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Scaffolding Academic
Language Acquisition

English Language Learners Program
Anchorage School District 2009-10
  Session 3: Building Background
Content Objective

Participants will be able to identify ways to
build background knowledge.
Content Objective

Participants will be able to identify ways to
build background knowledge.


Language Objectives

Participants will be able to........


•participate in a group oral language activity using background knowledge.

•demonstrate vocabulary activities used to build background.
Review                      Preparation
  Lesson      •Clearly defined content objectives for students


Preparation   •Clearly defined language objectives for students

              •Content concepts appropriate for age and
               educational background

              •Supplementary materials used to a high degree,
               making the lesson clear and meaningful
               (e.g., graphs, models, visuals)

              •Adaptation of content to all levels of student
               proficiency (e.g., text, assignment)

              •Meaningful activities that integrate lesson
               concepts with language practice opportunities
               for reading, writing, listening, and/or speaking
                                                                  Echevarria, Vogt, & short 2000
Building Background

•Concepts explicitly linked
                         to
students’ background experiences
Building Background

•Concepts explicitly linked
                         to
students’ background experiences

•Links are explicitly made between
past learning and new concepts
Building Background

•Concepts explicitly linked
                         to
students’ background experiences

•Links are explicitly made between
past learning and new concepts

•Key  vocabulary emphasized (e.g.,
introduced, written, repeated, and
highlighted for students to see)
Building Background Activities

Word Cards: Organize into groups using the
words on your cards
Building Background Activities

Word Cards: Organize into groups using the
words on your cards


How did background knowledge affect the way
you organized into groups?
Reproducible 4.5
                                                               Building Background


Martin had a funny feeling in the pit of his
stomach. As he walked down the alley, he
thought of his younger brother who had
recently died. What did the future hold for
him? He contemplated his living situation
and the people around him. If only he could
predict the future, he would know more
clearly what he should do today.

Describe the main character.
                      2005 Lesson Lab, a division of Pearson Education. All rights reserved.
Ways to Tie Prior Learning into the Classroom




                                        Building Background BLM #3
                                         Robin Liten-Tejada, 2001
Ways to Tie Prior Learning into the Classroom
•Questioning - Ask a simple question, “Who remembers what we did yesterday?”
and solicit responses.




                                                                 Building Background BLM #3
                                                                  Robin Liten-Tejada, 2001
Ways to Tie Prior Learning into the Classroom
•Questioning - Ask a simple question, “Who remembers what we did yesterday?”
and solicit responses.

•Charts - Make a chart of key information being studied and keep the chart as a
reference. Call students’ attention to it as needed.




                                                                   Building Background BLM #3
                                                                    Robin Liten-Tejada, 2001
Ways to Tie Prior Learning into the Classroom
•Questioning - Ask a simple question, “Who remembers what we did yesterday?”
and solicit responses.

•Charts - Make a chart of key information being studied and keep the chart as a
reference. Call students’ attention to it as needed.

•KWL - Have students individually, or as a class, create a KWL chart.  Refer back
to it during the unit and check off things in the ‘want’ column when explored and
add things to the ‘learn’ column.




                                                                        Building Background BLM #3
                                                                         Robin Liten-Tejada, 2001
Ways to Tie Prior Learning into the Classroom
•Questioning - Ask a simple question, “Who remembers what we did yesterday?”
and solicit responses.

•Charts - Make a chart of key information being studied and keep the chart as a
reference. Call students’ attention to it as needed.

•KWL - Have students individually, or as a class, create a KWL chart.  Refer back
to it during the unit and check off things in the ‘want’ column when explored and
add things to the ‘learn’ column.

•Student   Journals - Have students write down what they have learned in a
journal or notebook.




                                                                        Building Background BLM #3
                                                                         Robin Liten-Tejada, 2001
Ways to Tie Prior Learning into the Classroom
•Questioning - Ask a simple question, “Who remembers what we did yesterday?”
and solicit responses.

