1 00:00:01,664 --> 00:00:05,497 Narrator: Funding for Common Core State Standards and ELLs 2 00:00:05,497 --> 00:00:09,264 is provided by the American Teacher's Innovation Fund. 3 00:00:09,264 --> 00:00:21,373 [upbeat acoustic guitar] 4 00:00:23,898 --> 00:00:25,629 Anne Formato: Okay. Alright, so there's five words 5 00:00:25,629 --> 00:00:26,553 that we're looking at today, guys. 6 00:00:26,718 --> 00:00:28,595 The first we're looking at is prisoner. 7 00:00:28,595 --> 00:00:30,435 Each day that my students enter the classroom, 8 00:00:30,435 --> 00:00:33,951 they have, um, you know, three to five vocabulary words on the board. 9 00:00:33,951 --> 00:00:37,990 Next one, this ones a hard one too, courtesy. 10 00:00:37,990 --> 00:00:39,584 Okay? You got it? Courtesy. 11 00:00:39,584 --> 00:00:40,334 [students mumbling] 12 00:00:40,334 --> 00:00:41,957 Formato: Let's try that one again! Courtesy. 13 00:00:41,957 --> 00:00:43,137 Male student: [laughing] Courtesy! 14 00:00:43,137 --> 00:00:44,378 Formato: You got it! Okay! 15 00:00:44,378 --> 00:00:47,987 If I do something nice for someone else, so if someone's walking in that door, 16 00:00:47,987 --> 00:00:50,122 and I open the door, right? 17 00:00:50,122 --> 00:00:53,388 And I say "Oh! Go first." Right? I'm giving them the courtesy. 18 00:00:53,388 --> 00:00:56,353 I'm allowing them to go first. So I'm doing something nice for them. 19 00:00:56,353 --> 00:01:01,556 Narrator: Anne Formato keeps her ELLs first exposure to new vocabulary relatively brief. 20 00:01:02,338 --> 00:01:06,221 She will have the students continue to work with these new words in a meaningful way. 21 00:01:06,221 --> 00:01:10,271 So that they can be more easily assimilated into the students vocabulary. 22 00:01:10,271 --> 00:01:12,922 Formato: I don't just want them to have exposure to the words, 23 00:01:12,922 --> 00:01:15,038 I actually want for them to use the words. 24 00:01:15,038 --> 00:01:18,405 In part, because I want some sort of ownership with that. 25 00:01:54,545 --> 00:01:57,521 I found that at the beginning of this year and at the beginning of last year, 26 00:01:57,521 --> 00:02:01,414 when I was exposing them to vocabulary it was very easy for them to have this recoil 27 00:02:01,414 --> 00:02:04,864 with the word, but then not be able to produce a sentence using that word. 28 00:02:04,864 --> 00:02:08,146 A lot of it comes from this fear of sounding uneducated 29 00:02:08,146 --> 00:02:10,514 and this fear sounding like they didn't know what they were doing 30 00:02:10,514 --> 00:02:13,214 or they couldn't speak English or that they weren't intelligent. 31 00:02:13,214 --> 00:02:17,012 But my students have a tendency to go back to what they're comfortable with. 32 00:02:17,012 --> 00:02:21,176 So instead of using that tier two vocabulary or the academic vocabulary, 33 00:02:21,176 --> 00:02:24,211 they really were falling back to the tier one words or s-talking around. 34 00:02:24,211 --> 00:02:28,110 [whispering] So an occasion is an event that's something that's like important to you. 35 00:02:28,110 --> 00:02:31,160 And Angie already put it in there, she used the word "important event" 36 00:02:31,160 --> 00:02:34,259 which isn't here, but it's implied. 37 00:02:34,259 --> 00:02:35,876 Because it's not just saying, 38 00:02:35,876 --> 00:02:38,225 "Oh I went to a party-- I went to a movie-- I went to whatever--" 39 00:02:38,225 --> 00:02:40,258 "I went to a wedding-- I went to like a sweet sixteen-- 40 00:02:40,258 --> 00:02:41,009 I went to a quinceañera." 41 00:02:41,009 --> 00:02:44,941 So it's right there, and I like that. Perfect! 42 00:02:44,941 --> 00:02:47,109 Okay, ocasion, same thing. 