FOR ENGLISH LEARNERS - Silvereye · comprehension instruction, ... Academic Vocabulary for English Learners is a research-based, ... Introduction F3

F O R

By María Elena Argüelles and Martha K. Smith

ENGLISHLEARNERS

Lessons for Intermediate and Secondary Grades

TEACHER EDITION

AVEL TE Front & Back Cover latest 8-31-10.indd 1 11/16/10 8:57:18 AM


AcAdemicVocabulary

F O RENGlISHLeARNeRS

AcAdemicVocabulary

F O RENGlISHLeARNeRS

By María Elena Argüelles, Ph.D. and Martha K. Smith, M.Ed.

TEACHER EDITION

Lessons for Intermediate and Secondary Grades

AVEL_TE_Frontmatter.indd 1 11/15/10 12:12:40 PM

Copyright 2011 Cambium Learning® SoprisAll rights reserved.

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Except where noted, no part of this work may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying or recording, or by any information

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ISBN 13: 978-1-60697-268-7ISBN 10: 1-60697-268-5

Printed in the United States of AmericaPublished and Distributed by

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iii

dear Teacher,

We are excited to provide this supplemental, research-based vocabulary program to meet the needs of your english learners in the intermediate or secondary grades who need advanced english language vocabulary and language skills. Our focus in creating this program has been to provide systematic and intensive instruction in many of the important words that occur frequently in academic discussions and texts. Our goal has been to give these students the academic vocabulary they require to narrow the achievement gap that often exists between them and their english-speaking peers.

careful scaffolding of receptive and expressive language development helps students gain confidence in understanding and using academic vocabulary in meaningful contexts. in addition, discussions and activities have been designed to engage student interest and encourage students to discover ways to use their expanded vocabularies in their everyday lives.

This program was founded on the belief that teachers need the very best tools to meet the diverse needs of english learners and, for that matter, all students who struggle to read content texts because they lack a strong foundation in advanced english vocabulary.

Our best to you and your students,

maría elena Arguelles, Ph.d. martha K. Smith, m.ed.

Welcome to Academic Language for English Learners


iv

Dedicationsin loving memory of Jaclyn elisse Torrealba, forever in our hearts. María Elena Argüelles

To my husband, mike, for all of his patience, love, and support. Martha K. Smith


v

About the Authors María Elena Argüelles, Ph.D., is an educational consultant who provides support to states, school districts, and schools in their implementation of effective reading instruction for young english language learners (eLs) and struggling learners. dr. Argüelles is the coauthor of several publications and a consultant to publishers that develop programs for struggling readers and eLs. in addition, she has teaching experience at the public school level as well as at

the undergraduate and graduate levels. Her primary areas of interest are early reading instruction, students with reading difficulties, and reading instruction for eLs.

Martha K. Smith, M.Ed., is an educational consultant who holds a master’s degree in reading with more than 17 years of classroom teaching experience. dedicated to helping K–12 teachers translate educational research into practice, ms. Smith enjoys writing and delivering professional development with onsite follow-up support to schools across the country. Her primary interests are adolescent literacy, student motivation and engagement, vocabulary and

comprehension instruction, and differentiation of reading and writing instruction for all learners, including eLs and struggling readers.


vi Table of Contents

Table of Contents

IntroductionWhat is Academic Vocabulary for English Learners? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . F1

What makes This Program Unique? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . F1

Who is This Program For? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . F1

Program materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Four Types of Target Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Scope and Sequence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .F4–F5

eplicit, Systematic instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . F6

example Lesson: Step by Step . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . F7

Scaffolded Receptive and expressive Language development . . . . . . . . . . . . . . . . . . . . . . F12

Specific, informative Feedback . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . F14

Planning and Pacing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . F16

Flexible implementation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . F18

Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . F18

Instructional Units . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Unit 1 Planner . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Unit 2 Planner . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96

Unit 3 Planner . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 182

Unit 4 Planner . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 270

Unit 5 Planner . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 358

Teacher Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .447

Assessments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A1

Blackline masters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B1

References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . R1


viiTable of Contents

Unit 1 Planner, pp. 2–3

Week 1 relatedpp. 4–13

resourcespp. 14–23

walkpp. 24–29

Week 2 typicalpp. 30–39

involvepp. 40–49

rightpp. 50–53

Week 3 relypp. 54–61

strategypp. 62–69

givepp. 70–75

Week 4 influencepp. 76–83

expandpp. 84–91

Unit 1 Reviewpp. 92–95


Week 5 idealpp. 98–105

flexiblepp. 106–113

saidpp. 114–119

Week 6 recognizepp. 120–127

rolepp. 128–135

statepp. 136–139

Week 7 apparentpp. 140–147

participatepp. 148–155

showpp. 156–161

Week 8 substantialpp. 162–169

categorypp. 170–177



Week 9 limitpp. 184–191

impactpp. 192–199

impactpp. 200–205

Week 10 confidencepp. 206–213

determinepp. 214–221

orderpp. 222–225

Week 11 uniquepp. 226–233

validpp. 234–241

lookpp. 242–249

Week 12 analyzepp. 250–257

adaptpp. 258–265



Week 13 demandpp. 272–279

circumstancepp. 280–287

hardpp. 288–295

Week 14 advantagepp. 296–303

versionpp. 304–311

matterpp. 312–315

Week 15 principlepp. 316–323

externalpp. 324–331

getpp. 332–337

Week 16 effectivepp. 338–345

maximumpp. 346–353



Week 17 essentialpp. 360–367

varypp. 368–375

changepp. 376–383

Week 18 significantpp. 384–391

implypp. 392–399

keypp. 400–403

Week 19 extendpp. 404–411

attemptpp. 412–419

knowpp. 420–425

Week 20 advancepp. 426–433

approximatelypp. 434–441


Target Words by Unit


viii

Acknowledgments We would like to express our appreciation for the exceptional work in the field of vocabulary instruction and language development conducted by so many outstanding researchers and educators, including: Anita Archer, diane August, James Baumann, isabel Beck, Andrew Biemiller,

margarita calderón, Averil coxhead, Kevin Feldman, michael Graves, edward Kame’enui, Kate Kinsella, Linda Kucan, margaret mcKeown, Robert marzano, Louisa moats, William Nagy, debra Pickering, Robin Scarcella, catherine Snow, Steven Stahl, and Lily Wong-Fillmore.


Introduction F1

Introduction

What Is Academic Vocabulary for English Learners?Academic Vocabulary for English Learners is a research-based, supplemental vocabulary and language development program for english learners (eLs) in the intermediate and secondary grades. According to calderón et al. (2005), vocabulary must be explicitly taught to eLs if they are going to catch up to grade-level standards. Particularly, a focus on academic vocabulary narrows the substantial achievement gap between eLs and their english-speaking peers.

What Makes This Program Unique?• Providessystematic,intensivevocabularyand

language instruction for rapid development of advanced academic english vocabulary

•Offersin-depthstudyofmorethan250importantwords, along with many related words, that occur repeatedly in academic settings

• Engagesstudentsinoralandwrittenlanguagepractice with teacher-guided instruction and peer-assisted interaction

• Integratesreviewandreinforcementofvocabularythroughouttheprogramsothatstudents hear and use the words they have learned in multiple contexts and in ways that reflect authentic academic discussions and texts

Who Is This Program For?Academic Vocabulary for English Learners is designed for:

• ELstudentsintheintermediateandsecondarygradeswhohaveacquiredbasicenglish language vocabulary and would benefit from improving their academic language skills. This program is not designed for eL students who are in the beginning stages of learning english.