•Charts - Make a chart of key information being studied and keep the chart as a
reference. Call students’ attention to it as needed.

•KWL - Have students individually, or as a class, create a KWL chart.  Refer back
to it during the unit and check off things in the ‘want’ column when explored and
add things to the ‘learn’ column.

•Student   Journals - Have students write down what they have learned in a
journal or notebook.

•Lesson  Connections - Make explicit statements to connect what the students
are going to study with what they have studied. Help students see a continuum
of the content concepts and build a bigger picture in their minds.
                                                                        Building Background BLM #3
                                                                         Robin Liten-Tejada, 2001
Graphic Organizers
Why Use Webbing Before a Lesson?

1. Students can identify what they already know (prior knowledge) and use it
as a BASE to build on.

2. Students can TRANSFER knowledge from their first language and culture.

3 If the web is in English, the students can begin to think in English about the
topic and begin to identify words they know and VOCABULARY they need to know.

4. Students can SEE THE CONNECTIONS between different parts of the topic
and this helps them remember.

5. ESL students can PARTICIPATE in the lesson because they are prepared
with ideas and English words.
Webbing Template
Who?                              What?




               Headline

How?                              Where?




        Why?              When?
Assignment 1: Webbing Before the Teacher’s Lesson
(Student Work)
                                               Big
                                                            Herbs
                                        Size                                                B
    Bear’s family                                                                           B
                    Family                           Food
                                                             Grass


                                       Panda
                                       Bears
 Black and white                                               Japan



           Characteristics                              Habitat
Not wild

                    Attack to defend
                    themselves

                                                                    The Aspire Curriculum
Assignment 1: Webbing After the Teacher’s Lesson
 (Student Work) Weigh about
                 300 pounds
                            Grow about
                                                    6 feet tall
                                                                          Bamboo shoots
   Raccoon family                            Size                                                             B
                                                                                                              B
                      Family                                         Food



                                            Panda
              Sharp claws                   Bears
                            Not clumsy                                           Hollow trees
Bad temper


          Characteristics                                                 Habitat

Sharp teeth                                                                             Caves
                                                            Highlands of China
                       Endangered species
 Can be aggressive
                                                                                      The Aspire Curriculum
TIMELINE




           The Aspire Curriculum
STORY MAP
Name: ______________________________ Date: _________________
 Characters                   Setting (Time and Place)



 Problem



              Events




Solution                               Moral


                                                         The Aspire Curriculum
VENN DIAGRAM




            Alike




Different           Different


                                The Aspire Curriculum
KWL CHART

What I Know   What I Want to Know   What I Have Learned




                                               The Aspire Curriculum
K.I.M.
                (Key Idea/Vocabulary, Information/Definition, Memory/Visual Cue)

   K: Key Idea/Vocabulary          I: Information/Definition             M: Memory/Visual Cue




Sentence:




Sentence:




Sentence:
K.I.M.
                       (Key Idea/Vocabulary, Information/Definition, Memory/Visual Cue)

    K: Key Idea/Vocabulary                        I: Information/Definition                           M: Memory/Visual Cue

                                               -the distance around a
                                               circle
        circumference
                                               (Like he perimeter of a
                                               rectangle)                                                             circumference
Sentence: The distance around a circle is called the circumference.

                                               If you measure across a
                                               circle where it is the                                          diameter
            diameter
                                               widest, you will have the
                                               diameter.
Sentence: The length of the line segment that passes through the center of a circle and has it’s endpoints on the circle.


                                               The distance from the
                                                                                                                 radius
                                               center of the circle to
               radius
                                               any point on the circle.
Sentence: The radius is the length of the line drawn from the center of a circle to any point on the circle.
READING LOG

What I Understood            What I Didn’t Understand




                                                  The Aspire Curriculum
Vocabulary Activities

 Get Down With Words--A Stellar Strategy

 This strategy investigates spelling and kinesthetic memory!




