Exam 2- Sefe 326
Why idioms give ELLs trouble?
The ELL is already trying to understand a new language, so hearing idioms which are unpredictable and where the meaning does not match its literal meaning is confusing to them.
What are the 3 tiers based on?
The descriptive value of the word.
Step 5 Frayer Method:
The groups share their completed charts with each other. Students can then add additional words/images/symbols to the Frayer chart until all four categories are substantially represented.
What is the Frayer Model?
The purpose is to identify and define unfamiliar concepts and vocabulary. Students define a concept/word/term, describe its essential characteristics, provide examples of the idea and suggest non examples of the idea. This information is placed on a chart that is divided into four sections to provide a visual representation for students. The model prompts students to understand words within the larger context of a reading selection.
**Look at tier definition slideshow to fix defns**
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Demonstration for Marzanos step 3:
-Ask students to construct a pic, symbol, or graphic representing the word Ex: Model, Provide exs of student drawings, play pictionary, draw ex of term.
3rd step for Marzanos process:
-Ask students to construct a picture, symbol, or graphic representing the word.
Demonstrate Marzanos process in Step 2:
-Ask students to restate the description, explanation, or example in their own words. Ex: Monitor and correct misunderstandings, must be the students original ideas- not parroting the teacher.
2nd step for Marzanos process:
-Ask students to restate the description, explanation, or example in their own words. (Allow students whose primary existing knowledge base is still in their native language to write in it)
When to use word walls:
-Before reading -During reading -After reading
4th step for Marzanos process:
-Engage students periodically in activities that help them add to their knowledge of the terms in their notebooks.
Demonstrate for Marzanos step 4:
-Engage students periodically in activities that help them add to their knowledge of the terms in their notebooks. Ex: identify synonyms +antonyms for term, highlight prefixes + suffixes, list of related words, point out cognates to words in Spanish
How to use word walls:
-Individually -With small groups -Whole class setting
6th step for Marzanos process:
-Involve students periodically in games that allow them to play with terms.
Demonstrate for Marzanos step 6:
-Involve students periodically in games that allow them to play with terms. Ex: Jeopardy, Charades, Pictionary, Bingo
Knowledge rating scale
-Is a before reading strategy designed to evaluate prior student knowledge of a concept. How it works: students are given a list of words related to the topic or concept and rate how well they know each term. The teacher will then know what to focus on teaching and what words students struggle with.
Demonstrate for Marzanos step 5:
-Periodically ask students to discuss the terms w/ one another. Ex: Think-pair-share, compare their descriptions of the term, describe their pics to one another, explain to each other any new information they have learned
5th step for Marzanos process:
-Periodically ask students to discuss the terms with one another (Allow in native language when appropiate)
1st step for Marzano's 6 step process for building academic vocab:
-Provide a description, explanation, or example of the new term. (Include a non-linguistic representation of the term for ELLs)
Findings of E.D Hirsch's "the wealth of words":
-Vocabulary size is a convenient proxy for a whole range of educational attainments and abilities- not just in reading, writing, & listening, but also GENERAL KNOWLEDGE of science, history and the arts. -People have large vocabularies bc they know a lot. They know a lot bc they've read a lot- such as many challenging books and articles.
Benefits of using think pair share for ELL students:
-Will help ELL gain confidence as they get to discuss with a partner -Reduces pressure of getting the answer right alone and being put on the spot
Hirsch recommendations for expanding vocab:
1. Assign a lot of reading (Difficult reading) 2. Forget about vocab quizzes for the most part. 3. Use the Frayer Method to pre-teach specific vocabulary. 4. Think about Tier 1, Tier 2, and Tier 3 words.
Step 1 Frayer Method:
1. Explain the Frayer model chart to the class by using a common word to demonstrate the various components. Model the type and quality of desired answers when giving the examples. Think out loud as you try to come up with examples/non examples. Pictures/symbols can also be used.
Cronbach's Continuum of 5 dimensions of Word Knowledge:
1. Generalization (can define the word) 2. Application (can use the word correctly) 3. Breadth (know multiple meanings of a word) 4. Precision (know when and when not to use a word) 5. Availability (can apply the word in discussion and writing; namely, can use it productively)
How to modify exams for ELL:
1. Multiple choice: eliminate one or more of choices 2. Discussion and essay: have ELLs label terms, draw and label diagrams and pictures 3. Matching: reduce the number of matches required, give an equal number of possibilities in each column and eliminate "trick" language matches 4. Short answer: accept one word answers 5. True/False: eliminate tricky language, might be best to not use this type of question. 6. Fill in blank: provide two or three options. Use word bank, make the answer multiple choice.
Dale 4 stages of word knowledge development:
1. No knowledge of the word; we don't even know it exists. 2. Awareness that such a word exists, but we don't know what it means 3. Vague notion of what the word means, in a particular context 4. Rich understanding; we know the word well and can use it.