• NativespeakersofEnglishwhoarereadingbelowgrade-level,thosewithlimitedacademic vocabulary or background knowledge, and/or those who experience difficulty in comprehending content texts.

Unlike other structured vocabulary programs for ELs, this program helps English learners in rapidly developing advanced English vocabulary and language skills. Students hear and use words, such as substantial, analyze, valid, and confidence, in contexts that reflect the ways these words are used in authentic academic discussions and texts.


IntroductionF2

B63

Name Date

Blackline Masters

©2011 Cambium Learning® Sopris. All rights reserved. Permission is granted to reproduce this page for classroom use.

Multiple-Meaning Word key

Important or necessary

A list of symbols on a map along with explanations of

what the symbols mean

A thin piece of metal with a special shape

that is used to lock or unlock a door

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Program MaterialsAcademic Vocabulary for English Learners includes the following program materials:

• Teacher Edition with scripted lessons, Blackline masters, Unit Reviews, and teacher directions and answer keys for midpoint and Final Assessments.

• ConsumableStudent Workbooks with written exercises and Activity Pages for daily lessons, plus pages for Unit Reviews.

• AVocabulary Picture Book with color illustrations that support language building and making connections to the student’s native language. Also included inside the back cover is a cd with all of the illustrations for use in larger classroom settings.

F O R

By María Elena Argüelles and Martha K. Smith

ENGLISHLEARNERS

STUDENT WORKBOOK

• OnlineTeacherResources,including Blackline masters and student versions of the midpoint and Final Assessments at http://www.soprislearning.com/avelresources.

B31

Name Date

Blackline Masters ©2011 Cambium Learning® Sopris. All rights reserved. Permission is granted to reproduce this page for classroom use.

High-Utility Word substantial

substantial large

plenty abundant

big enormous

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44

For use with TE pp. 206–213

Unit 3 Week 10 Days 1–2

guided oral Language PracticeWith your partner (or small group), discuss and decide which word best completes each sentence. confidence secret trust confide confidenta My family did not tell anyone about the surprise party because we wanted to keep it a .

b Because Tan is a good student, he always does his homework with .c My grandmother does not

herself to find places without a map. d Our coach is that our team will win tomorrow’s soccer game. e The client will in his lawyer before the trial. f The business owner had a lot of

in his new computer system.

Name Date

High-Utility Word confidence

Word dIagram1 Word2 Drawing

3 Sentence4 List

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confidence

Our soccer team has confidence that we will win.

win believe sure

teamwork

2


Introduction F3

Four Types of Target Words in Academic Vocabulary for English Learners, four types of target words—along with their related word forms, synonyms, and/or multiple meanings—are intensively studied.

1 High-utility Words These are sophisticated words consistently found across many contexts and topics. These words, referred to by Beck et al. (2002, 2008) as Tier ii words, are familiar to mature language users and readers. Understanding the meaning of these high frequency words and their related forms is necessary for listening and reading comprehension in a variety of contexts. These words appear frequently in grade-level texts and on statewide assessments.

Example: confidence related words: confide, confident, confidential

2 academic Words These words also occur frequently in a wide range of academic content texts, as well as on state-level standards and assessments. These academic words were selected from coxhead’s Academic Word List (2000) and from marzano and Pickering’s grade-level lists in Building Academic Vocabulary (2005). in addition to learning these academic words, students learn the related word forms.

Example: adapt related words: adapted, adapting, adapts, adaptable, adaptation

3 concept Words The program also includes lessons on common concept words and how these words can be replaced with related synonyms in order to express more precise meanings based on context. These lessons help students understand shades of meaning among related words and how to use these words in particular situations and contexts. Example: look

related synonyms: watch, see, observe, glare, inspect, gaze, glance, stare, notice, peep

4 Multiple-Meaning Words in each unit, one lesson is devoted to a key academic, multiple-meaning word. multiple-meaning words are frequently challenging for students learning english. These lessons target words with more than one meaning (such as matter, state, and order) that students are likely to encounter frequently across curricula. in addition to these target words, many other multiple-meaning words are incorporated throughout the program. Example: order

Multiple meanings: an instruction to do something that is given by someone with authority; the way that things or events are arranged in sequence; a request for goods or services

Four types of target words are taught in 100 intensive and interactive vocabulary and language skill lessons. The lessons include High-Utility (Tier II) words, Academic Words, Concept Words with related synonyms, and key Multiple-Meaning Words.


IntroductionF4

Scope and SequenceAcademic Vocabulary for English Learners consists of five, four-week units comprising 20 weeks of instruction (see Scope and Sequence chart).

During each four-week unit, lessons cover:

• fourHigh-Utility(TierII)Wordsandrelatedword forms

• fourAcademicWordsandrelatedwordforms

• twoConceptWords,eachwithmultiplerelatedwords or synonyms

• onekeyMultiple-MeaningWord,withexplanations of its various meanings

Oral Language Development Lessons provide multiple oral-language practice opportunities to build students’ listening and speaking vocabularies. Students interact with the teacher and their peers to use words in meaningful and extended language practice, allowing them to connect new concepts with their own lives and experiences (maxwell-Jolly, Gándara, & méndez Benavídez, 2007). discussions of word usage and part(s) of speech, as well as word-production activities, help students to deeply process word meanings. Related words and synonyms are presented to clarify usage and context and to enhance understanding.

Built-In ReviewLessons are sequenced to optimize exposure to previously taught words. Throughout the program, targeted words are incorporated in a variety of activities to promote a high level of use. Students who encounter a word at least 12 to 14 times and who use the word in their speaking and writing are more likely to add the word to their everyday working vocabularies.

Unit Reviews provide practice with all of the words studied in the unit and provide a means of monitoring student progress. Two cumulative assessments are also included. The midpoint Assessment covers the words taught during the first 10 weeks of instruction, and the Final Assessment covers the words taught during the last 10 weeks of instruction.

Reading and WritingWhile the focus of Academic Vocabulary for English Learners is primarily on developing word knowledge through listening and speaking, the program also includes opportunities for students to use target words in reading and writing. Students write the words in sentences on their Word diagrams, read the words in sentences written by the teacher, and gather examples of how the words are used in reading and oral contexts outside of class.

Vocabulary instruction that involves both a definition and context is considerably more effective than instruction that relies only on one of these language facets (Graves, 2009). Academic Vocabulary for English Learners provides students with easy-to-understand definitions, as well as multiple meaningful exposures to the target word as used in different contexts.