1. Tall letters: stand with both arms straight up in the air.

2. Short letters: stand with both hands on your waist.

3. Below the line letters: crouch down with both hands on your waist.

4. Spell the words.

5. NOW FASTER!!


                                                               From Liz Warner’s Stellar Strategies
Aa   Bb   Cc   Dd   Ee   Ff
 WORD
 WALLS
                      Gg   Hh   Ii   Jj   Kk   Ll
•High Frequency
•Words

•Content Words
                      Mm   Nn   Oo   Pp   Qq   Rr
•Story Vocabulary

•Difficult to Spell

                      Ss   Tt   Uu   Vv   Ww   Xx, Yy, Zz
WORD
  WALLS             Aa             Bb              Cc           Dd            Ee               Ff

 Read My Mind        adventure
                       Aleut                        cheechako        Denali        eagle          fireweed
*Students number
1-5 on paper.
                    Gg             Hh              Ii           Jj            Kk               Ll
*Teacher gives 5
clues.                                  hiking
                         glacier
                                        Homer                        Juneau        kayak
*First clue is:
“Word is on the
                    Mm             Nn              Oo           Pp            Qq               Rr
word wall.”
                      moose
                                        northern
*Last clue is the    mountain                           orca         parka
                                         lights
definition of the    mukluks

word.
                    Ss             Tt              Uu           Vv            Ww              Xx, Yy, Zz
                       salmon
                      sled dog
*Students must          snow             tundra         ulu                        winter
write a guess        sourdough

after each clue.

                                                                               From Liz Warner’s Stellar Strategies
WORD
 WALLS              Aa             Bb              Cc           Dd            Ee               Ff
 Read My Mind        adventure
                       Aleut                        cheechako        Denali        eagle          fireweed

Let’s Play!
                    Gg             Hh              Ii           Jj            Kk               Ll
1. The word is on
the word wall.
                                        hiking
Make a guess.            glacier
                                        Homer                        Juneau        kayak



                    Mm             Nn              Oo           Pp            Qq               Rr
                      moose
                                        northern
                     mountain                           orca         parka
                                         lights
                     mukluks


                    Ss             Tt              Uu           Vv            Ww              Xx, Yy, Zz
                       salmon
                      sled dog
                        snow             tundra         ulu                        winter
                     sourdough



                                                                               From Liz Warner’s Stellar Strategies
WORD
 WALLS              Aa             Bb              Cc           Dd            Ee               Ff
 Read My Mind        adventure
                       Aleut                        cheechako        Denali        eagle          fireweed

Let’s Play!
                    Gg             Hh              Ii           Jj            Kk               Ll
1. The word is on
the word wall.                          hiking
Make a guess.            glacier
                                        Homer                        Juneau        kayak


2. The word is
a noun.             Mm             Nn              Oo           Pp            Qq               Rr
                      moose
                                        northern
                     mountain                           orca         parka
                                         lights
                     mukluks


                    Ss             Tt              Uu           Vv            Ww              Xx, Yy, Zz
                       salmon
                      sled dog
                        snow             tundra         ulu                        winter
                     sourdough



                                                                               From Liz Warner’s Stellar Strategies
WORD
 WALLS              Aa             Bb              Cc           Dd            Ee               Ff
 Read My Mind        adventure
                       Aleut                        cheechako        Denali        eagle          fireweed

Let’s Play!
                    Gg             Hh              Ii           Jj            Kk               Ll
1. The word is on
the word wall.                          hiking
                         glacier
Make a guess.                           Homer                        Juneau        kayak


2. The word is
                    Mm             Nn              Oo           Pp            Qq               Rr
a noun.
                      moose
                                        northern
3. The word has      mountain                           orca         parka
                                         lights
a long vowel         mukluks

sound.
                    Ss             Tt              Uu           Vv            Ww              Xx, Yy, Zz
                       salmon
                      sled dog
                        snow             tundra         ulu                        winter
                     sourdough