43 00:02:47,109 --> 00:02:48,507 So cognate, you got it. 44 00:02:48,507 --> 00:02:50,940 That was really good! That was the best one I've seen all day. 45 00:02:50,940 --> 00:02:55,240 By having them write sentences and by having them write short answers using those words, 46 00:02:55,240 --> 00:02:57,922 I know that they know the word and that they know how to use it 47 00:02:57,922 --> 00:03:00,870 and they know what it means, and then having them feel more comfortable with it. 48 00:03:00,870 --> 00:03:02,838 So it's a comfort thing and a knowledge thing, too. 49 00:03:02,838 --> 00:03:07,138 Narrator: Ms. Formato chose today's five words based on what the students are about to read. 50 00:03:07,138 --> 00:03:11,304 A letter from John Smith, about Pocahontas and her family. 51 00:03:11,304 --> 00:03:14,570 This key vocabulary will help the students understand the text. 52 00:03:14,570 --> 00:03:18,586 It also gives them more opportunities to interact with the new words. 53 00:03:18,586 --> 00:03:24,784 Formato: Okay, yesterday, John Smith was saying that he had three loves. 54 00:03:24,784 --> 00:03:26,918 Right? Does anybody remember what they were? 55 00:03:26,918 --> 00:03:33,303 Male Student 2: Oh, I know. My God, my country, and my... my queen. 56 00:03:33,303 --> 00:03:36,336 Formato: You got it. My God, my country, and my king. 57 00:03:36,336 --> 00:03:37,752 And he put them in order, right? 58 00:03:37,752 --> 00:03:38,301 Male Student 2: Yes. 59 00:03:38,301 --> 00:03:41,567 Formato: Because he didn't believe that his king was above who? Who is the top for him? 60 00:03:41,567 --> 00:03:42,534 Students: God. 61 00:03:42,534 --> 00:03:45,383 Formato: God. God was number one, okay? And the last one was who? 62 00:03:45,383 --> 00:03:46,767 Students: Country. 63 00:03:46,767 --> 00:03:49,485 Formato: Country. Okay, so he started off, he talked to the queen. 64 00:03:49,485 --> 00:03:53,998 Today we're gonna read the second paragraph. Okay? So if you already started that. 65 00:03:53,998 --> 00:03:57,482 I'm gonna read this out loud to you and then we're gonna do a little bit of work on it. 66 00:03:57,482 --> 00:04:00,831 He said, he started off, we already read the first paragraph. 67 00:04:00,831 --> 00:04:02,081 In the second one he says, 68 00:04:02,081 --> 00:04:06,731 "So it is that some ten years ago, being in Virginia--" 69 00:04:06,731 --> 00:04:10,047 Okay, so he's writing this letter and he's looking back ten years. 70 00:04:10,047 --> 00:04:15,729 So now he's in 1616, he's talking about 1606 when he met Pocahotas, okay? 71 00:04:15,729 --> 00:04:23,942 "And taken prisoner, by the power of Powhatan, their chief king. I received, I got--" 72 00:04:23,942 --> 00:04:26,542 Okay so he's probably talking about what he got from King Powhatan. 73 00:04:26,542 --> 00:04:32,324 "I got, from this great savage, exceeding great courtesy." 74 00:04:32,324 --> 00:04:36,224 Okay? So he got--does he sound like he's mad? 75 00:04:36,224 --> 00:04:38,073 He got exceeding great courtesy. 76 00:04:38,073 --> 00:04:39,024 Male Student 1: No. 77 00:04:39,024 --> 00:04:40,471 Formato: What does this mean, exceeding courtesy? 78 00:04:40,471 --> 00:04:42,056 Kevin, what's? 79 00:04:42,056 --> 00:04:43,804 Kevin: It is when somebody's good with you. 80 00:04:43,804 --> 00:04:47,323 Formato: Yeah. Yeah! Like very good, nice treatment, right? 81 00:04:47,323 --> 00:04:51,038 And we're gonna be-- we can always flip back onto the front, courtesy is like a nice gesture. 82 00:04:51,038 --> 00:04:52,888 So you get a lot of nice gestures from him. 83 00:04:52,888 --> 00:04:57,236 What I was doing was eliciting this, the vocabulary that was used within the text. 84 00:04:57,236 --> 00:05:01,331 So, I was constantly asking them to use aca-- you know, 85 00:05:01,331 --> 00:05:04,282 t-tier two and tier three level words, academic vocabulary. 86 00:05:04,282 --> 00:05:06,998 So that their learning was constantly reinforced. 87 00:05:06,998 --> 00:05:09,748 And, um, as we all know, through repeated exposure, 88 00:05:09,748 --> 00:05:12,631 that's really-- and practicing-- that's really how that, 89 00:05:12,631 --> 99:59:59,999 that vocabulary gets from the page, into the memory.