Visual Aid # 5 Presentation

Vocabulary Learning

Visual Aid # 5 Presentation

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There are three levels of vocabulary learning which were developed by Beck, McKeown, and Kucan. They are Tier 1, Tier 2 and Tier 3. These tiers support mature, monolingual English speaking students and help them develop robust academic vocabulary.

Levels of Vocabulary Learning

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Tier 1:

These words may be unknown to CLD students. These words are important for comprehension. A couple of things to consider is if CLD students know the concept in their native langage and if the words are common enough to cross cultural differences.

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These groups of words appear in a variety of texts which can be challenging for CLD students. It's important to explicitly teach them transition words. Emphasizing cognates of high-frequency words in Spanish and low-frequency words in English will help CLD students learn Tier 2 words.

Tier 2:

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Even though these words are low frequency and content specific it's recommended that they should still be taught explicitly to CLD students. In order for a student to understand the lesson they will need to acquire specific content vocabulary.

Tier 3:

Tips on teaching Tiered Vocabulary

After the lesson strategies

During the lesson strategies

Before the lesson strategies

Vocabulary Strategies

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• In order for CLD students to build on their existing knowledge you must guide them.
• Pre teaching vocabulary and adding visual cues will help all students with their comprehension.

• Check all students' background knowledge on the topic to ensure they understand the vocabulary.
• Full class participation in sharing what the students know about the topic that is being taught.
• Activities that give you insight into a CLD student's understanding of the vocabulary.

Before the lesson

Elaboration and association of vocabulary knowledge need to be made during this phase.

CLD students can connect vocabulary when a teacher has elaborated on the students' existing knowledge. Learners who are active, personalize their learning, look for multiple sources of information to build meaning, and who make connections to background knowledge understand critical concepts and vocabulary at a deeper level (Herrera, 2010). Ongoing dialogue, Interactive learning and repetition is key during this time in order for students to retain the vocabulary. As well as giving students the opportunity to practice and use the vocabulary in multiple contexts. Ongoing dialogue between teacher and students allows for vocabulary development during a lesson. Vocabulary Practice Ideas :

During the lesson strategies

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Questions to ask yourself as a teacher:

Assessment activity

• Were the students engaged and involved in the lesson?
• Were they involved in the open dialogue during the lesson?
• Were CLD students involved in the lesson?

• Can the student demonstrate what they learned?
• Did they learn the new academic vocabulary?

• Were they allowed to independently work at their level?
• Were they able to independently practice the vocabulary given their linguistic ability?

• Were they given the opportunity to discuss what they learned?
• Were they given the opportunity to ask questions?
• Were CLD students given the opportunity to participate in structured activities designed to clarify vocabulary terms in their language?

Assessment

Independent work

Opportunities

Involvement

After the lesson strategies

ELPS (c) Cross-curricular second language acquisition essential knowledge and skills. (2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. For the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency.

ELPS

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