                                                                               From Liz Warner’s Stellar Strategies
WORD
 WALLS              Aa             Bb              Cc           Dd            Ee               Ff
 Read My Mind        adventure
                       Aleut                        cheechako        Denali        eagle          fireweed

Let’s Play!
                    Gg             Hh              Ii           Jj            Kk               Ll
1. The word is on
the word wall.                          hiking
                         glacier
Make a guess.                           Homer                        Juneau        kayak


2. The word is
a noun.
                    Mm             Nn              Oo           Pp            Qq               Rr
                      moose
3. The word has                         northern
                     mountain                           orca         parka
                                         lights
a long vowel         mukluks
sound.
                    Ss             Tt              Uu           Vv            Ww              Xx, Yy, Zz
4. It is a             salmon
                      sled dog
compound word.          snow             tundra         ulu                        winter
                     sourdough



                                                                               From Liz Warner’s Stellar Strategies
WORD
 WALLS              Aa             Bb              Cc           Dd            Ee               Ff
 Read My Mind        adventure
                       Aleut                        cheechako        Denali        eagle          fireweed
Let’s Play!
                    Gg             Hh              Ii           Jj            Kk               Ll
1. The word is on
the word wall.
                                        hiking
Make a guess.            glacier
                                        Homer                        Juneau        kayak

2. The word is
a noun.             Mm             Nn              Oo           Pp            Qq               Rr
                      moose
3. The word has                         northern
                     mountain                           orca         parka
a long vowel                             lights
                     mukluks
sound.
                    Ss             Tt              Uu           Vv            Ww              Xx, Yy, Zz
4. It is a             salmon
compound word.        sled dog
                        snow             tundra         ulu                        winter
                     sourdough
5. A flowering
plant.
                                                                               From Liz Warner’s Stellar Strategies
Vocabulary Bingo
Fold paper into desired
number of squares
Have students copy words
from the word wall into each
square--one word per square
Teacher reads the definition
of the word
Students cover the word that
matches the definition




                               From Liz Warner’s Stellar Strategies
Is It Worth It?
Is It Worth It?
An average student learns about 3,000 words per year.
Is It Worth It?
An average student learns about 3000 words per year.

For students who learn only 1,000 words per year,
a gain of 300 words equals a 30% increase
This is significant, especially if repeated year after year. (Stahl, 1999)
Is It Worth It?
An average student learns about 3000 words per year.

For students who learn only 1,000 words per year,
a gain of 300 words equals a 30% increase.
This is significant, especially if repeated year after year. (Stahl, 1999)




“One of the most persistent findings in reading
research is that the extent of students’ vocabulary
knowledge relates strongly to their reading
comprehension and to their overall academic success.”
(Lehr, Osborn & Hiebert, 2005)
We Learn..........

10% of what we READ

20% of what we HEAR

30% of what we SEE

50% of what we SEE and HEAR

70% of what we DISCUSS with others

80% of what we EXPERIENCE personally

95% of what we TEACH to someone else
                                       William Glasser
The Degrees of the Components in the
       Involvement Load Hypothesis
              Degrees of the
Components                                                  Explanations
             Involvement Load
                                               The learner does not feel the need to
                Index 0 (None)
                                                          learn the word.

 Need          Index 1 (Moderate)            The learner is required to learn the word.

                Index 2 (Strong)               The learner decides to learn the word.

                                              They do not need to learn the meanings
                Index 0 (None)
                                                      or forms of the word.

 Search        Index 1 (Moderate)                 The meaning of the word is found.

                Index 2 (Strong)                    The form of the word is found.

