Building Vocabulary For College Answer Key Pdf

[Yvone Brem]

In my previous blog, "Connecting SEL and the Common Core, Part One," I wrote about how the Common Core (CCSS) has an implicit dependence on SEL-related pedagogy if we want our children to graduate being college, career, and contribution ready. Here, in part two, I focus on how emotional vocabulary is essential for academic and interpersonal success.

This past weekend, I was reading Dr. Seuss's great book, I Can Read with My Eyes Shut, to my almost-four-year-old grandson, Harry. At many points along the way, I pointed to characters and asked him, "How do you think they are feeling?" His responses were almost always on target (of course!) and he was also open to my pushing him a little bit, so that when I asked how else the star of the book, The Cat, might be feeling, he had an occasional answer and also acknowledged my suggestions.

For example, at one point, Harry became afraid when the young Cat was staring at some amazing-looking creature. When I asked him if he also might be surprised, Harry looked at the page and then agreed, and when I asked why, he came up with an answer of an almost four-year old.

But maybe the most important example was when Dr. Seuss had a picture in the story of a creature looking angry, and I asked Harry how he could tell that the creature was mad. Without hesitation, he pointed to the character's chin and said, "It's that chin." And so it was -- a very crinkled mouth and chin expression.

So I'm a proud grandfather. But what I was doing with Harry was self-consciously building an element of his social-emotional competence that has tremendous academic and interpersonal implications; I was helping to build his emotion vocabulary. In everyday life, Harry has to understand the emotional state of his parents, his teachers, his peers, and, though he has a lot of slack with them, his grandparents. But the world is not giving unconditional positive regard-levels of slack to everyone. So, Harry -- and every child growing up today -- needs to be emotionally literate, and this starts with vocabulary.

The CCSS requires students to engage more deeply with complex text than most have dealt with in past schooling. But the task of "reading" also has additional challenges in that vocabulary must be clearly understood, not simply inferred from context, and the role and voice of the author and his or her perspective, and purpose in writing must be considered.

There will be more opportunities to write in reflective journals that include opinions and feelings about what one has read and discussed. Imagine how limited those reflections will be when students' emotion vocabulary is highly constrained.

Make no mistake about it: Vocabulary is important in every content area. Vocabulary does not simply represent the definitions of words. Vocabulary refers to the labeling of constructs, and often complex constructs, that are needed to understand an increasingly multilayered reality. Those writing about emotion vocabulary, emotion recognition, and emotion awareness all agree that the simplification of emotion -- using mad, sad, and glad as primary labels for the emotional states of self and others -- is highly problematic. Such simplification blurs nuances in relationships and situations that are important to understanding them clearly and navigating them successfully.

Further, our capacity to constructively think and act when we are "mad" is much more limited than when we are "frustrated," "puzzled," "annoyed," or even "put down," all of which are alternative and often more likely accurate labels to attach to situations than "mad."

Similarly, perceiving that one is "mad" at you (when, for example, they may be disappointed in you) forecloses possibilities that might be present with a more accurate emotion label. There are many behavioral implications of this, in and out of the classroom, and that is why the skill area of emotional vocabulary is such a strong focus of curricula for promoting social-emotional and character development.

No matter what age student you teach, or what your subject area focus is, take steps to build your students' emotion vocabularies. You can do this formally, but you can also accomplish a lot informally, as I did with Harry:

Within a unit of study are many vocabulary terms that students must learn. Within that list of terms are a few representing key concepts. For example, in a science unit about rocks, the terms in the table below are commonly taught.

When they introduce this model, it is helpful for teachers to explain why it is useful for building vocabulary and conceptual knowledge. Then they can explicitly teach students what information should go in each section.

Initial instruction about the Frayer Model is heavily teacher-directed and requires teacher modeling. Teachers should demonstrate how to complete the graphic organizer by talking through what they are doing and how they are coming up with the information they enter into the different sections. Teachers should teach students how to use textbooks and other subject-matter materials to generate and discuss the information for each section.

The Frayer Model is not intended to be used as a worksheet for homework, something that would be no more effective than asking students to simply look up the definitions for a list of assigned words. Discussion is an important element of this practice. By filling out the Frayer Model with their classes, teachers help students to apply some of the practices discussed earlier in this module, such as contextualizing terms, actively processing information, and experiencing multiple exposures to terms.

It is not necessary to complete the entire Frayer Model in one lesson. Teachers may use the definition portion to first introduce a term to students. Then they can return to complete other sections of the organizer after students have built some conceptual knowledge by reading the text, seeing demonstrations, or working with associated content.

Narrator: As the class discusses, the teacher adds examples and non-examples to the class Frayer Model. Next, the students will work with partners to practice creating examples and non-examples on their Frayer Models.

Once students have sufficient experience with the Frayer Model, they should be able to complete sections in class without teacher guidance (i.e., independently, in pairs, or in small groups). When doing so, they should still be required to explain their rationale for the characteristics, examples, and non-examples they chose. It is helpful to ask students to show how they used information from their text or other curricular materials to complete sections. Click on the video to see how small groups of students explain how they came up with examples and non-examples for the vocabulary term dilations (time: 2:07).

Narrator: The teacher calls the class back together and gives students an opportunity to share their explanations of examples and non-examples. Later, she wraps up the lesson by restating the primary focus.

Teacher: Our main objective today was to generate similar figures using dilations, including enlargements and reductions. And we incorporated the Frayer Model to help build our understanding of the word dilation. And we will continue to use the Frayer Model to increase our understanding of other math concepts in this class.

The IRIS Center Peabody College Vanderbilt University Nashville, TN 37203 [email protected]. The IRIS Center is funded through a cooperative agreement with the U.S. Department of Education, Office of Special Education Programs (OSEP) Grant #H325E220001. The contents of this website do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government. Project Officer, Sarah Allen.

Because drawings and photos are fairly universal and understood by most people, this is perhaps the best way to present new vocabulary. The internet is chock-full of photos and pictures, and there are a variety of stock photo websites to choose from.

Realia is essential to the learning of ESL vocabulary. For a lesson on how to describe the flavors of different foods, for example, there is nothing better than to have students taste a variety of foods, condiments, herbs, and spices. As you give your class a taste of each ingredient, announce what it is, and give them the accompanying statement that incorporates the vocabulary you are teaching. Examples: This is sugar. Sugar is sweet. These are potato chips. Potato chips are salty. This is mustard. Mustard is sour.

During these sessions, students are encouraged to ask questions about things that interest them or help them to communicate in school or at work. Be sure to stay away from taboo topics as well as topics that are too personal.

These lessons are usually short and can be complemented with role-playing or ESL games that encourage students to put their new vocabulary to immediate use. Always be sure to ask the appropriate questions that promote verbal repetition.

Another way to incorporate antonyms into a lesson is by asking simple questions in which students get to choose the answer that suits their needs. Make up questions that incorporate new phraseology and that students can ask one another.

This interactive game from the Bridge Micro-credential course: Games and Activities for the Online Classroom (Very Young Learners) is a fun way to teach vocabulary for ESL students in online or in-person classes. These games are also great for reviewing previously addressed material.

Good vocabulary instruction can and should happen throughout the school day. This can happen through incidental learning, when students talk with and listen to others, watch videos, play games, and read independently, through explicit instruction, which are more structured activities, or with the help of digital tools.

One of the most powerful things teachers (and adults in the home) can do is to have rich conversations with children. Recent research on conversational turns (LENA, 2017) indicates that the more turns a young child takes in conversation with an adult, the more they grow their vocabulary and verbal acuity in general.

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