodeep encounters that require creativityand connection to prior knowledge(Nagy, 2005).


16/66


17/66

What is rich exposure if a studentis not able to read extensively?

Young learners

Read alouds

Imaginative play

Storytelling

Older, non-proficient

readers

Classroomdiscussions

Read alouds


18/66

Text Talk with read alouds

1. Explain the word.

2. Give an example or two of the

meaning.3. Give some instances than may or may

not be examples of the word. Studentsgive feedback.

4. Students give examples. Ask otherstudents to see if the example fits.

(McKeown & Beck, 2003)


19/66

Generating rich connections

When teaching vocabulary, its important togo beyond simple definitions and

connections. Learners should createconnections between this new thing andwhat they already know.

Discussion is a powerful way to do this. Real

discussion (rather than teacher-led turntaking) is best for this if the environment isaccepting and open. (Stahl, 2005)


20/66

A good program will

Teach individual words

Provide exposure to rich language

Support generative word knowledge(Nagy, 2005)


21/66

Developing generative word

knowledge

Using vocabulary we know, and what weknow about vocabulary, to learn new

vocabulary

Understanding context and developingword consciousness


22/66

80% of affixed words come from

These 11 prefixes

Un, re, in(im, il, for not),

dis, en (em),

non, in (im),

over, mis,

sub, pre

suffixes

-s (es),-ing, -ed,

-ly

-er, or (agent)

-ion (-tion, -ation, -ition)


23/66

Easy (or lazy) solution

on Teachers Pay TeachersPoster setincludes definitions, examples in sentences.


24/66

A spiraling process The more vocabulary students learn, the

better they will be able to read.

The better they read, the more they willread.

The more they read, the more vocabularythey learn.

(Nagy, 2005)


25/66

However, knowing the words

is not enough

Students also need to be able to recognizewhere their understanding of reading breaksdown if they dont know a word.

Then they need to be able to use meta-cognitive strategies to fix the problem beforepicking up the meaning again.

So part of improving vocabulary is improvingskills in figuring out words in context sincestudents need to be learning as they read.


26/66

And still not enough

Students need to have the backgroundknowledge to understand the text. Words

alone do not constitute backgroundknowledge.

Reading is especially helpful in

developing and enriching partially knownvocabulary (Schmitt, 2009)


27/66

Combine cognitive and

meta-cognitive techniques

All the researchers that I read agreed that

there is no one best way to learn orteach vocabulary. Instead we need touse every good way.

They also agreed that students need to

learn both cognitive strategies and meta-cognitive strategies to be most successful.


28/66

Effective cognitive strategies

Vocalizing

Collocations

Writing

Rehearsing


29/66

Effective Meta-cognitive

strategies

Testing (using test prep stress)

Students setting goals for learning (such as

setting a number of new words to learn ina week)

Consciously linking new words to wordsthey know

Using mind trap tricks like writing silly, grossor funny stories using the words


30/66

Dont do this Using lists of related words (think a list of all the

parts of an engine) helps to create confusion

in the word-meaning relationship and hurts astudents ability to retain vocabulary.

This includes teaching antonyms together.The suggestion is to teach the more commonone of the pair first, and add the oppositelater.


31/66

What I learned

I need to provide explicit instruction incognitive and meta-cognitive strategies

to learn vocabulary, and understandvocabulary in context and also provideexplicit and systematic instruction onspecific vocabulary words that are

frequently used in academic texts.


32/66


33/66

The information I gathered

I asked 6 teachers to give me copies of 2assignments that they would be doing withtheir class and to highlight the words theythought their ELLs would not know.

I took those and interviewed the students,asking them to define words in the work.

If they had some idea of what the word

meant, I counted it as knowing. If theycould explain the word using the context ofthe work, it also counted as knowing it.


34/66

What I found

Every teacher overestimated thestudents knowledge.

In most of the papers, the students hadtrouble with 2 - 3x more words than theirteachers anticipated.


35/66

Also

Students knew very few of theinstructional vocabulary (explain,

compare, describe, etc.), but no teacherchose any of those words as words thatwould be difficult for students.

This was true of kindergarteners and 5thand 6thgraders.


36/66

Also The students all said they felt comfortable

asking their teachers questions, and theteachers felt like students were coming tothem with questions.

However, students also admitted that theydidnt want to ask too many questions orquestions that they felt would make them lookstupid.

The older students tended to ask fewerquestions overall.


37/66

I have changed my

instruction

Ive been modeling and having studentspractice more active ways of asking for

vocabulary help.

Does xx mean xxx?

Could you tell me an example of xxx?


38/66

Also Im including much, much more explicit

instruction in vocabulary for instructions.

For example, well read two paragraphs andread one set of instructions. Students need todecide which paragraph is following theinstructions.

(Compare character x and character ysmotive. Give examples for your ideas.)


39/66

For the futureWhen I have a bit of time, I plan to make

a diagnostic that I can give to all students

at the beginning of the year for essentialacademic vocabulary. I want to give thisto the students teacher so they will betterunderstand the students needs.