                                                The word is not compared with other
                Index 0 (None)
                                                               words.
                                              The word is compared with other words
Evaluation     Index 1 (Moderate)
                                                     in the provided context.
                                              The word is compared with other words
                Index 2 (Strong)
                                                    in self-provided context.
                      From The Involvement Load Hypothesis: An Inquiry into Vocabulary Learning, by Mayumi Tsubaki, 2006.
Task-induced Involvement Load of
      Common Language Learning Activities in Japanese Universities
                                                                     Need    Search   Evaluation
            Task                     Status or target words
                                                                     Index   Index      Index




                                                                                                   From The Involvement Load Hypothesis: An Inquiry into Vocabulary Learning, by Mayumi Tsubaki,
                                Filling in the blanks with target
Listening to a song and trying
                               words. Looking up the meaning of        1       1          1
   to understand the song.
                                           target words.
 Finding words which mean
                                   Looking up the word forms of
  designated ideas by the                                              1       2          0
                                           target words.
          teacher.

Matching target words with
 the explanation of words.
                                  Guessing the meanings by reading




                                                                                                                                             2006
  Target words and their                                               1       1          1
                                         example sentences.
  example sentences are
        presented.

                                  Looking up necessary words in a
 Retelling a story that they
                                   dictionary. Target words are        1     1 or 2       2
     have read before.
                                      decided by the teacher.

                                  Useful words are presented, and
 Talking about movies that
                                   they choose words that they         1       0          2
   they watched before.
                                               need.

Choosing a relatively difficult
                                   Choosing words that they use.      2        2          2
 topic and writing an essay.
Content Objective

Participants will be able to identify ways to
build background knowledge.


Language Objectives

Participants will be able to........


•participate in a group oral language activity using background knowledge.

•demonstrate vocabulary activities used to build background.
✦Questions

✦Comments

Next Session: Comprehensible Input

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Session 3: Building Background

