RICA: Vocabulary, Academic Language, Background Knowledge by Ashley Kumar https://padlet.com/ashley_kumar20/roozdvq1zjnw Strategies and Lesson Ideas en-us 2018-12-04 03:40:06 UTC 2018-12-04 04:33:19 UTC hello@padlet.com https://padlet-assets.s3.amazonaws.com/icons/Apple.png VOCABULARY ashley_kumar20 https://padlet.com/ashley_kumar20/roozdvq1zjnw/wish/310735542 2018-12-04 03:46:35 UTC https://padlet.com/ashley_kumar20/roozdvq1zjnw/wish/310735542 ACADEMIC LANGUAGE ashley_kumar20 https://padlet.com/ashley_kumar20/roozdvq1zjnw/wish/310735656 2018-12-04 03:47:13 UTC https://padlet.com/ashley_kumar20/roozdvq1zjnw/wish/310735656 BACKGROUND KNOWLEDGE ashley_kumar20 https://padlet.com/ashley_kumar20/roozdvq1zjnw/wish/310735799 2018-12-04 03:48:06 UTC https://padlet.com/ashley_kumar20/roozdvq1zjnw/wish/310735799 Most effective vocabulary instruction dramirez392_3 https://padlet.com/ashley_kumar20/roozdvq1zjnw/wish/310736067 Direct, explicit instruction of words in context
  1. Conceptual maps
  2. Strategic selection of meaningful words.
  3. Connecting new concepts/meanings to existing knowledge base.
Word walls

]]> 2018-12-04 03:49:50 UTC https://padlet.com/ashley_kumar20/roozdvq1zjnw/wish/310736067 LEAST effective vocabulary instruction dramirez392_3 https://padlet.com/ashley_kumar20/roozdvq1zjnw/wish/310736239 1. Copying definitions
2. Writing sentences
3. Memorizing definitions


]]> 2018-12-04 03:50:50 UTC https://padlet.com/ashley_kumar20/roozdvq1zjnw/wish/310736239 Isabel Becks Three Tier Model ashley_kumar20 https://padlet.com/ashley_kumar20/roozdvq1zjnw/wish/310736602 Tier 3 –
  • Pertain to specific content area
Tier 2 – 
  • Sophisticated words found in a variety of text
  • Cross-curricular terms
    Tier 1 – 
  • everyday words familiar to most students.
  • Primarily learned through conversation  
]]> 2018-12-04 03:53:11 UTC https://padlet.com/ashley_kumar20/roozdvq1zjnw/wish/310736602 Marzano’s Six Step Process ashley_kumar20 https://padlet.com/ashley_kumar20/roozdvq1zjnw/wish/310736679 Divides learning into steps to keep students engaged and to make sure they learn the material.
1. Provide a description, explanation, or example of the new term. (Include a non-linguistic representation of the term for ESL kids.)

2. Ask students to restate the description, explanation, or example in their own words. (Allow students whose primary existing knowledge base is still in their native language  to write in it.)

3. Ask students to construct a picture, symbol, or graphic representing the word.

4. Engage students periodically in activities that help them add to their knowledge of the terms in their notebooks.

5. Periodically ask students to discuss the terms with one another. (Allow in native language when appropriate)

6. Involve students periodically in games that allow them to play
with terms.

]]> 2018-12-04 03:53:44 UTC https://padlet.com/ashley_kumar20/roozdvq1zjnw/wish/310736679 RATIONALE: Why would Marzano’s six step process be effective? ashley_kumar20 https://padlet.com/ashley_kumar20/roozdvq1zjnw/wish/310736825
  • Set goals
  • Provide feedback
  • Help students interact with new knowledge
  • Provide students with simulations and low-stakes competition
  • Engage with students, allowing them to talk about themselves and noticing when they aren’t engaged
  • Establish and maintain classroom rules
  • Maintain relationships with students
  • Communicate high expectations.

    • ]]>     2018-12-04 03:54:39 UTC https://padlet.com/ashley_kumar20/roozdvq1zjnw/wish/310736825     Anticipatory Set -Background knowledge dramirez392_3 https://padlet.com/ashley_kumar20/roozdvq1zjnw/wish/310736946
    Engage and Prepare     -
    • Movie trailer
    • Connect with Prior Learning
    • We have been reading about fictional characters.  Now we are going to read about a non-fictional person.
    • State WHAT Students Will Learn
    • We are going to learn about the life of Amelia Earhart and what happened to her when she tried to be the first woman to cross the Atlantic Ocean solo in a plane.
    • State HOW Students Will Learn
    • We are going to read a book that tells us about her life.
    • Connect with Future Learning
    • We will use the information we learn to write an opinion piece about you think about Amelia Earhart.