40/66

VocabularyLearningStrategies

LowerElementary


41/66

Storybook Reading The most important element in storybook

reading in vocabulary development is the

interaction between the teacher and thestudents.

The book serves as a stimulus aroundwhich a high level conversation takes

place.(Biemiller, 2001)


42/66

CAR Talk MethodC= competence questions

(Can you find the X in the picture? Who said

X?)A= abstract thinking

(What will happen next? What is thatcharacter thinking?)

R= relate talk(How is that character like you? Whatwould you do?)


43/66

Supplying definitionsStopping a story to supply definitions is alsoeffective in teaching new vocabulary and is

much more effective than reading a storythrough without comment.


44/66

Reuse those wordsWhole class or center activities such asretellings of the story, word or picture sorts,

word walls, etc. are helpful in getting to theneeded number of interactions.

All activities are more useful if they are used

systematically over the year.


45/66

This book explicitlyexplains 440 ofthese. Thisincludes an indexby animal.

Animal idioms are

everywhere, andthey can be SOconfusing.** index of animals and related idioms so that students canlook up items on their own

** simple definitionsFor example:

in two shakes of a lambs tail = quickly

Eager beaver= enthusiastic person

Busy beaver= busy person


46/66

For younger studentsChoose an animal with several idioms.

(There are 12 cow and bull idioms, for

example.)A pair of students acts out the idiom and

the class guesses which one it is and classdiscusses the meaning of the idiom.


47/66

For older students I keep the book in the reference section

because so many novels and even story

books use animal idioms.


48/66

Teaching students to grade

readers for themselves

This technique comes from JudyFreemans workshops on childrens

literature: Scan a page of a book and hold up a

finger for each word you dont know. Ifyou run out of fingers before the end of

the page, you may want to put the bookback because you want to challengeyourself, not drive yourself crazy.


49/66

Songs and Chants Jazz Chants by Carolyn Graham

(On her website, there is info on how to

write good chants

on your own!)


50/66

Ella Jenkins The words are clearly

enunciated; the songs

tend to be veryrepetitive, so they

are easy for students

to master. Then we

can change it up with

different vocabulary.

(Follow the Leader is awesome

for teaching body parts and actions.)


51/66

Using pictures to developdescriptive vocabulary and topractice making inferences

Students describethe picture in

detail. For ks theteacher can takedictation, but thedescriptions must

include color,texture, size, shape,brightness, etc.

Students need tobe able to make

inferences to readwell, so after theydescribe thepicture, they make

inferences about it.I think _____because __________.


52/66


53/66

Focusing on formI HATED spelling activities as a student; Im aterrible speller still, so I take advantage of

games to enforce the spelling aspect ofvocabulary learning.

Spelling City is a site with free and paidapps. I put in 5 words for kindergarteners

and let them play games like hangman withthe words for a few minutes.


54/66

VocabularyLearningStrategies

UpperElementary


55/66

Provide opportunities for students toelaborate vocabulary knowledge(Schmitt, 2009)

Using the novel, Wonderstruckby Brian

Seltzer, got my students looking for newvocabulary and trying out new vocabularyin creative ways.

The novel has two stories; one is told indrawings; the other is written.


56/66


57/66

Preparing to narrate Students search the pictures for

information and prepare by taking notes

on details they want to include. They can consult dictionaries, Wikimedia

or other resources to make sure they areclear.

Because other students are not looking at

the pictures, there is a lot of gooddiscussion.


58/66

Tips on Teaching Vocabulary

(Schmitt, 2009)

Integrate new words with old

Provide numerous encounters with a word

Promote a deep level of processing

Make new words "real" by connectingthem to the student's world in some way

Provide opportunities for developing

fluency with known vocabulary

The WORD: _______________________________

Date I found the word: ______________________

Date when I KNEW the word:


59/66

Definition:

Definition in my own

words:

Words that have similar

meanings:

Words that are opposites:

Sentence where I found the word:

This word is

academic/

conversational/

both.

This word has only

one meaning. It has

several meanings.

It has positive/

negative

connotations.

It is abstract/

concrete.

Youll often find this

word in these

phrases:

Personal Example

Sentence Personal Example Sentence

Date when I KNEW the word: ________________


60/66

Using the worksheet The worksheet is completed over a

number of classes.

The student decides when the word isknown. After that, it can be tested atany time. The test is writing a short storyusing 2-4 words randomly chosen by theteacher. The sillier the story, the better!

Worksheets are also used for students toteach each other new words.


61/66

Incorporating vocabulary

instruction with novel reading

For each chapter or set of chapters:

1. Give a list of words from the chapter that

they need to know. First, have eachindividual put a check by each wordthey know, an x by each word theythink they know.

2. Put them in pairs and have them help

each other out. Monitor because theyare frequently wrong.


62/66

Quick and dirty glossary I give them a glossary for each chapter. I put

the words in order that they will encounterthem.

The definition is simple and hopefully shortand explains the word for the context.

