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Hoasa Hakami
April 17, 2020
1
Why
Vocabulary?
2
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
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NBPTS and Teacher Leader Standards
● NBPTS:
▪ Proposition 4: Teachers think systematically about
their practices and learn from experience.
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ISTE Standard
2. Teacher as Leader
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Educational Hook: Let’s Keep It Real
Let’s discuss a few points:
● 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?
6
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.
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
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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
15
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:
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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
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Let’s See What That Looks Like:
Student Samples (four different types of learners [focus student, two ELs, one
SPED):
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
making?
this lesson?