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Teaching Vocabulary for Long-Term Use

Instructional Strategies for English Teachers at OFL

Hoasa Hakami
April 17, 2020

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Why
Vocabulary?

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Objectives
● Teachers will learn
○ methods to teach vocabulary acquisition for long-term practice and
application.
○ strategies to implement in their everyday teaching practices to help their
students--all students--to clearly

articulate their thoughts on simple and

complex concepts using vocabulary

words that match their intended meaning.

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NBPTS and Teacher Leader Standards
● NBPTS:
▪ Proposition 4: Teachers think systematically about
their practices and learn from experience.

● Teacher Leader Model Standards:


▪ Domain 2: Accesses and Uses Research to Improve
Practice and Student Learning

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ISTE Standard
2. Teacher as Leader

1a. I shape, advance, and accelerate a shared vision for empowering


learning with technology by engaging with education stakeholders.

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Educational Hook: Let’s Keep It Real
Let’s discuss a few points:

Each person choose one of the questions to answer below:

● Do you remember any words you learned in K-12? Were those methods
successful?
● Do you teach vocabulary regularly? Why / why not?
● When was the last time you taught vocabulary words, and how well were the
students able to use them verbally or in writing?

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Assessing Our Traditional Method of
Testing
Let’s discuss it: is it assessing how well a student knows a word or how well a student
can store a word in their short-term memory?

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Rule #1: Application is the Winner, Not
“Testing”
● What doesn’t work:

Testing students on vocabulary words such as matching, fill in the blank, etc. is
not an accurate assessment of how well a student knows a word.

● What does work:

Teaching students how to use words correctly and having them use it in their
papers regularly whether it is a quickwrite or a final essay.

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A List of What Teachers Should Know about
Vocabulary Comprehension

Group Discussion Question: What are we

doing wrong when we teach and assess

how well students know, understand, and

can use vocabulary words?

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Rule #2: Vocabulary Words’ Best Friend:
Collocations

You and your students can use a dictionary called: Ozdic.com. This is useful for
vocabulary words and many other words that some or many of our students don’t
know how to use correctly.

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The Use of Collocations Gives Students the
Motivation and Confidence to Use Words
Correctly

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Part of Speech that EL Students Struggle
with the Most: Prepositions

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For Weekly Vocabulary Words, Provide
Collocations for Them:

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For Students to Look at Every Day
1. adept
adept at (something - ing ending)
❖ very good at doing something that is not easy

★ Joe has become adept at cooking.


★ As you continue to learn and apply vocabulary words and grammar rules, you’ll become
adept at writing.
2. baleful
baleful glance; baleful silence; stare balefully at (someone); baleful consequences; baleful
effects
❖ threatening harm or evil

★ His opponent was staring at him balefully.


★ Worried about the baleful consequences of going to prison, they decided not to commit
the crime.
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Words Every Week
● Don’t overdo it.

● Five words or a few more is sufficient.


● Students should always have vocabulary words in front of them (on paper or a
new tab on their Chromebooks)
● Do not teach words that are too similar; for example, accede and accentuate.
○ Instead, choose words that sound different so students do not confuse
them such as carping, foible, lampoon, mitigate, and voluminous.

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Once Learned, Words Should Not Disappear
● Let’s look at: Ms. Hoasa’s “Daily Agenda”

Let them see the words: all the words from the beginning of the semester during
each class meeting. This will continue to cement the words into their long-term
memory and everyday use. They will no longer “hate” but “love” the words.

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The Power of Repetition
● Use the words regularly in your feedback / comments on Google Classroom
○ There’s a paucity of evidence in this paragraph; add two more examples about
Curley’s wife.
● Use the words verbally while talking to the students so as to normalize their
usage (in a natural context)
○ If I want to survive, I have to become more adept at cooking.
○ Many schools should ideally be a staid, boring environment, but they’re not; they are
the field of harassment.
● Use the words in all assignments, especially with grammar, in which they are
transcribing the notes:
○ Understanding and Correcting Run-on Sentences

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Why Vocabulary is Essential for Teaching All
Common Core Standards:

● Students are not limited to the few words they know.


● Consistent vocabulary acquisition without forgetting previous words allows
them to convey their knowledge of complex ideas.
● It gives them CONFIDENCE! They are more willing to speak if they know that
they are using and pronouncing the words correctly!

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*Bonus Points for You: Students Use the
Words outside of Your Class

● They use the words in their papers for other classes, especially history.
● Several of my students, two students with special needs, told me they used the
words in the SBAC last year.
● Students see and recognize the words in the SAT test.
● They hear and recognize it in their communities, even places of worship! Even
when they are involved in something personal, it reinforces what you have
taught them and excites their interest in speaking and comprehension.
● They use them in interviews, social media, and text messages! 19
Message to Students: Vocabulary Acquisition
is an Essential Skill for Life, not Just for an
English Class
Students need to know why they are learning what they are learning, and this is the
reason.

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Greater Academic Confidence = Greater
Investment in Assignments

*Discussion question: What is your response to this statement?

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Let’s See What That Looks Like:
Student Samples (four different types of learners [focus student, two ELs, one
SPED):

Student’s Introduction on Bullying

Student’s Discussion on Of Mice and Men

Introduction to Poetry: Tamara’s Opus

Creative Writing

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Your Response to Students’ Works
What did you think of the students’ work samples?

How did the use of vocabulary words help them express complex or just any
concepts or ideas more eloquently? How big of a difference did it make?

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Concluding Discussion
*Why is it that few students learn vocabulary

words while many don’t? What “egregious”

mistakes have our teachers--and we been

making?

*What is one practice you will take away from

this lesson?

*What other thoughts or questions do you have?


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