Introduction F5

MONDAy TUESDAy WEDNESDAy THURSDAy FRIDAy

Unit 1

Week 1 related (1) related (1) resources (2) resources (2) walk (3)

Week 2 typical (1) typical (1) involve (2) involve (2) right (4)

Week 3 rely (1) rely (1) strategy (2) strategy (2) give (3)

Week 4 influence (1) influence (1) expand (2) expand (2) Unit 1 Review

Unit 2

Week 5 ideal (1) ideal (1) flexible (2) flexible (2) said (3)

Week 6 recognize (1) recognize (1) role (2) role (2) state (4)

Week 7 apparent (1) apparent (1) participate (2) participate (2) show (3)

Week 8 substantial (1) substantial (1) category (2) category (2) Unit 2 Review

Unit 3

Week 9 limit (1) limit (1) impact (2) impact (2) make (3)

Week 10 confidence (1) confidence (1) determine (2) determine (2) order (4)

Week 11 unique (1) unique (1) valid (2) valid (2) look (3)

Week 12 analyze (1) analyze (1) adapt (2) adapt (2)

Unit 3 ReviewMIDPOINT ASSESSMENT

Unit 4

Week 13 demand (1) demand (1) circumstance (2) circumstance (2) hard (3)

Week 14 advantage (1) advantage (1) version (2) version (2) matter (4)

Week 15 principle (1) principle (1) external (2) external (2) get (3)

Week 16 effective (1) effective (1) maximum (2) maximum (2) Unit 4 Review

Unit 5

Week 17 essential (1) essential (1) vary (2) vary (2) change (3)

Week 18 significant (1) significant (1) imply (2) imply (2) key (4)

Week 19 extend (1) extend (1) attempt (2) attempt (2) know (3)

Week 20 advance (1) advance (1) approximately (2) approximately (2)

Unit 5 ReviewFINAL ASSESSMENT

(1) = High-Utility (Tier II) word and related word forms(2) = Academic word and related word forms(3) = Concept word and related words or synonyms (4) = Multiple-Meaning word

Scope and Sequence Chart


IntroductionF6

Explicit, Systematic InstructionThe lesson design of Academic Vocabulary for English Learners is based on the research and work of Baumann and Kame’enui (2003); Beck, mcKeown, and Kucan (2002, 2008); Biemiller (2001); Graves (2009); marzano and Pickering (2005); and Stahl (2003). Thanks to the work of these researchers, among others, many teachers are familiar with the components of effective vocabulary instruction.

However, effective, systematic vocabulary lessons require considerable planning. Teachers often lack the time to come up with a variety of meaningful examples in multiple contexts and the necessary activities to promote deep processing and active use of vocabulary in students’ speaking and writing.

Lessons are scripted and easy to implement. in addition, they provide all components of effective vocabulary instruction, including appropriate pacing, modeling, language scaffolding, a variety of engaging activities, opportunities for ongoing practice and review, and the use of multiple and meaningful examples.

The combination of challenging vocabulary content together with a structured lesson format is uniquely appropriate for developing the academic vocabulary knowledge many English learners need.


Introduction F7

Example Lesson: Step by Stepin general, lessons for Academic Vocabulary for English Learners follow these steps.

206

Related Words: confide, confident, confidential

Introduce the Word1 Write the word confidence on the board.

2 Face students as you emphasize the word by stating it loudly and clearly.SAY Today’s vocabulary word is confidence.

3 Have students repeat the word. SAY Say the word with me: confidence. One more time: confidence.

4 Place a dot above the letters con to indicate pronunciation stress. a. Emphasize the stressed part of the word as you point to it and say the word again.b. Face students as you clearly enunciate the word. SAY CON-fidence.

5 Have students repeat the word. SAY Say the word with me, stressing the first part: CON-fidence.

Word Diagram: Rating Word Knowledge I

PURPOSE To promote metacognition by having students think about their own knowledge of the vocabulary word confidence before the lesson

1 Have students turn to the Word Diagram on Student Workbook page 44.

2 Draw a blank Word Diagram template on the board. SAY Now we are going to begin our Word Diagram for confidence. On your Word Diagram template, write confidence on the line in box 1.

3 SAY We are going to rate our knowledge of this word. Think about your knowledge of the word confidence. In the circle in front of the word in box 1, write the number that best describes your understanding or knowledge of the word. Listen carefully:

• Write a 1 if you have never heard or seen this word before.

• Write a 2 if you have heard or seen the word before but do not know what it means.

• Write a 3 if you have a general understanding of the word but cannot explain its meaning to others or use it in a sentence.

• Write a 4 if you understand this word, can explain it, and use it in a sentence.

4 Monitor students and provide assistance as needed.

5 Write the related words on the board.SAY The word confidence is a noun. We will study related words, including confide (verb) as well as confident and confidential (adjectives). Now we will read all of these words together.

6 Point to each word as it is read.

UNIT 3 WEEK 10 DAY 1

Unit 3 Week 10 Day 1


SPANISH COGNATEThe Spanish cognate for confidence is confianza.

SPANISH COGNATEIf appropriate, have students also write the Spanish cognate confianza below the word confidence in box 1.

STUDENT WORKbOOKp. 44

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Introduce the pronunciation of the target word, with attention to intonation and syllable stress.

STEP 1

STEP 3

Have students rate the level of their knowledge of the target word.

STEP 2

When applicable, present Spanish cognates for Spanish-speaking students.


IntroductionF8

207

UN

IT 3

Provide a Student-Friendly Explanation

PURPOSE To define the vocabulary word for students so that the meaning is easily understood

1 SAY Confidence is trust or belief in something or someone’s abilities.

2 In the Vocabulary Picture Book, turn to page 60 for the word confidence, and show the picture to illustrate the meaning of the word.

3 Point to the picture. SAY The child has confidence that her father will not drop her. She is not worried or concerned because she trusts her father to carry her safely.

Use the Word in Meaningful Contexts

PURPOSE To provide examples and non-examples* of the vocabulary word using sentences with a wide variety of contexts

SAY I will give you some examples of how the word confidence and other related words are used correctly and incorrectly.

Example 1 SAY I have a lot of confidence in my new car. I know that I can rely on it because the tires and engine are brand new. I do not worry about it breaking down or having flat tires.

Example 2 SAY At last night’s baseball game, Adrian did not feel confident he would be able to hit the ball. He felt nervous and unsure during the entire game.

Example 3 SAY Jin told me that he has no confidence in the Tooth Fairy. The word confidence is used incorrectly in this sentence. A better way of saying it would be: Jin told me that he does not believe in the Tooth Fairy. That would mean that he thinks that the Tooth Fairy is not real.

Example 4 SAY Since I hurt my ankle, I am not confident that I will be able to finish the race on Saturday.

Example 5 SAY That information is confidential and is kept in a locked filing cabinet. When something is confidential, it is private and off-limits to most people.

Example 6 SAY The elementary teachers are confident that their students will do well in high school and go on to graduate.

Example 7 SAY My best friend confides in me. She always tells me her secrets. When you confide in someone, it means that you tell that person something private

that you do not want anybody else to know. You trust that person will not tell anyone else.

Example 8 SAY I feel confident in my mom’s earrings.The word confident is used incorrectly in this sentence. Even if you like your mom’s earrings, you do not trust or believe in them.

*


confidenceHigh-Utility Word

VOCAbUlARY PICTURE bOOKp. 60

*


Example Lesson: Step by Step • Continued

STEP 4

Provide a student-friendly definition or explanation of the target word.

STEP 5

Show an Illustration to further explain the meaning of the target word.

STEP 7

Give examples of incorrect usage.

STEP 6

Use the target word in a variety of contexts, with varying degrees of difficulty (e.g., beginning with concrete examples followed by abstract examples).