If the word has multiple meanings or is used inan unusual way, I put an * on it so that theydont overgeneralize the meaning.

It sounds very time consuming, but I do it ashabit while Im reading the chapter now.


63/66

Padlet This is web tool is completely free; the pages

are never deleted, and it is so easy to make apage!

I use it for anything, story book to novel, to getstudents acquainted with the vocabulary andcontext before we read.

Older students can take turns making thePadlet for a chapter as an assignment.


64/66


65/66

References Dreyer, C., & Brits, J. (2013). Memory strategies and ESL

vocabulary acquisition. Per Linguam, 10(1).doi:http://dx.doi.org/10.5785/10-1-245

Zhang, W. (2009). Semantic prosody and ESL/EFL vocabularypedagogy. TESL Canada Journal,26(2), 1+. Retrieved fromhttp://go.galegroup.com.ezproxy.tntech.edu/ps/i.do?id=GALE%7CA219012095&v=2.1&u=tel_a_ttul&it=r&p=AONE&sw=w&asid=ac9da0821d4189d6d3f6787c8bfc7e23

Schmitt, N. (2009). Teaching vocabulary. ESL Magazine, (67),9+. Retrieved fromhttp://go.galegroup.com.ezproxy.tntech.edu/ps/i.do?id=GALE%7CA193178391&v=2.1&u=tel_a_ttul&it=r&p=AONE&sw=w&asid=edd0c3f1f2221e430924073cab0017f9
http://dx.doi.org/10.5785/10-1-245http://dx.doi.org/10.5785/10-1-245http://dx.doi.org/10.5785/10-1-245http://go.galegroup.com.ezproxy.tntech.edu/ps/i.do?id=GALE|A219012095&v=2.1&u=tel_a_ttul&it=r&p=AONE&sw=w&asid=ac9da0821d4189d6d3f6787c8bfc7e23http://go.galegroup.com.ezproxy.tntech.edu/ps/i.do?id=GALE|A219012095&v=2.1&u=tel_a_ttul&it=r&p=AONE&sw=w&asid=ac9da0821d4189d6d3f6787c8bfc7e23http://go.galegroup.com.ezproxy.tntech.edu/ps/i.do?id=GALE|A219012095&v=2.1&u=tel_a_ttul&it=r&p=AONE&sw=w&asid=ac9da0821d4189d6d3f6787c8bfc7e23http://go.galegroup.com.ezproxy.tntech.edu/ps/i.do?id=GALE|A219012095&v=2.1&u=tel_a_ttul&it=r&p=AONE&sw=w&asid=ac9da0821d4189d6d3f6787c8bfc7e23http://go.galegroup.com.ezproxy.tntech.edu/ps/i.do?id=GALE|A219012095&v=2.1&u=tel_a_ttul&it=r&p=AONE&sw=w&asid=ac9da0821d4189d6d3f6787c8bfc7e23http://go.galegroup.com.ezproxy.tntech.edu/ps/i.do?id=GALE|A219012095&v=2.1&u=tel_a_ttul&it=r&p=AONE&sw=w&asid=ac9da0821d4189d6d3f6787c8bfc7e23http://go.galegroup.com.ezproxy.tntech.edu/ps/i.do?id=GALE|A219012095&v=2.1&u=tel_a_ttul&it=r&p=AONE&sw=w&asid=ac9da0821d4189d6d3f6787c8bfc7e23http://go.galegroup.com.ezproxy.tntech.edu/ps/i.do?id=GALE|A219012095&v=2.1&u=tel_a_ttul&it=r&p=AONE&sw=w&asid=ac9da0821d4189d6d3f6787c8bfc7e23http://go.galegroup.com.ezproxy.tntech.edu/ps/i.do?id=GALE|A219012095&v=2.1&u=tel_a_ttul&it=r&p=AONE&sw=w&asid=ac9da0821d4189d6d3f6787c8bfc7e23http://go.galegroup.com.ezproxy.tntech.edu/ps/i.do?id=GALE|A219012095&v=2.1&u=tel_a_ttul&it=r&p=AONE&sw=w&asid=ac9da0821d4189d6d3f6787c8bfc7e23http://go.galegroup.com.ezproxy.tntech.edu/ps/i.do?id=GALE|A219012095&v=2.1&u=tel_a_ttul&it=r&p=AONE&sw=w&asid=ac9da0821d4189d6d3f6787c8bfc7e23http://go.galegroup.com.ezproxy.tntech.edu/ps/i.do?id=GALE|A219012095&v=2.1&u=tel_a_ttul&it=r&p=AONE&sw=w&asid=ac9da0821d4189d6d3f6787c8bfc7e23http://dx.doi.org/10.5785/10-1-245http://dx.doi.org/10.5785/10-1-245http://dx.doi.org/10.5785/10-1-245http://dx.doi.org/10.5785/10-1-245http://dx.doi.org/10.5785/10-1-245http://dx.doi.org/10.5785/10-1-245


66/66

Documents

Vocabulary TN TESOL