  • 1. Scaffolding Academic Language Acquisition English Language Learners Program Anchorage School District 2009-10 Session 3: Building Background
  • 2. Content Objective Participants will be able to identify ways to build background knowledge.
  • 3. Content Objective Participants will be able to identify ways to build background knowledge. Language Objectives Participants will be able to........ •participate in a group oral language activity using background knowledge. •demonstrate vocabulary activities used to build background.
  • 4. Review Preparation Lesson •Clearly defined content objectives for students Preparation •Clearly defined language objectives for students •Content concepts appropriate for age and educational background •Supplementary materials used to a high degree, making the lesson clear and meaningful (e.g., graphs, models, visuals) •Adaptation of content to all levels of student proficiency (e.g., text, assignment) •Meaningful activities that integrate lesson concepts with language practice opportunities for reading, writing, listening, and/or speaking Echevarria, Vogt, & short 2000
  • 5. Building Background •Concepts explicitly linked to students’ background experiences
  • 6. Building Background •Concepts explicitly linked to students’ background experiences •Links are explicitly made between past learning and new concepts
  • 7. Building Background •Concepts explicitly linked to students’ background experiences •Links are explicitly made between past learning and new concepts •Key vocabulary emphasized (e.g., introduced, written, repeated, and highlighted for students to see)
  • 8. Building Background Activities Word Cards: Organize into groups using the words on your cards
  • 9. Building Background Activities Word Cards: Organize into groups using the words on your cards How did background knowledge affect the way you organized into groups?
  • 10. Reproducible 4.5 Building Background Martin had a funny feeling in the pit of his stomach. As he walked down the alley, he thought of his younger brother who had recently died. What did the future hold for him? He contemplated his living situation and the people around him. If only he could predict the future, he would know more clearly what he should do today. Describe the main character. 2005 Lesson Lab, a division of Pearson Education. All rights reserved.
  • 11. Ways to Tie Prior Learning into the Classroom Building Background BLM #3 Robin Liten-Tejada, 2001
  • 12. Ways to Tie Prior Learning into the Classroom •Questioning - Ask a simple question, “Who remembers what we did yesterday?” and solicit responses. Building Background BLM #3 Robin Liten-Tejada, 2001
  • 13. Ways to Tie Prior Learning into the Classroom •Questioning - Ask a simple question, “Who remembers what we did yesterday?” and solicit responses. •Charts - Make a chart of key information being studied and keep the chart as a reference. Call students’ attention to it as needed. Building Background BLM #3 Robin Liten-Tejada, 2001
  • 14. Ways to Tie Prior Learning into the Classroom •Questioning - Ask a simple question, “Who remembers what we did yesterday?” and solicit responses. •Charts - Make a chart of key information being studied and keep the chart as a reference. Call students’ attention to it as needed. •KWL - Have students individually, or as a class, create a KWL chart. Refer back to it during the unit and check off things in the ‘want’ column when explored and add things to the ‘learn’ column. Building Background BLM #3 Robin Liten-Tejada, 2001
  • 15. Ways to Tie Prior Learning into the Classroom •Questioning - Ask a simple question, “Who remembers what we did yesterday?” and solicit responses. •Charts - Make a chart of key information being studied and keep the chart as a reference. Call students’ attention to it as needed. •KWL - Have students individually, or as a class, create a KWL chart. Refer back to it during the unit and check off things in the ‘want’ column when explored and add things to the ‘learn’ column. •Student Journals - Have students write down what they have learned in a journal or notebook. Building Background BLM #3 Robin Liten-Tejada, 2001
  • 16. Ways to Tie Prior Learning into the Classroom •Questioning - Ask a simple question, “Who remembers what we did yesterday?” and solicit responses. •Charts - Make a chart of key information being studied and keep the chart as a reference. Call students’ attention to it as needed. •KWL - Have students individually, or as a class, create a KWL chart. Refer back to it during the unit and check off things in the ‘want’ column when explored and add things to the ‘learn’ column. •Student Journals - Have students write down what they have learned in a journal or notebook. •Lesson Connections - Make explicit statements to connect what the students are going to study with what they have studied. Help students see a continuum of the content concepts and build a bigger picture in their minds. Building Background BLM #3 Robin Liten-Tejada, 2001