Introduction F9

208

Active Engagement

PURPOSE To provide opportunities for students to think about the vocabulary word(s), meaning(s), and uses in context

1 Introduce the activity.SAY Now we will practice using the word confidence. I will ask some questions with the vocabulary word confidence and other related words. After each question, I will give you the cue “Show me!” Then you will indicate whether the word is used correctly or incorrectly by holding up either Yes or No.

2 Write this model question on the board: Would a confident person run for student body president?

3 Model the activity. SAY I am going to model what you will do. Listen carefully as I read the question on the board: Would a confident person run for student body president?

4 Model thinking aloud.SAY If someone is confident, it means that she is very sure she has the ability to do something well. Therefore, if someone has confidence, she would probably want to be a leader in her school. So, the answer to the question is Yes because a confident person would run for student body president. When I hear the cue, I will show my answer.

SAY Show me! (Hold up the Yes card.) SAY Now it’s your turn. First, listen carefully to each question. Then, decide if the word

confidence or another form of it is used correctly or incorrectly. Wait until you hear the ‘Show me!’ cue. Then, show me your answer.

5 Repeat these steps for each question:a. Read the sentence.b. Wait 3 to 4 seconds for students to think about their answer. c. Give the cue, “Show me!”d. Have students show their answer card.e. Provide feedback to students about their answers.

Question 1 SAY Would a young actor gain confidence in his acting ability if he heard the audience clapping and shouting ‘Bravo!’ after his performance?

Feedback Show Word Card Yes. SAY Yes. Clapping and saying ‘Bravo!’ are ways that an audience lets actors or

musicians know that they liked or enjoyed their performance. The actors or musi-cians would feel better about their ability to entertain audiences.


continuedUNIT 3 WEEK 10 DAY 1

MATERIAlS

Word Cards Yes and No

STUDENT WORKbOOKp. A37Have students cut out their Word Cards before the lesson.

blACKlINE MASTERSp. B37Cut out the teacher set of these Word Cards to use as models.



209

UN

IT 3

Question 2 SAY Would a team that has won all the games in its season feel confident that it could win the district championship?

Feedback Show Word Card Yes. SAY Yes. Members of a team that had not lost any games would feel good about

their ability to beat other teams and believe that they would continue to do well in a championship game.

Question 3 SAY Would information in a newspaper be confidential?Feedback Show Word Card No. SAY No. A newspaper is sold to many people, so it would not be a good source to

keep information private.

Question 4 SAY Should police officers have confidence in their partners? Feedback Show Word Card Yes. SAY Yes. Police officers should have trust in and believe that partners have the

ability to work with and protect them whenever they are in danger.

Question 5 SAY Would strangers typically confide in one another?Feedback Show Word Card No. SAY No. Typically, people do not share private or secret information with

strangers.

Word Diagram: Creating a Mental Image

PURPOSE To provide opportunities for students to process the new information and make connections with the vocabulary word, its meaning(s), and its uses in context.

1 Have students return to the Word Diagram on Student Workbook page 44.

2 SAY We will continue with our Word Diagram for the word confidence. First, in box 2, quickly sketch or draw a picture to help you remember the word confidence. Keep your picture simple.

a. Give students 2 to 3 minutes to draw their pictures.b. Monitor and provide feedback as students are drawing.

3 SAY Next, in box 3, write a sentence to describe your picture.

a. Monitor and provide feedback as students are writing their sentences.b. Have students share their pictures and sentences with a partner or a small group.

4 SAY Working together (with partners or a small group), think of words and phrases that come to mind when you hear or think about the word confidence. Write them in box 4.

a. Give students 2 to 3 minutes to write words and phrases.b. Monitor and provide feedback.c. Ask several students to share their word/phrase lists.





206

Active Engagement


1 Introduce the activity.SAY Now we will practice using the word confidence. I will ask some questions with the vocabulary word confidence and other related words. After each question, I will give you the cue “Show me!” Then you will indicate whether the word is used correctly or incorrectly by holding up either Yes or No.

2 Write this model question on the board: Would a confident person run for student body president?

3 Model the activity. SAY I am going to model what you will do. Listen carefully as I read the question on the board: Would a confident person run for student body president?

4 Model thinking aloud.SAY If someone is confident, it means that she is very sure she has the ability to do something well. Therefore, if someone has confidence, she would probably want to be a leader in her school. So, the answer to the question is Yes because a confident person would run for student body president. When I hear the cue, I will show my answer.

SAY Show me! (Hold up the Yes card.) SAY Now it’s your turn. First, listen carefully to each question. Then, decide if the word

confidence or another form of it is used correctly or incorrectly. Wait until you hear the ‘Show me!’ cue. Then, show me your answer.

5 Repeat these steps for each question:a. Read the sentence.b. Wait 5 to 8 seconds for students to think about their answer. c. Give the cue, “Show me!”d. Have students show their answer card.e. Provide feedback to students about their answers.

Question 1 SAY Would a young actor gain confidence in his acting ability if he heard the audience clapping and shouting ‘Bravo!’ after his performance?

Feedback Show Word Card Yes. SAY Yes. Clapping and saying ‘Bravo!’ are ways that an audience lets actors or

musicians know that they liked or enjoyed their performance. They would feel better about their ability to entertain their audience.



MATERIAlS

Word Cards Yes and No

STUDENT WORKbOOKp. XXHave students cut out their Word Cards before the lesson.

blACKlINE MASTERSp. XXCut out the teacher set of these Word Cards to use as models.


Guide students in understanding alternate forms of the target word representing various parts of speech.

STEP 9

Have students complete Word Diagrams with drawings, sentences, and related words.

STEP 8


IntroductionF10

210

Review the Word1 Write these words on the board: confidence, confide, confident, confidential.

SAY Yesterday we studied the word confidence (point to the word). What is the word? (Pause for students to say the word.) One more time. (Pause for students to repeat the word.) We also discussed the words confide, confident, and confidential. (Point to each word as you read it.) Let’s read these words together.


3 SAY With your partner, come up with a sentence that includes the word confidence.a. Allow students 2 minutes to discuss an answer sentence.b. Call on one student to share the pair’s sentence.

4 Provide feedback and instruction as needed. SAY Confidence is trust or belief in something or someone’s abilities. The child has confi-

dence that her father will not drop her. She is not worried or concerned because she trusts her father to carry her safely.

5 If necessary, show students the picture on page 60 of the Vocabulary Picture Book.

Guided Oral language Practice

PURPOSE To provide students with guided practice opportunities to use the vocabulary word orally

1 Working with partners or in small groups, have students open their Student Workbook to page 44.

2 Write these words on the board:confidence secret trust confide confident

3 Read the words aloud. SAY Now we are going to practice using the word confidence and related words by select-

ing the word that best fits a sentence. With your partner or group, discuss and decide which word best completes each sentence.

4 Read one sentence at a time.

5 Allow sufficient time for students to think about, discuss, and decide on an answer.a. My family did not tell anyone about the surprise party because we wanted to keep

it a secret.b. Because Tan is a good student, he always does his homework with confidence.c. My grandmother does not trust herself to find places without a map.d. Our coach is confident that our team will win tomorrow’s soccer game.e. The client will confide in his lawyer before the trial.f. The business owner had a lot of confidence in his new computer system.