    ]]>     2018-12-04 03:55:31 UTC https://padlet.com/ashley_kumar20/roozdvq1zjnw/wish/310736946     TEACHABLE MOMENT ashley_kumar20 https://padlet.com/ashley_kumar20/roozdvq1zjnw/wish/310736956 Can be used for vocabulary and academic language ]]> 2018-12-04 03:55:35 UTC https://padlet.com/ashley_kumar20/roozdvq1zjnw/wish/310736956 Before reading strategies dramirez392_3 https://padlet.com/ashley_kumar20/roozdvq1zjnw/wish/310737433   Activate Background/Prior Knowledge
    KWL  
    R.A.N.
    PReP (Prereading Plan)

    Initial Associations – brainstorm what is already known.

    Reflections – reflect on initial associations. “What made you think of that?”

    Reformulate Knowledge – recall additional information about the topic.  “Do you have new or different ideas or thoughts?”

    ]]>     2018-12-04 03:59:17 UTC https://padlet.com/ashley_kumar20/roozdvq1zjnw/wish/310737433     8 SPECIFIC STRATEGIES ashley_kumar20 https://padlet.com/ashley_kumar20/roozdvq1zjnw/wish/310739718 1. Encourage students to read diverse texts: Reading and then thinking and talking about different genres is a robust sequence for learning academic language.

    2. Introduce summary frames: Summarizing is a simple and fail-safe approach to academic language activities. Students read a section of text to themselves before verbally summarizing the passage to a partner. Alternatively, learners can complete sentence frames, or guides for summarization. Some examples:
    • If the main idea of the paragraph is problem/solution, use the frame: “_____ wanted _____ but ______ so ______.”
    • If the main idea of the paragraph is cause/effect, use the frame: “_____ happens because ______.”
    3. Help students translate from academic to social language (and back): Model how to say something in a more academic way or how to paraphrase academic texts into more conversational language. Provide students with a difficult expository passage, like the inventor’s paradox, and have teams reinterpret the text using everyday language.

    4. Have students complete scripts of academic routines: Some discourse routines seem obvious to adults, but are more complex than NASA for young learners unless you provide scaffolding, like these speech examples:

    • “The topic of my presentation is ______.”
    • “In the first part, I give a few basic definitions. In the next section, I will explain ______. In part three, I am going to show ______.”
    5. Dynamically introduce academic vocabulary: Repeated encounters with a word in various authentic contexts can help students internalize the definition. They also benefit when teachers make their first encounters with vocabulary sticky. Use the word in a funny or personal story.

    6. Help students diagram similarities and differences: When students generate a list of similarities and differences between words and complete a Venn diagram, like this one comparing and contrasting moths and butterflies, they are working with one of Robert Marzano’s high-yield instructional strategies.

    7. Have students write with a transition handout: Formal academic writing challenges students of all ages. Before students write, give them a handout of transitions. Model where transitions fit, and describe how they help the reader.

    8. Teach key words for understanding standardized test prompts: Kechia Williams teaches 10 terms that help students understand prompts and ace standardized tests.



    ]]>     2018-12-04 04:16:05 UTC https://padlet.com/ashley_kumar20/roozdvq1zjnw/wish/310739718     5 Tips for Teaching Academic Language ashley_kumar20 https://padlet.com/ashley_kumar20/roozdvq1zjnw/wish/310740238 2018-12-04 04:21:23 UTC https://padlet.com/ashley_kumar20/roozdvq1zjnw/wish/310740238 RATIONALE: Academic Language ashley_kumar20 https://padlet.com/ashley_kumar20/roozdvq1zjnw/wish/310741345 Academic Language is believed to be one of the most important factors in the academic success of English Language learners (ELLs), and it has been shown to be a major contributor to achievement gaps between ELLs and English-proficient students.]]> 2018-12-04 04:32:11 UTC https://padlet.com/ashley_kumar20/roozdvq1zjnw/wish/310741345