  • 18. Why Use Webbing Before a Lesson? 1. Students can identify what they already know (prior knowledge) and use it as a BASE to build on. 2. Students can TRANSFER knowledge from their first language and culture. 3 If the web is in English, the students can begin to think in English about the topic and begin to identify words they know and VOCABULARY they need to know. 4. Students can SEE THE CONNECTIONS between different parts of the topic and this helps them remember. 5. ESL students can PARTICIPATE in the lesson because they are prepared with ideas and English words.
  • 19. Webbing Template Who? What? Headline How? Where? Why? When?
  • 20. Assignment 1: Webbing Before the Teacher’s Lesson (Student Work) Big Herbs Size B Bear’s family B Family Food Grass Panda Bears Black and white Japan Characteristics Habitat Not wild Attack to defend themselves The Aspire Curriculum
  • 21. Assignment 1: Webbing After the Teacher’s Lesson (Student Work) Weigh about 300 pounds Grow about 6 feet tall Bamboo shoots Raccoon family Size B B Family Food Panda Sharp claws Bears Not clumsy Hollow trees Bad temper Characteristics Habitat Sharp teeth Caves Highlands of China Endangered species Can be aggressive The Aspire Curriculum
  • 22. TIMELINE The Aspire Curriculum
  • 23. STORY MAP Name: ______________________________ Date: _________________ Characters Setting (Time and Place) Problem Events Solution Moral The Aspire Curriculum
  • 24. VENN DIAGRAM Alike Different Different The Aspire Curriculum
  • 25. KWL CHART What I Know What I Want to Know What I Have Learned The Aspire Curriculum
  • 26. K.I.M. (Key Idea/Vocabulary, Information/Definition, Memory/Visual Cue) K: Key Idea/Vocabulary I: Information/Definition M: Memory/Visual Cue Sentence: Sentence: Sentence:
  • 27. K.I.M. (Key Idea/Vocabulary, Information/Definition, Memory/Visual Cue) K: Key Idea/Vocabulary I: Information/Definition M: Memory/Visual Cue -the distance around a circle circumference (Like he perimeter of a rectangle) circumference Sentence: The distance around a circle is called the circumference. If you measure across a circle where it is the diameter diameter widest, you will have the diameter. Sentence: The length of the line segment that passes through the center of a circle and has it’s endpoints on the circle. The distance from the radius center of the circle to radius any point on the circle. Sentence: The radius is the length of the line drawn from the center of a circle to any point on the circle.
  • 28. READING LOG What I Understood What I Didn’t Understand The Aspire Curriculum
  • 29. Vocabulary Activities Get Down With Words--A Stellar Strategy This strategy investigates spelling and kinesthetic memory! 1. Tall letters: stand with both arms straight up in the air. 2. Short letters: stand with both hands on your waist. 3. Below the line letters: crouch down with both hands on your waist. 4. Spell the words. 5. NOW FASTER!! From Liz Warner’s Stellar Strategies
  • 30. Aa Bb Cc Dd Ee Ff WORD WALLS Gg Hh Ii Jj Kk Ll •High Frequency •Words •Content Words Mm Nn Oo Pp Qq Rr •Story Vocabulary •Difficult to Spell Ss Tt Uu Vv Ww Xx, Yy, Zz
  • 31. WORD WALLS Aa Bb Cc Dd Ee Ff Read My Mind adventure Aleut cheechako Denali eagle fireweed *Students number 1-5 on paper. Gg Hh Ii Jj Kk Ll *Teacher gives 5 clues. hiking glacier Homer Juneau kayak *First clue is: “Word is on the Mm Nn Oo Pp Qq Rr word wall.” moose northern *Last clue is the mountain orca parka lights definition of the mukluks word. Ss Tt Uu Vv Ww Xx, Yy, Zz salmon sled dog *Students must snow tundra ulu winter write a guess sourdough after each clue. From Liz Warner’s Stellar Strategies
  • 32. WORD WALLS Aa Bb Cc Dd Ee Ff Read My Mind adventure Aleut cheechako Denali eagle fireweed Let’s Play! Gg Hh Ii Jj Kk Ll 1. The word is on the word wall. hiking Make a guess. glacier Homer Juneau kayak Mm Nn Oo Pp Qq Rr moose northern mountain orca parka lights mukluks Ss Tt Uu Vv Ww Xx, Yy, Zz salmon sled dog snow tundra ulu winter sourdough From Liz Warner’s Stellar Strategies
  • 33. WORD WALLS Aa Bb Cc Dd Ee Ff Read My Mind adventure Aleut cheechako Denali eagle fireweed Let’s Play! Gg Hh Ii Jj Kk Ll 1. The word is on the word wall. hiking Make a guess. glacier Homer Juneau kayak 2. The word is a noun. Mm Nn Oo Pp Qq Rr moose northern mountain orca parka lights mukluks Ss Tt Uu Vv Ww Xx, Yy, Zz salmon sled dog snow tundra ulu winter sourdough From Liz Warner’s Stellar Strategies