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6 After student discussion, ask: “Which word best completes this sentence?”

7 Ask individual students to share their pair’s answer by reading the complete sentence.

8 Provide appropriate feedback.

9 Clarify and correct grammatical usage when necessary.

Extended language Production

PURPOSE To promote oral language and to engage students in extended conversations

1 Working with partners or in small groups, have students open their Student Workbook to page 45.SAY Listen closely as I read these word pairs.

a. confident – sure

b. confidential – public

c. confident – smart

d. confide – believe

e. confident – scared

SAY Discuss the relationship between the words in each word pair. Be prepared to defend or justify your answer. Think of the following questions as you discuss each pair of words.

• Are the words synonyms?

• Are the words antonyms?

• Are the words related to each other in some way?

• Is there no relation?

2 Write the example word pair confident – insecure on the board.

3 Model your thinking aloud. SAY Somebody who is insecure is not confident in himself or herself. Insecure people feel

unsure and do not believe in themselves. Therefore, I think that insecure and confident are antonyms because they have opposite meanings.

4 SAY Now it’s your turn. With your partner (or group), discuss the relationship between the two words in each pair. Think about whether they may be synonyms, antonyms, related, or not related at all. Listen closely as I read the word pairs again.

5 Read one pair of words at a time.

6 Pause for students to discuss each pair of words.

7 Have one partner (or a group representative) share and explain their answers.





STEP 10

Provide guided practice with peer interactions using extended and productive language to compare and contrast target words (i.e., using the target word and its multiple forms in varied linguistic or grammatical structures).

Engage student partners or groups in extended conversations using target and related words.

STEP 11

Teacher Edition, p. 211



Introduction F11

212

Word Diagram: Rating Word Knowledge II

PURPOSE To promote metacognition by having students think about their own knowledge of the vocabulary word confidence after the lesson


SAY Let’s take a look back at how you and I rated our knowledge of the word confidence in box 1 at the beginning of the lesson.

SAY Now that we have studied confidence, it is time to think once again about our knowledge of this word. Has our knowledge changed?

SAY Think about your knowledge of confidence. This time, you will write the number in the circle after the word (point to the circle) that describes your understanding or knowledge of confidence after the lesson. You will:

• Write a 2 if you have heard or seen the word before but do not know what it means.

• Write a 3 if you have a general understanding of the word but still cannot explain its meaning.

• Write a 4 if you now understand this word, can explain it, and use it in a sentence.

2 Monitor and provide assistance as needed.SAY Look at both of your numbers. Has your knowledge changed?

3 Have several students share how their knowledge has changed.





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Promoting Word-Consciousness

PURPOSE To encourage students to generalize the vocabulary word outside of the classroom by looking for and listening to words with similar meanings

1 SAY Throughout the day and/or week, look and listen for the word limit and other words with similar meanings. Be prepared to share where you saw or heard the words and how they were used.

2 When students bring new words to class, discuss and compare them with words that have already been presented.

3 Place related words on charts or bulletin boards and refer to them throughout the day.

4 Prompt students to use more sophisticated words in their speaking and writing.

High-Utility Word limit

limitHigh-Utility Word



Have students revise rating of word knowledge at the end of the lesson.

STEP 12

Promote awareness and use of academic language beyond the classroom.

STEP 13

44 For use with TE pp. 206–213Unit 3 Week 10 Days 1–2

guided oral Language PracticeWith your partner (or small group), discuss and decide which word best completes each sentence.

confidence secret trust confide confident

a My family did not tell anyone about the surprise party because we wanted to keep it a .

b Because Tan is a good student, he always does his homework with .

c My grandmother does not herself to find places without a map.

d Our coach is that our team will win tomorrow’s soccer game.

e The client will in his lawyer before the trial.

f The business owner had a lot of in his new computer system.

Name Date


Word dIagram

1 Word 2 Drawing

3 Sentence 4 List

AVEL Student Workbook - Unit 3.indd 44 11/9/10 2:55:09 PM

confidence2

Our soccer team has confidence that we will win.

win believe

sure teamwork

Student Workbook, p.44




IntroductionF12

Scaffolded Receptive and Expressive Language DevelopmentThe instructional sequence in each lesson of Academic Vocabulary for English Learners is intended to scaffold students’ language development. At the beginning of each lesson, the language demand is high on the teacher, and low on the student. As the lesson progresses, the language demand on the student increases and changes from receptive to expressive. english learners who have less oral proficiency can participate and benefit from activities that focus on developing receptive language, and those with more advanced skills have opportunities to practice the use of expressive skills and further expand their language knowledge.

Phase 1 : Listening

The lessons begin with students listening and watching as the teacher introduces the new word, shows an image, and provides several examples. During this initial phase, the language demand on students is low, and they do not use expressive language. This allows them to focus on the concepts without worrying about their oral language skills. During the beginning phase, the teacher is responsible for the language, and students start to develop their receptive knowledge.

Phase 2 : Brief responses

Next, students repeat the words and are asked to participate in activities using choral responses, cards, or gestures. The language demand on students continues to be low as they begin to apply their new knowledge. The teacher continues to use language to provide models, examples, and feedback, and to further expand the contexts in which the word is used.

Phase 3 : Supported responses

Then, students begin to use oral language but are provided with support and structure via the use of sentence frames and stems, as well as teacher modeling, peer support, and ongoing feedback.

Phase 4 : Extended discourse

Toward the end of the lesson, the language demand on students is greatest, as they are expected to use the words in extended oral discourse with progressively less support.


Introduction F13

Instruction can be differentiated by doing the following:

Adjusting the Number of ExamplesThroughout the lesson, teachers determine the number of examples that are needed to teach a word based on their students’ needs (e.g., teachers may use more items if students have less oral language proficiency, limited background knowledge, or will benefit from more time for discussion and elaboration). it is important that teachers provide adequate time for students to discuss new words and concepts. The pictures in the Vocabulary Picture Book also scaffold learning by providing concrete representations for sometimes abstract concepts and words. in addition, Spanish cognates—Spanish words that are similar to their english equivalents in pronunciation, spelling, and meaning—are included to support native Spanish speakers.

Providing Appropriate Wait Timeduring the lesson, another way that teachers can scaffold students’ learning is with the appropriate use of wait (response) time. eL students have a double cognitive load, compared to their english-speaking peers, because they must translate and process information at the same time. Providing sufficient wait time throughout the lesson increases the likelihood that students understand and learn the concepts being presented. Also, the consistent use of wait time is an indication to students that their teacher values them and their learning. Wait time will vary depending on students’ abilities, the difficulty of the concept being presented, and the language demand of the task.

Varying TasksLastly, teachers can scaffold learning by changing the type of task. Production tasks, in which students provide an oral response, have a larger language demand and thus require more expertise. Recognition tasks, in which students are given a set of responses to choose from, carry a lower language demand and require less mastery. if a student has difficulty completing a production task, consider providing the student with a couple of options to choose from, thus changing the task to an easier, recognition one.

Based on group or individual needs, teachers can scaffold and differentiate instruction by providing sufficient examples and time for students to discuss new words and concepts, by using appropriate wait time for student responses, and by varying the ease or difficulty of language production tasks.


