ALL A cademic L anguage L earners Shyla Vesitis svesitisgreenecountyschoolscom https wwwfacebookcompagesTheRESVocabuLaboratory533878223410834refhl vocabulab ID: 760668
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Slide1
Vocabulary Toolkits for ALL
(
A
cademic
L
anguage
L
earners)
Shyla
Vesitis (
svesitis@greenecountyschools.com
)
https://
www.facebook.com/pages/The-RES-Vocabu-Laboratory/533878223410834?ref=hl
@
vocabulab
on Twitter #
vocabtoolkits
Slide2“Teachers should make teaching vocabulary intentional, transparent, useable, personal, and a priority.”
~Frey and Fisher
Word Nerds:
Teaching All Students to Learn and Love Vocabulary
By: Brenda J.
Overturf
, Leslie H. Montgomery, Margot Holmes Smith
Slide3http://www.learningunlimitedllc.com/2013/05/tiered-vocabulary/
Choosing Words to Teach
By: Isabel Beck, Margaret
McKeown
, Linda
Kucan
Could one student’s tier 1 vocabulary exposure be different from another student’s tier 1 exposure?
Slide5Slide6Tier Two wordsStudents' likely expressionsmerchantsalesperson or clerkrequiredhave totendtake care ofmaintainkeep goingperformeddidfortunateluckybenevolentkind
http://
www.readingrockets.org/article/40304
Slide7When designing your own formative assessments, select academic vocabulary for your question stems.
Slide8http://www.doe.virginia.gov/testing/sol/practice_items/english/reading/guides/gr_5_reading.pdf
Slide9gains =
gets
Slide10Use interchangeable words frequently when exchanging dialogue with your students.
Slide11Directions: You do not need to read a passage to answer the question. Read and answer the question. Click and drag the answers into the correct boxes.
http://www.doe.virginia.gov/testing/sol/practice_items/english/reading/guides/gr_5_reading.pdf
Directions: Read the article and answer the questions that follow.
Directions: Read the story and answer the questions that follow.
Slide12Passage, article, and story are examples of words that are used interchangeably in question stems.
Slide13Use uncommon words in place of frequently used words.
Slide14http://www.doe.virginia.gov/testing/sol/practice_items/english/reading/guides/gr_3_reading.pdf
Slide15We may be more inclined to use picture or photograph instead of photo.
Slide16“
The difference between the almost right word and the right word is really a large matter - it’s the difference between the lightning bug and the lightning.”
~
Mark Twain
Slide17Tier two words...
Slide18Tier three words...
Slide19How can a student who is FLEP (Formerly Limited English Proficient) who received a composite score of 6 on the WIDA ACCESS for ELLs assessment not pass an English SOL?
Slide20WIDA ACCESS for English Language Learners Grades 3-5 Released Items
Slide21WIDA ACCESS for English Language Learners Grades 3-5 Released Items
Slide22English SOL question stems have more tier two words than tier three words.
Slide23http://www.doe.virginia.gov/testing/sol/practice_items/english/reading/guides/gr_3_reading.pdf
Slide242
2
2
http://www.doe.virginia.gov/testing/sol/practice_items/english/reading/guides/gr_4_reading.pdf
http://www.doe.virginia.gov/testing/sol/practice_items/english/reading/guides/gr_3_reading.pdf
Slide25What about the Grade 5 Writing SOL?
Slide26http://www.doe.virginia.gov/testing/sol/practice_items/english/writing/guides/gr5_writing.pdf
Slide27http://www.doe.virginia.gov/testing/sol/practice_items/english/writing/guides/gr5_writing.pdf
Slide28What happens when a student doesn’t recognize academic vocabulary words in the question stem?
They guess at the answer.
They get discouraged and skip the question altogether.
Slide29Vocabulary Tool Kits - Accessing the Question
During the first benchmark window, some teachers observed students “giving up” in the middle of a question.
After our first benchmark window, we determined that many students were missing items on summative assessment that they were not missing on formative assessment.
I blamed the vocabulary in the question stems.
After further evaluation, I determined that many of the acadmeic vocabulary words in question stems are words that students often hear, but rarely
see
.
Slide30Designing the Academic Vocabulary Tool Kit
I analyzed the Reading and Math benchmark data student by student and question by question in grades 2-5.
If more than 30% of the students in that grade level missed the question, I flagged it.
I looked for recurring words in the question stems and made lists of academic vocabulary words by grade level.
Then, analyzed how the words were being used in context in summative assessment
vs formative assessment as well as social
or classroom
conversation in order to determine which academic vocabulary words may be the culprits.
Slide31Revising the Academic Vocabulary Toolkits
As soon as the toolkits were released, the revisions began.
I asked teachers to provide me with feedback in three areas:
Were there too many or too few words in each toolkit?
Were the definitions and examples clear?
Were the activities and suggestions useful and practical?
Slide32Toolkit Tips
The font used in the toolkits is Tahoma which is the same font used on the SOL tests.
The toolkits are designed so the students can see the academic vocabulary word and the teacher can see the definition, example, and activity.
Some teachers use it as a center and students interact with it in small group.
Some teachers use a heavy magnet and hang it by the door. They use it when their students are lining up.
Every specials teacher has a full set (all four grade levels). They use them when they are waiting for teachers to pick up their classes.
Slide33References
Beck
, Isabel, Margaret
McKeown
, and Linda
Kucan
. "Choosing Words to Teach."
Reading Rockets
.
N.p
.,
n.d.
Web. 1 July 2014. <http://www.readingrockets.org/article/40304>.
Overturf
, Brenda J., Leslie H. Montgomery, and Margot Holmes Smith.
Word Nerds: Teaching All Students to Learn and Love Vocabulary
. Portland, Me.:
Stenhouse
, 2013. Print.
Tyson
, Kimberly. "No Tears for Tiers: Common Core Tiered Vocabulary Made Simple l Dr. Kimberly's Literacy Blog."
Dr
Kimberly’s
Literacy Blog
.
N.p
.,
n.d.
Web. 8 July 2014. <http://www.learningunlimitedllc.com/2013/05/tiered-vocabulary/>.
"Virginia SOL Practice Item Guide – Grade
3
Reading Practice Item
Guide."
Virginia
SOL Practice Item Guide – Grade
3
Reading Practice Item Guide
(
n.d.
): n.
pag
.
Practice Item Guide: Virginia Standards of Learning Grade
3
Reading
. Virginia Department of Education. Web. 1 Aug. 2014.
"Virginia SOL Practice Item Guide – Grade
4
Reading Practice Item
Guide."
Virginia
SOL Practice Item Guide – Grade
4
Reading Practice Item Guide
(
n.d.
): n.
pag
.
Practice Item Guide: Virginia Standards of Learning Grade
4
Reading
. Virginia Department of Education. Web. 1 Aug. 2014.
"Virginia SOL Practice Item Guide – Grade 5
Reading Practice Item
Guide."
Virginia
SOL Practice Item Guide – Grade 5 Reading Practice Item Guide
(
n.d.
): n.
pag
.
Practice Item Guide: Virginia Standards of Learning Grade 5 Reading
. Virginia Department of Education. Web. 1 Aug. 2014.
Slide34Disclaimer
Reference within this presentation to any specific commercial or non-commercial product, process, or service by trade name, trademark, manufacturer or otherwise does not constitute or imply an endorsement, recommendation, or favoring by the Virginia Department of Education.