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"High thoughts must have high language" Aristophanes Moderated by EAL September 2018
Class Reading Jednoho dne jsem šel do školy a obláčky se staly velmi temnými. Dešt začal. Podíval jsem se na teploměr ukazoval 10°C. Na zemi se zvedla velká louže. Vstoupil jsem do louže a voda - kapaliná hmota - mne namočila boty. Po obědě jsem šel ven a byla zima. Teploměr ukazoval 0°C. Raní louže ztuhla na led - na solidní hmotu. Voda se ztuhnuje když mrzne. Po škole jsem si dělal šálek horké čokolády a dal jsem teploměr do mého poháru. Když jsem nalil horkou vodu do mého poháru, ukazoval 100°C. Viděl jsem páru - plynovou hmotu - nad pohárem. Voda se vypařuje . Položil jsem si ruku na šálek a na ruce se pára změnila na vodu. Voda se kondenzuje . Druhý den byl teplejší a na cestě do školy jsem viděl, že kalouž se rozstavila a byla plná vody - kapaliná hmota . Tentokrát jsem do ni nešlápnul.
NAME: ____________________________________________VOCABULARY LIST: States of Matter New Unit - Vocabulary FIRST Word translation part of speech Definition Sentence 1. solidn í hmota 2. kapalin á hmota 3. plynov á hmota 4. rozpustit se 5. vypa řit se 6. kondenzovat se 7. ztuhnout se
DEFINITIONS hmota keeps its shape and the atomy in the hmota move very slowly hmota takes the shape of the container and the atomy move a little faster hmota takes the shape of the container and the atomy move fast to change from a solidní hmota to a kapaliná hmota to change from a kapaliná hmota to a plynová hmota to change from a plynová hmota to a kapaliná hmota to change from a kapaliná hmota to a solidní hmota SENTENCES Voda is a plynová hmota, pára, when it measures 100 0 C. Voda is a solidní homota, led, when it measures 0 0 C. Be careful when you walk outside in winter because the dešt on the ground se ztuhnuje and led is slippery. When you eat ice cream it se rozpuštuje on your hand. On a hot day you can see the voda changing to pára as it se vypařuje on the street. When it rains, pára from the mraky se kondenzuje and falls down to the ground as voda. Voda is a kapaliná hmota when it measures between 0 0 C and 100 0 C.
NAME: ____________________________________________VOCABULARY LIST: States of Matter New Unit - Vocabulary FIRST Word translation part of speech Definition Sentence 1. solidn í hmota adj & noun hmota keeps its shape and the atomy in the hmota move very slowly Voda is a solidní homota, led, when it measures 0 0 C. 2. kapalin á hmota adj & noun hmota takes the shape of the container and the atomy move a little faster Voda is a kapaliná hmota when it measures between 0 0 C and 100 0 C. 3. plynov á hmota adj & noun hmota takes the shape of the container and the atomy move fast Voda is a plynová hmota, pára, when it measures 100 0 C. 4. rozpustit se reflexive verb to change from a solidní hmota to a kapaliná hmota When you eat ice cream it se rozpuštuje on your hand. 5. vypa řit se reflexive verb to change from a kapaliná hmota to a plynová hmota On a hot day you can see the voda changing to pára as it se vypařuje on the street. 6. kondenzovat se reflexive verb to change from a plynová hmota to a kapaliná hmota When it rains, pára from the mraky se kondenzuje and falls down to the ground as voda. 7. ztuhnout se reflexive verb to change from a kapaliná hmota to a solidní hmota Be careful when you walk outside in winter because the dešt on the ground se ztuhnuje and led is slippery.