IntroductionF14

Specific, Informative FeedbackTeachers can make the most of their feedback when they use responses that are specific and informative. General feedback, such as “great answer,” is less useful than more specific feedback, such as, “Your sentence was excellent because it included an explanation of the word as well as an example.”

during the course of instruction, it is likely that eL students, at one time or other, will make some errors in pronunciation and grammar. instead of addressing these errors directly, the teacher can focus on the content of the student’s response and provide the student with specific and informative feedback that incorporates the student’s ideas. This feedback method involves restating the student’s response using a complete sentence with more information, correct grammar, pronunciation, and/or precise vocabulary.

Incorrect Word FormThe following example illustrates how a teacher can use restatement to provide a student with feedback that states the correct word form.

Student: “i am confidence that our team is win tomorrow game.”

Teacher: “That is correct. I am CONFIDENT that our team WILL win tomorrow’s SOCCER game.”

Note how the teacher first gives the student positive feedback because the correct word has been selected, even though it was the incorrect form. The teacher then restates the student’s response using correct grammar, emphasizing the words that were misused, and adding information (soccer game instead of game).


Introduction F15

Incorrect Word Useif a student’s response is incorrect in terms of word choice, the teacher can scaffold the student’s understanding by thinking aloud and providing additional information.

Student: “i analyzed the dog in this picture. it belongs to my friend who lives down the street.”

Teacher: “Let me see if I understand. You analyzed the dog’s picture. Hmmm … Did the picture require careful study and thinking or were you quickly able to identify the dog as belonging to your friend down the street?

Unclear or Incomplete ResponseSometimes, student responses are short or insufficiently clear. in this case, prompt students to add to their responses by:

• clarifying(e.g.,“IamnotsureIunderstand.Couldyouexplainwhatyoumean?”);

• justifying(e.g.,“Howdoyouknowthat?Whatmadeyoucometothatconclusion?”);

• expanding(e.g.,“Couldyoutellusmoreabout…?”).


IntroductionF16

Planning and PacingTime allotted for lessons is 30–45 minutes. However, the amount of time needed to complete each lesson will vary depending on the size of the group and language proficiency of students.

All of the lessons allow for pacing flexibility, so teachers can best meet students’ needs as well as class schedules, time constraints, and other curricular demands. in many cases, it will be important for teachers to adjust the amount of instructional time for lessons to differentiate and scaffold student learning.

High-utility words and academic words are taught over two 30–45 minute sessions.

The table below shows how the activities in the lessons are divided more or less equally between the two sessions. However, this division can be adjusted if some activities move faster or slower than planned.

For teachers who have only 15–20 minutes per session for the program, the lesson activities for one day can be spread across two days. it is not recommended that teachers skip activities in the lessons, because multiple exposures to the target words are vital for students to master the words and be able to use them effectively.

Sample Lesson Plans for High-Utility Words or Academic Words

High-Utility Words or Academic Words 2 sessions (30–45 minutes)

or 4 sessions (15–20 minutes)

Session 1 Session 2

1. Introduce the Word (2 min.) 7. Review the Word (5 min.)

2. Word Diagram: Rating Word Knowledge I (3 min.)

8. Guided Oral Language Practice (7–10 min.)

3. Provide a Student-Friendly Explanation (5 min.)

9. Extended Language Production (15 min.)

4. Use the Word in Meaningful Contexts (10 min.)

10. Word Diagram: Rating Word Knowledge II (5 min.)

5. Active Engagement (10–12 min.) 11. Promoting Word-Consciousness (2 min.)

6. Word Diagram: Creating a Mental Image (5–8 min.)

Total Lesson Time: 30–45 min.

Lessons can also be divided into approximately 15–20 minute sessions.



20 min.

22 min.

15–20 min.

12–15 min.


Introduction F17

concept words and multiple-meaning words are taught during one 30–45 minute lesson. if this is not possible, the instruction can be divided across two 15–20 minute sessions, as indicated in the table below. Again, it is best not to skip activities, as instruction is scaffolded to build depth of knowledge and appropriate use of these words.

Sample Lesson Plans for Concept Words and Multiple-Meaning Words

Concept Words 1 session (30–45 minutes)


Multiple-Meaning Words 1 session (30–45 minutes)


1. Introduce the Words (2 min.) 1. Introduce the Word (2 min.)

2. Use Synonyms/Related Words in Meaningful Contexts (5 min.)

2. Active Engagement (5–7 min.)

3. Review the Word (5 min.) 3. Guided Oral Language Practice (8–10 min.)

4. Cloze Choice (5 min.) 4. Word Diagram: Rating Word Knowledge II (5 min.)

5. Active Engagement (5–7 min.) 5. Promoting Word-Consciousness (2 min.)

6. Extended Language Production (7–10 min.)

7. Promoting Word-Consciousness (2 min.)





17 min.

9–12 min.

14–17 min.

15–19 min.


IntroductionF18

Flexible ImplementationAcademic Language for English Learners can be used in a wide variety of settings, including:

•classroomsforEnglishlearners(ELs);

•pull-outESLmodels;

•classroomswithELsfunctioningatdifferentlevelsoflanguageproficiency;

•generaleducationclassroomswithalargenumberofELsandalsosomenativeEnglishspeakerswhowould benefit from learning academic language.

introductory activities are taught in a whole-class setting, but all oral language practice and extended language production activities incorporate peer-assisted learning opportunities, either in pairs or small-groups.

All program activities are designed so that students work together, not independently. Small groups should consist of not more than two to four students to maximize student participation. Students should be grouped heterogeneously so that learning and modeling opportunities are maximized.

AssessmentAcademic Vocabulary for English Learners provides multiple opportunities for review and assessment of student progress. The instruction has been designed to be highly interactive, so teachers are provided many opportunities to monitor student understanding of vocabulary and related concepts.

in addition, Unit Reviews are included in the Teacher Edition and Student Workbooks at the end of each unit. cumulative assessments, including answer keys and student versions, are located in the Teacher Resources section at the back of the Teacher Edition and also in Online Resources, http://www.soprislearning.com/avelresources.

Unit Reviews each unit ends with a Unit Review. Students complete review activities in the Student Workbooks. These reviews can be used to provide extra support and/or to check students’ knowledge of the target words taught in the previous four weeks. Unit Reviews include types of activities that are familiar to students from earlier lessons and can usually be completed in 30–45 minutes of class time. if a Unit Review indicates that some students need additional help on specific words, those portions of the unit can be retaught to individuals or small groups. Teachers can also look for patterns of errors among all students that indicate which words may require reteaching or additional practice.

Cumulative Assessments cumulative assessments are provided at the midpoint and end of the program. The teacher makes copies of these assessments for students either by copying the print versions in the back of the Teacher Edition or by printing copies of these assessments from Online Resources, http:// www. soprislearning.com/avelresources. These cumulative assessments can also be completed in 30–45 minutes.

The midpoint Assessment tests all the words taught in weeks 1 through 10 of the program and should be administered any time after the completion of week 10 but before beginning week 13. The Final Assessment tests the words taught in weeks 11 through 20. Results of these assessments can be used to evaluate students’ overall progress in vocabulary knowledge and to identify students who may need continuing support with vocabulary development.


