Vocabulary Improvement Program for English Language Learners and Their Classmates, Fourth Grade: 4th Grade

Overview

Now teachers can give their students the crucial vocabulary practice they need with this curriculum, which is proven equally effective for English-language learners (ELLs) or students whose first language in English. This program uses an innovative approach to help students build a "toolbox" of skills to decipher unfamiliar words' meanings. Ideal for classrooms with both English- and Spanish-speaking ELLs, the curriculum combines teacher-directed instruction with cooperative group learning and individual ...
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Overview

Now teachers can give their students the crucial vocabulary practice they need with this curriculum, which is proven equally effective for English-language learners (ELLs) or students whose first language in English. This program uses an innovative approach to help students build a "toolbox" of skills to decipher unfamiliar words' meanings. Ideal for classrooms with both English- and Spanish-speaking ELLs, the curriculum combines teacher-directed instruction with cooperative group learning and individual activities for vocabulary reinforcement. An age-appropriate, 18-week curriculum used for 30 minutes a day. Includes step-by-step Teacher's Guide.
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Product Details

  • ISBN-13: 9781557666314
  • Publisher: Brookes, Paul H. Publishing Company
  • Publication date: 2/1/2003
  • Format: Spiral Bound
  • Edition description: SPIRAL
  • Edition number: 1
  • Pages: 304
  • Product dimensions: 9.40 (w) x 11.00 (h) x 1.10 (d)

Meet the Author

Diane August, Ph.D., is an independent consultant as well as a senior research scientist at the Center for Applied Linguistics in Washington, D.C. At the Center for Applied Linguistics, she directs a large, federally funded study investigating the development of literacy in English language learners. She is also the Staff Director for the National Literacy Panel on Language Minority Children and Youth. As an educational consultant, Dr. August has worked in the areas of literacy, program improvement, evaluation and testing, and federal and state education policy. She has been a senior program officer at the National Academy of Sciences and Study Director for the Committee on Developing a Research Agenda on the Education of Limited English Proficient and Bilingual Students. Dr. August worked for 10 years as a public school teacher and school administrator in California. Subsequently, she served as Legislative Assistant in the area of education for a United States Congressman from California, worked as a grants officer for the Carnegie Corporation of New York, and served as Director of Education for the Children's Defense Fund. In 1981, she received her doctorate in education from Stanford University, and in 1982, she completed a postdoctoral fellowship in psychology, also at Stanford.

Maria Carlo, Ph.D., is a psychologist studying bilingualism in children and adults. Her research focuses on the cognitive processes that underlie reading in a second language and on understanding the differences in the reading processes of bilinguals and monolinguals. She is Co-principal Investigator on a National Institute of Child Health and Human Development (NICHD)-funded project that investigates the transfer of reading skills from Spanish to English among primary school children. This research seeks to understand the role played by the native language in the development of second-language literacy. Dr. Carlo has written articles and book chapters on the role of mother-tongue literacy in the second-language literacy, and on the literacy assessment of bilingual learners. She received her doctorate from the University of Massachusetts, Amherst.

Teresa Lively, M.S., has had a lifelong appreciation for the power and magic of words. This regard for words extended into her love of the Spanish language that developed during the 2 years she resided in Mexico as a child and again as a teenager. She can recall her struggles when first confronted with a new language and how these difficulties precluded communication with peers and completion of her schoolwork. She remembers equally well the satisfaction she experienced as her ability to understand and communicate increased. As part of this natural progression, during a 14-year bilingual teaching career, Ms. Lively realized that children's academic success is greatly influenced by the breadth and depth of their vocabulary knowledge. Therefore, in her classroom she emphasized learning the meanings of new words while encouraging both native English speakers and English language learners to develop a curiosity and appreciation for vocabulary. Ms. Lively resides on the California coast. She enjoys spending time with her husband, who supports her passions and keeps her laughing, two wonderful grown children, and loyal friends who encourage her life journey. She is currently completing a doctoral program in clinical psychology.

