0:00:01.664,0:00:05.497 Narrator: Funding for[br]Common Core State Standards and ELLs 0:00:05.497,0:00:09.264 is provided by the American Teacher's[br]Innovation Fund. 0:00:09.264,0:00:21.373 [upbeat acoustic guitar] 0:00:23.898,0:00:25.629 Anne Formato: Okay. Alright,[br]so there's five words 0:00:25.629,0:00:26.553 that we're looking at today, guys. 0:00:26.718,0:00:28.595 The first we're looking at is prisoner. 0:00:28.595,0:00:30.435 Each day that my students enter the classroom, 0:00:30.435,0:00:33.951 they have, um, you know, three[br]to five vocabulary words on the board. 0:00:33.951,0:00:37.990 Next one, this ones a hard one too, courtesy. 0:00:37.990,0:00:39.584 Okay? You got it? Courtesy. 0:00:39.584,0:00:40.334 [students mumbling] 0:00:40.334,0:00:41.957 Formato: Let's try that one again! Courtesy. 0:00:41.957,0:00:43.137 Male student: [laughing] Courtesy! 0:00:43.137,0:00:44.378 Formato: You got it! Okay! 0:00:44.378,0:00:47.987 If I do something nice for someone else,[br]so if someone's walking in that door, 0:00:47.987,0:00:50.122 and I open the door, right? 0:00:50.122,0:00:53.388 And I say "Oh! Go first." Right?[br]I'm giving them the courtesy. 0:00:53.388,0:00:56.353 I'm allowing them to go first.[br]So I'm doing something nice for them. 0:00:56.353,0:01:01.556 Narrator: Anne Formato keeps her ELLs[br]first exposure to new vocabulary relatively brief. 0:01:02.338,0:01:06.221 She will have the students continue to work[br]with these new words in a meaningful way. 0:01:06.221,0:01:10.271 So that they can be more easily assimilated[br]into the students vocabulary. 0:01:10.271,0:01:12.922 Formato: I don't just want them[br]to have exposure to the words, 0:01:12.922,0:01:15.038 I actually want for them to use the words. 0:01:15.038,0:01:18.405 In part, because I want some sort of[br]ownership with that. 0:01:54.545,0:01:57.521 I found that at the beginning of this year[br]and at the beginning of last year, 0:01:57.521,0:02:01.414 when I was exposing them to vocabulary[br]it was very easy for them to have this recoil 0:02:01.414,0:02:04.864 with the word, but then not be able to[br]produce a sentence using that word. 0:02:04.864,0:02:08.146 A lot of it comes from this fear[br]of sounding uneducated 0:02:08.146,0:02:10.514 and this fear sounding like[br]they didn't know what they were doing 0:02:10.514,0:02:13.214 or they couldn't speak English[br]or that they weren't intelligent. 0:02:13.214,0:02:17.012 But my students have a tendency[br]to go back to what they're comfortable with. 0:02:17.012,0:02:21.176 So instead of using that tier two vocabulary[br]or the academic vocabulary, 0:02:21.176,0:02:24.211 they really were falling back[br]to the tier one words or s-talking around. 0:02:24.211,0:02:28.110 [whispering] So an occasion is an event[br]that's something that's like important to you. 0:02:28.110,0:02:31.160 And Angie already put it in there,[br]she used the word "important event" 0:02:31.160,0:02:34.259 which isn't here, but it's implied. 0:02:34.259,0:02:35.876 Because it's not just saying, 0:02:35.876,0:02:38.225 "Oh I went to a party-- I went to a movie--[br]I went to whatever--" 0:02:38.225,0:02:40.258 "I went to a wedding--[br]I went to like a sweet sixteen-- 0:02:40.258,0:02:41.009 I went to a quinceañera." 0:02:41.009,0:02:44.941 So it's right there,[br]and I like that. Perfect! 0:02:44.941,0:02:47.109 Okay, ocasion, same thing. 