1

Lesson Instruction Sample

Day 1 & Day 2 — Unit 4

AVEL_TE_ Sampler Frontmatter.indd 1 11/16/10 2:14:11 PM

272

Related Words: demands, demanded, demanding

Introduce the Word1 Write the word demand on the board.

2 Face students as you emphasize the word by stating it loudly and clearly.SAY Today’svocabularywordisdemand.

3 Have students repeat the word. SAY Saythewordwithme:demand.Onemoretime:demand.

4 Place a dot above the letters mand to indicate pronunciation stress. a. Emphasize the stressed part of the word as you point to it and say the word again.b. Face students as you clearly enunciate the word. SAY de-MAND.

5 Have students repeat the word. SAY Saythewordwithme,stressingthesecondpart:de-MAND.

Word Diagram: Rating Word Knowledge I

PURPOSE To promote metacognition by having students think about their own knowledge of the vocabulary word demand before the lesson


2 Draw a blank Word Diagram template on the board. SAY NowwearegoingtobeginourWordDiagramfordemand.OnyourWord Diagramtemplate,writedemand on the line in box 1.

3 SAY Wearegoingtorateourknowledgeofthisword.Thinkaboutyourknowledgeoftheworddemand.Inthecircleinfrontofthewordinbox1,writethenumberthatbestdescribesyourunderstandingorknowledgeoftheword.Listencarefully:

•Writea1ifyouhaveneverheardorseenthiswordbefore.

•Writea2ifyouhaveheardorseenthewordbeforebutdonotknowwhatitmeans.

•Writea3ifyouhaveageneralunderstandingofthewordbutcannotexplainitsmeaning to others or use it in a sentence.

•Writea4ifyouunderstandthisword,canexplainit,anduseitinasentence.

4 Monitor students and provide assistance as needed.

5 Write the related words on the board.SAY Theworddemand can be a either a verb or a noun.Wewillstudyotherrelatedwordsinthiswordfamily,includingdemands (noun and verb), demanded (verb), and demanding (verbandadjective).Nowwewillreadallofthesewordstogether.




High-Utility Word demand

SPANISH COGNATETheSpanishcognatefordemand is demandar.

SPANISH COGNATEIfappropriate,havestudentsalsowritethe Spanish cognate demandarbelowtheworddemand in box 1.


AVEL TE Unit 4 Cycle.indd 272 11/16/10 9:14:34 AM

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Provide a Student-Friendly Explanation

PURPOSE To define the vocabulary word for students so that the meaning is easily understood

1 SAY Theworddemandmeans‘toaskforsomethinginaforcefulandfirmway.’Thistypeofrequestisdifficulttoignoreortorefusetodo.

2 In the Vocabulary Picture Book, turn to page 76 for the word demand, and show the picture to illustrate the meaning of the word.

3 Point to the picture. SAY The judge demandsthatthepeopleinhiscourtroombequietandsitdown.Heis askinginaforcefulway.Iftheyignorehim,thejudgecanaskthemtoleave.

Use the Word in Meaningful Contexts

PURPOSE To provide examples and non-examples* of the vocabulary word using sentences with a wide variety of contexts

SAY Iwillgiveyousomeexamplesofhowtheworddemandandotherwordsinitswordfamilyare used correctly and incorrectly.

Example 1 SAY The coach demandedthatIexplainwhyIwaslateforthegame.

Example 2 SAY Our math teacher is very demanding. Typically,sheassignsatleasttwohoursofhomeworkthreetimesaweek.

Example 3 SAY Gymnastics demandstoomuchofmytime,whichishavinganegativeimpact on my grades. Inthisexample,theworddemands is a verb and means ‘needs or requires.’

Example 4 SAY AfterJosébecamealawyer,thedemandsofhisjobrequiredhimtoworklatealmost every night.Noticethatinthissentence,theworddemands is a noun. Demands are responsibili-tiesthatarerequiredorneededfromyou.Theymayincludeyourtimeorsomethingyou have to do.

Example 5 SAY PlayingonthecitybasketballteamdemandsthatLihaveaspecialpairof athletic shoes. Eventhoughtheworddemands means ‘to require or need,’ it is used incorrectly in thissentence.Abetterwordchoicewouldberequires: Playing on the city basketball team requires that Li have a special pair of athletic shoes.

Example 6 SAY There has been a strong demandforhigh-definitiontelevisions.Ourlocal electronics store has only a limitednumberofthem.


demandHigh-Utility Word


*


274

Example 7 SAY “Please,please,mayIgototheparty,”Lorenzodemanded his parents. Theworddemanded is used incorrectly in this sentence. To demandistoaskin aforcefulandfirmway.Lorenzoisaskingorbegginghisparentstolethimgoto the party.

Active Engagement


1 Write the word demand on the board.

2 Introduce the activity.SAY Nowwewillpracticeusingtheworddemand.Iwillsaysentenceswiththevocabularyworddemandandotherwordsinitswordfamily.Aftereachsentence,Iwillgiveyouthecue‘Showme!’Then,youwillindicatewhetherthewordisusedcorrectlyorincorrectlybyhold-ingupeithera‘thumbs-up’or‘thumbs-down.’

3 Write this model sentence on the board: My father demanded an explanation for why I was late.

4 Model the activity. SAY Iamgoingtomodelwhatyouwilldo.ListencarefullyasIreadthesentenceontheboard:My father demanded an explanation for why I was late.

5 Model thinking aloud.SAY IfIwaslate,myfatherwouldprobablybeworriedandwouldwantavalidreasonformenotbeinghomeontime.Hewouldaskmeinaveryfirmandforcefulway.Therefore,theworddemandedisusedcorrectlyinthissentence.WhenIhearthe‘Showme!’cue,Iwillgiveathumbs-uptoshowthatdemandedwasusedcorrectlyinthesentence.

SAY Showme!(Model a thumbs-up.) SAY Nowit’syourturn.First,listentoeachsentence.Then,decideiftheworddemand or

anotherformofitisusedcorrectlyorincorrectly.Whenyouhearthecue,showyouranswerwitheitherathumbs-uporathumbs-down.

6 Repeat these steps for each sentence:a. Read the sentence.b. Wait 3 to 4 seconds for students to think about their answer. c. Give the cue, “Show me!”d. Have students indicate a thumbs-up or a thumbs-down.e. Provide feedback to students about their answers.

Sentence 1 SAY Eventhoughthisjobpaysalotofmoney,itdemandstoomuchofDenisha’stime. She has limitedtimetorelaxandbewithherfriends.

Feedback SAY Yes,thejobrequiresthatDenishaworktoomanyhours. (Model a thumbs-up.)



*


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Sentence 2 SAY WhenIpolitelyaskedforonepieceofcandy,mymomdidnotlistentomydemand.

Feedback SAY No,askingforonepieceofcandywouldnotbeademand. (Model a thumbs-down.)

Sentence 3 SAY Sinceshewontheaward,theactresshasbeeningreatdemand.Shewillhave a starring roleinseveralnewmoviesthisyear.

Feedback SAY Yes,directorswanttheactresstobeinvolved in their movies because she is recognizedallovertheworld.(thumbs-up)

Sentence 4 SAY The squad demandsthatallcheerleaderswearauniformandattendweeklypractice.

Feedback SAY Theworddemands is used incorrectly in this sentence. (thumbs-down) Abetterwordwouldberequires. The squad requires that all cheerleaders wear a uniform and attend weekly practice.

