Visual Aid 5

Visual Aid 5

Janhvi Dixit

Let's talk about Vocabulary Development using the book, Arthur's Thanksgiving

Levels of Vocabulary Learning

• Tier 1: include basic words that students should have acquired through everyday speech.
• Tier 2: high-frequency words for mature language users found across a variety of domains and in many grade-level texts. These are commonly referred to as the "general academic words" and show up in all kinds of texts. However, the caveat is, that they must be explicitly taught before the student is allowed to move on Tier 3 words.
• Tier 3: are those frequency of use is quite low and often limited to specific domains.

Levels of Vocabulary Learning using Arthur's Thanksgiving

Tier 1 words in our book which are simple and easy to understand are: drawing, turkey, school, mother, father, sister, glasses, big. These are all words used in everyday language and speech.

Note: Principal/principle both sound the same but have different meanings and spelling, which is why this may be categorized as a Tier 2 word because it can be confusing to CLD and native-English speakers as well.

Levels of Vocabulary Learning using Arthur's Thanksgiving

Tier 2 words in our book are high-frequency words: principal/principle, smoothly, rejoicing, fumbling, chorus, togetherness These words as you can see are words students might find in a book and in their grade-level texts.

Levels of Vocabulary Learning using Arthur's Thanksgiving

Tier 3 words in our book are limited to a specific domain, like history: Governer William Bradford (key person in Plymouth County), Indian chief These words come up in our book because it is a fictional historical children's book, however, some information is true and is specific to the Social Studies content area.

Check out this video that breaks down the 3 tiers in an easy way!

Now, let's look at some strategies we can use to teach Vocabulary: Before the Lesson

• When beginning to teach a concept or topic, figure out how much your students do know through an activity that
• taps into the student's knowledge
• allows the educator to know to level of a CLD students academic knowledge of the vocabulary
• allows everyone to participate

https://www.teacherspayteachers.com/Product/The-First-Thanksgiving-Research-Activity-Thanksgiving-Graphic-Organizer-poster-2866800

Linked here!

How do we do this?

Let's use our book! We can ask students to create a graphic organizer and brainstorm ideas of what they think about when they hear the word Thanksgiving. Filling out a graphic organizer, like this one!

• During the lesson, educators can utilize this time to elaborate on vocabulary knowledge students know and don't know. For example, if a CLD student knows a turkey by the name as a bird, we can expand on that and say it is a type of bird that we celebrate on Thanksgiving that originated from the harvest feast shared by English colonists and the Indians.

Now, let's look at some strategies we can use to teach Vocabulary: During the Lesson

How do we do this?

We can help students to engage in learning a deeper definition of the vocabulary around Thanksgiving and our book, by introducing them to a Bilingual Picture Dictionary. This helps to promote the transfer of vocabulary from the L1 to L2 language

• As we wrap the lesson, it is crucial for educators to understand if their students understood the message of the lesson, did they learn new academic words that challenged them in meaningful ways, and did they academically and linguistically grow to be more independent in this area of their vocabulary development...

Now, let's look at some strategies we can use to teach Vocabulary: After the Lesson

https://www.theteachertoolkit.com/index.php/tool/3-2-1 This is a link to another activity, I found to test student's vocabulary knowledge and development in a specific content area that an educator has been working on. This is called 3-2-1 method and attached there are some variations to it including utilizing Academic Vocabulary which asks the student to demonstrate knowledge of the targeted vocabulary through conversation for 3 minutes with a peer, 2 sentences using the langauge and read 1 paragraph that contains the targeted vocabulary.

How do we do this?

Something we can do to informally assess our students if academic and linguistic growth was acquired, is to allow the student to demonstrate through student writing, and participating Student Vocabulary Indexing (p. 135)

ELPS (c) Cross-curricular second language acquisition essential knowledge and skills. Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. 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.