  • 34. WORD WALLS Aa Bb Cc Dd Ee Ff Read My Mind adventure Aleut cheechako Denali eagle fireweed Let’s Play! Gg Hh Ii Jj Kk Ll 1. The word is on the word wall. hiking glacier Make a guess. Homer Juneau kayak 2. The word is Mm Nn Oo Pp Qq Rr a noun. moose northern 3. The word has mountain orca parka lights a long vowel mukluks sound. Ss Tt Uu Vv Ww Xx, Yy, Zz salmon sled dog snow tundra ulu winter sourdough From Liz Warner’s Stellar Strategies
  • 35. WORD WALLS Aa Bb Cc Dd Ee Ff Read My Mind adventure Aleut cheechako Denali eagle fireweed Let’s Play! Gg Hh Ii Jj Kk Ll 1. The word is on the word wall. hiking glacier Make a guess. Homer Juneau kayak 2. The word is a noun. Mm Nn Oo Pp Qq Rr moose 3. The word has northern mountain orca parka lights a long vowel mukluks sound. Ss Tt Uu Vv Ww Xx, Yy, Zz 4. It is a salmon sled dog compound word. snow tundra ulu winter sourdough From Liz Warner’s Stellar Strategies
  • 36. WORD WALLS Aa Bb Cc Dd Ee Ff Read My Mind adventure Aleut cheechako Denali eagle fireweed Let’s Play! Gg Hh Ii Jj Kk Ll 1. The word is on the word wall. hiking Make a guess. glacier Homer Juneau kayak 2. The word is a noun. Mm Nn Oo Pp Qq Rr moose 3. The word has northern mountain orca parka a long vowel lights mukluks sound. Ss Tt Uu Vv Ww Xx, Yy, Zz 4. It is a salmon compound word. sled dog snow tundra ulu winter sourdough 5. A flowering plant. From Liz Warner’s Stellar Strategies
  • 37. Vocabulary Bingo Fold paper into desired number of squares Have students copy words from the word wall into each square--one word per square Teacher reads the definition of the word Students cover the word that matches the definition From Liz Warner’s Stellar Strategies
  • 38. Is It Worth It?
  • 39. Is It Worth It? An average student learns about 3,000 words per year.
  • 40. Is It Worth It? An average student learns about 3000 words per year. For students who learn only 1,000 words per year, a gain of 300 words equals a 30% increase This is significant, especially if repeated year after year. (Stahl, 1999)
  • 41. Is It Worth It? An average student learns about 3000 words per year. For students who learn only 1,000 words per year, a gain of 300 words equals a 30% increase. This is significant, especially if repeated year after year. (Stahl, 1999) “One of the most persistent findings in reading research is that the extent of students’ vocabulary knowledge relates strongly to their reading comprehension and to their overall academic success.” (Lehr, Osborn & Hiebert, 2005)
  • 42. We Learn.......... 10% of what we READ 20% of what we HEAR 30% of what we SEE 50% of what we SEE and HEAR 70% of what we DISCUSS with others 80% of what we EXPERIENCE personally 95% of what we TEACH to someone else William Glasser
  • 43. The Degrees of the Components in the Involvement Load Hypothesis Degrees of the Components Explanations Involvement Load The learner does not feel the need to Index 0 (None) learn the word. Need Index 1 (Moderate) The learner is required to learn the word. Index 2 (Strong) The learner decides to learn the word. They do not need to learn the meanings Index 0 (None) or forms of the word. Search Index 1 (Moderate) The meaning of the word is found. Index 2 (Strong) The form of the word is found. The word is not compared with other Index 0 (None) words. The word is compared with other words Evaluation Index 1 (Moderate) in the provided context. The word is compared with other words Index 2 (Strong) in self-provided context. From The Involvement Load Hypothesis: An Inquiry into Vocabulary Learning, by Mayumi Tsubaki, 2006.
  • 44. Task-induced Involvement Load of Common Language Learning Activities in Japanese Universities Need Search Evaluation Task Status or target words Index Index Index From The Involvement Load Hypothesis: An Inquiry into Vocabulary Learning, by Mayumi Tsubaki, Filling in the blanks with target Listening to a song and trying words. Looking up the meaning of 1 1 1 to understand the song. target words. Finding words which mean Looking up the word forms of designated ideas by the 1 2 0 target words. teacher. Matching target words with the explanation of words. Guessing the meanings by reading 2006 Target words and their 1 1 1 example sentences. example sentences are presented. Looking up necessary words in a Retelling a story that they dictionary. Target words are 1 1 or 2 2 have read before. decided by the teacher. Useful words are presented, and Talking about movies that they choose words that they 1 0 2 they watched before. need. Choosing a relatively difficult Choosing words that they use. 2 2 2 topic and writing an essay.
  • 45. Content Objective Participants will be able to identify ways to build background knowledge. Language Objectives Participants will be able to........ •participate in a group oral language activity using background knowledge. •demonstrate vocabulary activities used to build background.