Label solidní hmota kapalivá hmota plynová hmota rozpustit se ztuhnout se vypařit se kondenzovat se
NAME: ____________________________________________VOCABULARY LIST: States of Matter New Unit - Vocabulary FIRST Word translation part of speech Definition Sentence 1. solidn í hmota (solid mass) a solid adj & noun hmota keeps its shape and the atomy in the hmota move very slowly Voda is a solidní homota, led, when it measures 0 0 C. 2. kapalin á hmota a liquid adj & noun hmota takes the shape of the container and the atomy move a little faster Voda is a kapaliná hmota when it measures between 0 0 C and 100 0 C. 3. plynov á hmota a gas adj & noun hmota takes the shape of the container and the atomy move fast Voda is a plynová hmota, pára, when it measures 100 0 C. 4. rozpustit se to melt reflexive verb to change from a solidní hmota to a kapaliná hmota When you eat ice cream it se rozpuštuje on your hand. 5. vypa řit se to evaporate reflexive verb to change from a kapaliná hmota to a plynová hmota On a hot day you can see the voda changing to pára as it se vypařuje on the street. 6. kondenzovat se to condense reflexive verb to change from a plynová hmota to a kapaliná hmota When it rains, pára from the mraky se kondenzuje and falls down to the ground as voda. 7. ztuhnout se to freeze reflexive verb to change from a kapaliná hmota to a solidní hmota Be careful when you walk outside in winter because the dešt on the ground se ztuhnuje and led is slippery.
Translation One day I was walking to school and the mraky turned very dark. The dešt started. I looked at the thermometer and it was at 10°C . The voda made a large louže on the ground. I stepped in the louže and the voda – kapaliná hmota - made my shoes wet. At lunch I went outside and it was cold. The thermometer was at 0°C.The louze on the ground was - led – a solidní hmota. The voda se ztuhnje when it is cold. After school I was making a cup of hot chocolate and I put the thermometer in my cup. When I put the hot voda in my cup it was at 100°C. . I could see the – plynová hmota - pára – coming out of my cup. The voda se vypařuje . I put my hand over the cup and some of the pára changed into voda on my hand. Voda se kondenzuje . The next day was warmer and on my way to school I saw that the led was turning into voda, se rozpuštuje . This time I didn't step in the puddle.
Warm UP next class... One day I was walking to school and the mraky turned very dark. The dešt started. I looked at the thermometer and it was at 100 C. The voda made large louže on the ground. I stepped in the louže and the voda – _______ - made my shoes wet. At lunch I went outside and it was cold. The thermometer was at 00 C.The louze on the ground was - led – a __________. The voda ________ because it is cold. After school I was making a cup of hot chocolate and I put the thermometer in my cup. When I put the hot voda in my cup it was at 100 0 C. I could see the – _________ - pára – coming out of my cup. The voda _________ . I put my hand over the cup and some of the pára changed into voda on my hand. Voda _________ . The next day was warmer and on my way to school I saw that the led was turning into voda, __________ .
Agenda Veronika vocabulary school-wide goals Rita - SIOP model importance of Content AND Language goal UOI Unit Planner for necessary vocabulary Cathie - Teaching Tier 2 words with multiple meanings Jason - Literature and preloading vocabulary using Quizlet Zaiga - activities to practice new vocabulary Veronika - wrap up
Practice practice practice Hands down, _________ is the most effective long-term way to boost vocabulary. Teaching academic ______________ that appears in many content areas will have the biggest payoff. To truly learn vocabulary, students need multiple exposures to words in meaningful, varied _______________. To make learning “stick,” follow these two principles: * shorter, more frequent ____________, * low-stakes testing of words …. a few mini-quizzes that don’t necessarily “count”
Key Points Hands down, reading widely is the most effective long-term way to boost vocabulary. time to read and lots of challenging, high-interest texts Teaching academic vocabulary that appears in many content areas will have the biggest payoff.Command Terms and Functional language To truly learn vocabulary, students need multiple exposures to words in meaningful, varied contexts. This means fewer words learned well and used in a variety of contexts, rather than lots of words simply “covered” by weekly word lists. To make learning “stick,” follow these two principles * shorter, more frequent reviews, * low-stakes testing of words …. a few mini-quizzes that don’t necessarily “count”
Vocabulary & Comprehension definitional & contextual information Need both a definition and embedded context high number of encounters with a word BRAIN needs 18 repetitions see hear use active, deep processing demonstration, direct experience, concrete examples, real life application Source: Beck, McKeown, & Kucan’s (2008) Creating Robust Vocabulary ; Peregoy, Suzanne & Boyle, Owen: Reading, Writing & Learning in ESOL ; Rasinski, Timothy: Principles of Effective Vocabulary Instruction
GOALS Selection: words/key terms (7-10 per topic) Pre-teach: before a theme/unit Multiple Encounters:read, write, say, hear, movement, chant Deeper Processing : of meaning experience Academic Conversations : speak with the new vocabulary Learning Logs : new words in written responses. Explicit /Direct Instruction : strategies for students to use new vocabulary, word study/word work Word Walls : when possible manipulatable by students
Sheltered Instruction Observation Protocol • Lesson preparation. • Building background. • Comprehensible input. • Strategies. • Interaction. • Practice and application. • Lesson delivery. • Review and assessment.