0:02:47.109,0:02:48.507 So cognate, you got it. 0:02:48.507,0:02:50.940 That was really good![br]That was the best one I've seen all day. 0:02:50.940,0:02:55.240 By having them write sentences and by[br]having them write short answers using those words, 0:02:55.240,0:02:57.922 I know that they know the word[br]and that they know how to use it 0:02:57.922,0:03:00.870 and they know what it means, and then[br]having them feel more comfortable with it. 0:03:00.870,0:03:02.838 So it's a comfort thing[br]and a knowledge thing, too. 0:03:02.838,0:03:07.138 Narrator: Ms. Formato chose today's five words[br]based on what the students are about to read. 0:03:07.138,0:03:11.304 A letter from John Smith,[br]about Pocahontas and her family. 0:03:11.304,0:03:14.570 This key vocabulary[br]will help the students understand the text. 0:03:14.570,0:03:18.586 It also gives them more opportunities[br]to interact with the new words. 0:03:18.586,0:03:24.784 Formato: Okay, yesterday,[br]John Smith was saying that he had three loves. 0:03:24.784,0:03:26.918 Right? Does anybody remember what they were? 0:03:26.918,0:03:33.303 Male Student 2: Oh, I know. [br]My God, my country, and my... my queen. 0:03:33.303,0:03:36.336 Formato: You got it. My God,[br]my country, and my king. 0:03:36.336,0:03:37.752 And he put them in order, right? 0:03:37.752,0:03:38.301 Male Student 2: Yes. 0:03:38.301,0:03:41.567 Formato: Because he didn't believe that[br]his king was above who? Who is the top for him? 0:03:41.567,0:03:42.534 Students: God. 0:03:42.534,0:03:45.383 Formato: God. God was number one, okay?[br]And the last one was who? 0:03:45.383,0:03:46.767 Students: Country. 0:03:46.767,0:03:49.485 Formato: Country. Okay, so he started off,[br]he talked to the queen. 0:03:49.485,0:03:53.998 Today we're gonna read the second paragraph.[br]Okay? So if you already started that. 0:03:53.998,0:03:57.482 I'm gonna read this out loud to you and then[br]we're gonna do a little bit of work on it. 0:03:57.482,0:04:00.831 He said, he started off,[br]we already read the first paragraph. 0:04:00.831,0:04:02.081 In the second one he says, 0:04:02.081,0:04:06.731 "So it is that some ten years ago,[br]being in Virginia--" 0:04:06.731,0:04:10.047 Okay, so he's writing this letter[br]and he's looking back ten years. 0:04:10.047,0:04:15.729 So now he's in 1616, he's talking about 1606[br]when he met Pocahotas, okay? 0:04:15.729,0:04:23.942 "And taken prisoner, by the power of Powhatan,[br]their chief king. I received, I got--" 0:04:23.942,0:04:26.542 Okay so he's probably talking about[br]what he got from King Powhatan. 0:04:26.542,0:04:32.324 "I got, from this great savage,[br]exceeding great courtesy." 0:04:32.324,0:04:36.224 Okay? So he got--does he sound like he's mad? 0:04:36.224,0:04:38.073 He got exceeding great courtesy. 0:04:38.073,0:04:39.024 Male Student 1: No. 0:04:39.024,0:04:40.471 Formato: What does this mean,[br]exceeding courtesy? 0:04:40.471,0:04:42.056 Kevin, what's? 0:04:42.056,0:04:43.804 Kevin: It is when somebody's good with you. 0:04:43.804,0:04:47.323 Formato: Yeah. Yeah! Like very good,[br]nice treatment, right? 0:04:47.323,0:04:51.038 And we're gonna be-- we can always flip back[br]onto the front, courtesy is like a nice gesture. 0:04:51.038,0:04:52.888 So you get a lot of nice gestures from him. 0:04:52.888,0:04:57.236 What I was doing was eliciting this,[br]the vocabulary that was used within the text. 0:04:57.236,0:05:01.331 So, I was constantly asking them[br]to use aca-- you know, 0:05:01.331,0:05:04.282 t-tier two and tier three level words,[br]academic vocabulary. 0:05:04.282,0:05:06.998 So that their learning[br]was constantly reinforced. 0:05:06.998,0:05:09.748 And, um, as we all know,[br]through repeated exposure, 0:05:09.748,0:05:12.631 that's really-- and practicing--[br]that's really how that, 0:05:12.631,9:59:59.000 that vocabulary gets from the page,[br]into the memory.