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Vocabulary  Toolkits for Vocabulary  Toolkits for

Vocabulary Toolkits for - PowerPoint Presentation

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Vocabulary Toolkits for - PPT Presentation

ALL A cademic L anguage L earners Shyla Vesitis svesitisgreenecountyschoolscom https wwwfacebookcompagesTheRESVocabuLaboratory533878223410834refhl vocabulab ID: 760668

practice reading sol virginia reading practice virginia sol words vocabulary guide question item grade english www http items students

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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

Slide3

http://www.learningunlimitedllc.com/2013/05/tiered-vocabulary/

Choosing Words to Teach

By: Isabel Beck, Margaret

McKeown

, Linda

Kucan

Slide4

Could one student’s tier 1 vocabulary exposure be different from another student’s tier 1 exposure?

Slide5

Slide6

Tier Two wordsStudents' likely expressionsmerchantsalesperson or clerkrequiredhave totendtake care ofmaintainkeep goingperformeddidfortunateluckybenevolentkind

http://

www.readingrockets.org/article/40304

Slide7

When designing your own formative assessments, select academic vocabulary for your question stems.

Slide8

http://www.doe.virginia.gov/testing/sol/practice_items/english/reading/guides/gr_5_reading.pdf

Slide9

gains =

gets

Slide10

Use interchangeable words frequently when exchanging dialogue with your students.

Slide11

Directions: 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.

Slide12

Passage, article, and story are examples of words that are used interchangeably in question stems.

Slide13

Use uncommon words in place of frequently used words.

Slide14

http://www.doe.virginia.gov/testing/sol/practice_items/english/reading/guides/gr_3_reading.pdf

Slide15

We 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

Slide17

Tier two words...

Slide18

Tier three words...

Slide19

How 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?

Slide20

WIDA ACCESS for English Language Learners Grades 3-5 Released Items

Slide21

WIDA ACCESS for English Language Learners Grades 3-5 Released Items

Slide22

English SOL question stems have more tier two words than tier three words.

Slide23

http://www.doe.virginia.gov/testing/sol/practice_items/english/reading/guides/gr_3_reading.pdf

Slide24

2

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

Slide25

What about the Grade 5 Writing SOL?

Slide26

http://www.doe.virginia.gov/testing/sol/practice_items/english/writing/guides/gr5_writing.pdf

Slide27

http://www.doe.virginia.gov/testing/sol/practice_items/english/writing/guides/gr5_writing.pdf

Slide28

What 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.

Slide29

Vocabulary 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

.

Slide30

Designing 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.

Slide31

Revising 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?

Slide32

Toolkit 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.

Slide33

References

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. 

Slide34

Disclaimer

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.