Lesson Preparation Content Objective Stating what aspect of the content material is the aim for the particular lesson. Language Objective Defining what specific language will be used for the teaching of the content material.
UOI: Solar System Content Objective We will investigate the major objects in our solar system.Language Objective We will list the three qualities of planets and compare and contrast them . We will write a 5 sentence description about your favourite planet.
Building Background Concepts explicitly linked to students’ background experiences Links explicitly made between past learning and new concepts
What Vocabulary ? · Tier 1 Words- basic everyday vocabulary Tier 2 Words- are similar to general academic words Tier 3 Words- equate with content-specific words Beck, McKeown, & Kucan’s (2008) Creating Robust Vocabulary ·
School-Wide color coding for parts of speech verbs - blue nouns - redadjectives - greenadverbs - yellowprepositions - pink pronouns - brown conjunctions - black mnemonic Really Good Boat to N A V igateo d e u j rn e b c t i v e
Multiple Meaning Words Tier 2 words: high-frequency and utility words that appear frequently across various disciplines, should be a focus of academic vocabulary learning. Can have multiple meanings , resulting in confusion – need explicit teaching of those meanings. Examples and strategy to use (from Kinder UoI on plants) Vocabulary lesson : how plant-related words can be used as nouns and verbs (and sometimes adjectives/adverbs) and have more than one meaning. Word cards with pictures Create movement for each word (Total Physical Response) Make sentences using the words Nouns = blue Verbs = red Other part of speech = choose different color
water water
plant plant
leaves leaves
flower flowery
soil soiled
Example sentences (using word/picture cards): We water the flowers with water. She will plant a tomato plant in her garden. The tree has many new leaves . The boy leaves school every day at 3 o’clock . with flowers water the We water.
PRE-LOADING Vocabulary from literature
How cool is Quizlet? Quizlet is a mobile and web-based study application that allows students to study information via learning tools and games. Currently used by 2-in-3 high school students and 1-in-3 college students in the United States.
A Peek Quizlet
Let’s review! What am I?
Command terms
More Vocabulary Practice IDEAS (18x) Vocabulary section on each assessment Vocabulary quizzes Word sorts - alphabetical, known, parts of speech … anything Student-made quizzes Word searches teacher or student made Illustrations of words / concepts Memory games with vocabulary flashcards Think Pair Share Hot seat Kahoot Anagrams (for spelling practice) Wordstorming Analogies
How to "keep" my vocabulary
write by hand foldables
Frayer Model
Resources Marzano’s 6-Step Vocabulary Process A Review of the Current Research on Vocabulary InstructionNational Reading Technical Assistance Center Best Practices in Vocabulary Instruction Camille L.Z. Blachowicz, Scott Foresmann Leadership Letters Effective Vocabulary Instruction Lorna Collier, The Council Chronicle, NCTE 10 Do’s and Don’ts for Effective Vocabulary Instruction Kimberly Tyson, 2014 Make It Stick Cult of Pedagogy, Jennifer Gonzalez 2016