Sentence 5 SAY The teacher demandedtoknowwhyIdidnotdoanyofmyhomeworkthisweek.

Feedback SAY Yes,theteacheraskedinafirmwayforthereasonswhyIdidnotdomyhomeworkthisweek.(thumbs-up)

Word Diagram: Creating a Mental Image

PURPOSE To provide opportunities for students to process the new information and to make connections with the vocabulary word, its meaning(s), and its uses in context

1 Have students return to the Word Diagram template in their Student Workbook on page 59.

2 SAY WewillcontinuewithourWordDiagramfortheworddemand.First,inbox2,quicklysketchordrawapicturetohelpyouremembertheworddemand. Keep your picture simple.

a. Give students 2 to 3 minutes to draw their pictures.b. Monitor and provide feedback as students are drawing.

3 SAY Next,inbox3,writeasentencetodescribeyourpicture.

a. Monitor and provide feedback as students are writing their sentences.b. Have students share their pictures and sentences with a partner or a small group.

4 SAY Workingtogether(withpartnersorasmallgroup),thinkofwordsandphrasesthatcometomindwhenyouhearorthinkabouttheworddemand.Writetheminbox4.

a. Give students 2 to 3 minutes to write words and phrases.b. Monitor and provide feedback.c. Ask several students to share their word/phrase lists.





276

Review the Word1 Write these words on the board: demand, demands, demanded, demanding.

SAY Yesterdaywestudiedtheworddemand (point to the word).Whatistheword?(Pause for students to say the word.) One more time. (Pause for students to repeat the word.) Wealsodiscussedthewordsdemands, demanded, and demanding (point to each word as you read it).Let’sreadthesewordstogether.


3 SAY Withyourpartner,comeupwithasentencethatincludestheworddemand.

a. Allow students 2 minutes to discuss an answer sentence.b. Call on one student to share the pair’s sentence.

4 Provide feedback and instruction as needed.SAY Theworddemandmeans‘toaskforsomethinginaforcefulandfirmway.’Thistypeofrequestisdifficulttoignoreortorefusetodo.Thejudgedemands that the people in his courtroombequietandsitdown.Heisaskinginaforcefulway.Ifthepeopleignorehim,thejudgecanaskthemtoleave.

5 If necessary, show students the picture on page 76 of the Vocabulary Picture Book.

Guided Oral language Practice

PURPOSE To provide students with guided practice opportunities to use the vocabulary word orally

1 Introduce the activity. SAY Nowyouaregoingtopracticeusingtheworddemandwithapartner.

2 Write these sentence stems on the board:a. The coach demanded that ____________.b. My parents demand that I ____________.c. A career in the military demands that soldiers ____________.

3 Read the sentence stems. SAY Withyourpartner,discusshowyouwouldcompletethesesentencestems.Bereadytostateyouranswersincompletesentencesusingthesentencestems.a. Give students 5 to 7 minutes to discuss and complete the activity.b. Monitor students as they work and provide assistance as needed.

4 Ask several student pairs to share their complete sentences using the sentence stems.

5 Provide appropriate and specific feedback.





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Extended language Production

PURPOSE To promote oral language and to engage students in extended conversations

1 Working with partners or in small groups, have students open their Student Workbook to page 59.SAY ListencloselyasIreadthesewordpairs.

a. demand – valid

b. demand – influence

c. demand – involve

d. demand – atypical

SAY Discusshowthewordsineachpairmightbeusedtogether.Then,createasentencethatusesbothwords.

2 To model the activity, write the example word pair demand-flexible on the board.SAY UsingwhatIknowaboutthewordsdemand and flexible,Icanthinkofasentencethatincludesbothwords:Our football coach’s demands are never flexible. He expects us to do exactly what he asks and to do it quickly.

SAY Nowit’syourturn.Withyourpartner(orgroup),discusshowthewordsineachpairmight be used together. Then writeasentencethatusesbothwords.Youmayuseanyformofthewordsandanydefinitionwehavepreviouslydiscussed.Makesurethatyoursentencesmakesense.

3 Read one pair of words at a time.

4 Pause for students to discuss each pair of words.

5 Have one partner (or a group representative) share their sentences for each word pair.




278

Word Diagram: Rating Word Knowledge II

PURPOSE To promote metacognition by having students think about their own knowledge of the vocabulary word demand after the lesson

1 Have students turn to the Word Diagram on Student Workbook page 59. SAY Let’stakealookbackathowyouratedyourknowledgeoftheworddemand in

box1atthebeginningofthelesson.

SAY Nowthatwehavestudieddemand,itistimetothinkonceagainaboutourknowledgeofthisword.Hasourknowledgechanged?

SAY Thinkaboutyourknowledgeofdemand.Thistime,youwillwritethenumberinthecircle aftertheword(point to the circle)thatdescribesyourunderstandingorknowledgeofdemandafterthelesson.Youwill:

•Writea2ifyouhaveheardorseenthewordbeforebutdonotknowwhatitmeans.

•Writea3ifyouhaveageneralunderstandingofthewordbutstillcannotexplainitsmeaning.

•Writea4ifyounowunderstandthisword,canexplainit,anduseitinasentence.

2 Monitor and provide assistance as needed.SAY Lookatbothofyournumbers.Hasyourknowledgechanged?

3 Have several students share how their knowledge has changed.





279

UN

IT 4demandHigh-Utility Word

Promoting Word-Consciousness

PURPOSE To encourage students to generalize the vocabulary word outside of the classroom by looking for and listening to words with similar meanings

1 SAY Throughoutthedayand/orweek,lookandlistenfortheworddemand and other wordswithsimilarmeanings.Bepreparedtosharewhereyousaworheardthewordsandhowtheywereused.

2 When students bring new words to class, discuss and compare them with words that have already been presented.

3 Place related words on charts or bulletin boards and refer to them throughout the day.

4 Prompt students to use more sophisticated words in their speaking and writing.





What Is Academic Vocabulary for English Learners?

Academic Vocabulary for English Learners is a research-based, supplemental vocabulary and language development program for English learners (ELs) and other students with limited vocabulary knowledge who are in the intermediate and secondary grades.

What Makes This Program Unique?• Providessystematic, intensive vocabulary and

language instruction for rapid development of advanced academic English vocabulary

• Offersin-depthstudyofmorethan250 important words along with many related words that occur repeatedly in academic settings

• Engagesstudentsinoralandwrittenlanguagepractice with teacher-guided instruction and peer-assisted interaction

• Integratesreview and reinforcement of vocabulary throughout the program so that students hear and use the words they have learned in multiple contexts

9 7 8 1 6 0 6 9 7 2 6 8 7

ISBN-10: 1-60697-268-5

188277ISBN-13: 978-1-60697-268-7

(800) 547-6747 • www.soprislearning.com

Unlike other structured vocabulary programs for ELs, this program helps English learners in rapidly developing advanced English vocabulary and language skills. Students hear and use words, such as substantial, analyze, valid, and confidence, in contexts that reflect the ways these words are used in authentic academic discussions and texts.


Documents

FOR ENGLISH LEARNERS - Silvereye · comprehension instruction, ... Academic Vocabulary for English Learners is a research-based, ... Introduction F3