1st step of helping ELLs with the challenges of idioms:
1. Take it slow. Start by explaining some of the idioms often heard during a school day. Students can better understand idioms in general by beginning with phrases that are familar and often used in everyday, social language like the ones discussed above.
List and describe two variations of Think-pair-share and explain how you could use them to help ELLs in your teaching:
1. Think pair draw- students draw to illustrate the meaning or significance of a topic. 2. Think pair tweet- for vocabulary or people review, have students write simple tweets on the key terms. (Learn to summarize in 160 words or less)
2nd step of helping ELLs with idioms:
2. Use stories that incorporate idioms. You will get the students attention by your willingness to share your life with him or her. When you have them engaged, you can incorporate idioms and take a moment to pause and explain the meaning to your captive audience
3rd step of helping ELLs with idioms:
3. Use visuals -Gives ELL clear picture of what you are explaining. Also helps to write idiom and the board and to say it out loud multiple times.
4th step of helping ELLs with idioms:
4. Keep it light -Keep instruction light and fun, maybe just give it a daily spotlight by writing an idiom of the day on the board or show a short video clip.
5th step of helping ELLs with idioms:
5. Look for hidden idioms in text, signage, and everyday conversation. -Make it a point to explain these idioms as the opportunities arise.
What is a word wall?
A collection of words which are displayed in large visible letters on a wall, bulletin board, or other display surface in a classroom. -Designed to be an interactive tool for students and contains an array of words that can be used during writing + reading.
Why do we organize vocab into 3 tiers?
Because each tier is a different level of vocab words. It is used to teach and assess word knowledge. A word's frequency of use, complexity, and meaning determines into which tier it will fall.
How do we expand vocabulary (Hirsch)?
Doesn't occur through studying vocabulary words. Occurs unconsciously as the result of using reading (mainly) as a way of "acquiring knowledge about the social and natural words."
Identify, list, + describe ways to accommodate ELLs and prepare them for exams:
Exams A. Give student more time. B. Allow student to use electronic word-to-word translators or smart phone apps during tests. C. Allow student to use picture dictionaries for a vocab check. Picture dictionaries have pictures illustrating nouns and verbs. D. Have student answer fewer test questions. E. Read questions aloud to the student if they need clarification. F. Check periodically to see if student is taking test correctly G. Provide "cognates" for important key terms.
(E.D Hirsch: A Wealth of Words) The key to increasing upward mobility is...?
Expanding vocabulary
Identify, list, + describe ways to accommodate ELLs and prepare them for homework:
Homework A. POST YOUR OBJECTIVES and review them with students. B. REVIEW THE LANGUAGE objectives w/ them. (Ask yourself what vocab will you need to teach or what level of language must the students need to have in order to complete the HW) C. REVIEW YOUR HW ASSIGNMENTS and make sure they are connected with students' background knowledge and are not culturally biased. D. USE THINK ALOUDS to explain and model steps necessary to complete all tasks- in class and for homework. E. Then, assign homework.
Purpose of and how to use think pair share:
It makes ELLs more comfortable by talking about their response with a partner. First you think of an answer, then pair up with a partner to share your answers.
Step 3 Frayer Method:
Pass out blank copies of the Frayer Model or have students help you complete the Frayer chart.
Demonstrate Marzanos process in step 1:
Provide a description, explanation, or example of the new term. Ex: Introduce direct experiences that provide exs. of the term, Tell a story that integrates the term, Find or create pictures that explain the term.
Step 2 Frayer Method:
Review a pre-selected list of key concept words with the class before reading about the topic in the textbook. Read the text selection.
Step 4 Frayer method:
Then students practice the strategy in pairs or in small groups with the key concepts and key vocabulary from the topic.
List/identify examples of words for Tier 1 vocab:
Tier 1 (Basic vocab): Consists of the most basic words. These words rarely require direct instruction and typically do not have multiple meanings. Sight words, nouns, verbs, adjectives, and early reading words occur at this level. Examples: book, girl, sad, run, dog, and orange. (About 8000 word families included in Tier 1)
List/identify examples in Tier 2 vocab:
Tier 2 (High Frequency/Multiple Meaning vocab): Consists of high frequency words that occur across a variety of domains. That is, these words occur often in mature language situations such as adult convos and literature, and therefore strongly influence speaking + reading. (Can have multiple meanings) Examples: masterpiece, fortunate, industrious, benevolent. (About 7000 word families in Eng.)
List/identify examples in tier 3:
Tier 3 (Low frequency, context-specific vocab): Consists of low frequency words that occur in specific domains. Domains include subjects in school, hobbies, occupations, geographic regions, technology, weather, etc. Usually learn these words when a specific need arises. Examples: economics, isotope, asphalt, Revolutionary War, crepe. (Remaining 400,000 words fall here)
Idiom-
group of words or a phrase which mean something different from its literal meaning.
Idiom examples:
break a leg, piece of cake, speak of the devil, break the ice, beat around the bush