Dr. Snow is the Henry Lee Shattuck Professor of Education at the Harvard Graduate School of Education. She received her doctorate in psychology from McGill University and worked for several years in the linguistics department of the University of Amsterdam. Her research interests include children's language development as influenced by interaction with adults in home and preschool settings, literacy development as related to language skills and as influenced by home and school factors, and issues related to the acquisition of English oral and literacy

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Read an Excerpt

Excerpted from pages xiii - xvii of Vocabulary Improvement Program for English Language Learners and Their Classmates: 4th Grade, by Teresa Lively, Diane August, María Carlo, Catherine Snow

Copyright © 2003 by Paul H. Brookes Publishing Co. All rights reserved. No part of this excerpt may be reproduced or reprinted without permission in writing from the publisher.

WHAT IS THE VOCABULARY IMPROVEMENT PROGRAM?

The Vocabulary Improvement Program (VIP) is a research-based program designed to enrich the vocabulary of fourth-, fifth-, and sixth-grade students by utilizing a combination of strategies aimed at various aspects of vocabulary knowledge—word definitions, recognizing words in context, awareness of the multiple meanings of words, word associations, and cognates for native Spanish speakers.

The VIP was initially designed for classroom teachers working with heterogeneous groups of children, consisting of English-only students and Spanish-speaking English language learners; however, the program would be equally effective in English-only, Spanish-only, and English as a second language classrooms as well as for an extended age range.

In accordance with research indicating words are best learned from rich semantic contexts, the target vocabulary words are embedded in brief, engaging reading passages. Each lesson of the curriculum focuses on a relatively small number of vocabulary items (12–14 per lesson) that students at each level are likely to encounter repeatedly across texts in different domains, including literature, science, social science, and written material outside of the classroom. Although the focus is on only a few words each week, the curriculum's activities help children make semantic links to other words and concepts and thus attain a deeper and richer understanding of each target word's meaning as well as learn other words and concepts related to the target word. Thus, the curriculum is designed to increase students' breadth and depth of word knowledge. In keeping with research-based best practice, the lessons also teach students to infer meanings from context and to use roots, affixes, cognates, morphological relationships, and comprehension monitoring as tools to determine the meaning of unfamiliar words wherever they are encountered.

Throughout the lessons are features that research has found to effectively build children's vocabulary. First, teachers are encouraged to use the vocabulary-building strategies learned during the VIP lessons in subject-matter instruction throughout the day. The curriculum includes mini-lessons (Teacher Tips) for teachers to help them accomplish this. Minilessons include, for example, how to help students do the following: infer meaning from text; attain richer, deeper understandings of word meanings; use cognates; understand multiple word meanings; and use roots and affixes.

Second, most of the activities combine teacher-directed instruction and cooperative group learning, a format that works well with heterogeneous groups of students.The activity begins with teacher explanation and modeling of the activity, followed by whole group practice, and then cooperative group work. At the conclusion of each activity, or concurrently with the group work, the teacher pulls the students together to report on their work, with teacher feedback and help when necessary.

Third, the program uses Spanish-speaking English language learners' first language in a few lessons to bolster students' vocabulary knowledge and text comprehension. One of the homework assignments in the fifth-grade curriculum entails students asking their parents about family immigration experiences.These conversations take place in the home language.

Fourth, almost all of the lessons involve collaborative and cooperative learning between English language learners and English-only students. For example, in

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Table of Contents


About the Authors
Acknowledgments
Before You Begin
Introduction

Pretest for Lessons 1–4
Teacher Answer Keys
Reproducible Materials

Lesson 1: The Hen and the Apple Tree
Teacher Answer Keys
Reproducible Materials

Lesson 2: The Baboon's Umbrella
Teacher Answer Keys
Reproducible Materials

Lesson 3: The Poor Old Dog
Teacher Answer Keys
Reproducible Materials

Lesson 4: The Ostrich in Love
Teacher Answer Keys
Reproducible Materials

Lesson 5: Review Week
Reproducible Materials

Pretest for Lessons 6–9
Teacher Answer Keys
Reproducible Materials

Lesson 6: Madame Rhinoceros and Her Dress
Teacher Answer Keys
Reproducible Materials

Lesson 7: The Pig at the Candy Store
Teacher Answer Keys
Reproducible Materials

Lesson 8: The Hippopotamus at Dinner
Teacher Answer Keys
Reproducible Materials

Lesson 9: The Mouse at the Seashore
Teacher Answer Keys
Reproducible Materials

Lesson 10: Review Week
Reproducible Materials

References

Student Word Book

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