WEBVTT 00:00:01.664 --> 00:00:05.497 Narrator: Funding for Common Core State Standards and ELLs 00:00:05.497 --> 00:00:09.264 is provided by the American Teacher's Innovation Fund. 00:00:09.264 --> 00:00:21.373 [upbeat acoustic guitar] 00:00:23.898 --> 00:00:25.629 Anne Formato: Okay. Alright, so there's five words 00:00:25.629 --> 00:00:26.553 that we're looking at today, guys. 00:00:26.718 --> 00:00:28.595 The first we're looking at is prisoner. 00:00:28.595 --> 00:00:30.435 Each day that my students enter the classroom, 00:00:30.435 --> 00:00:33.951 they have, um, you know, three to five vocabulary words on the board. 00:00:33.951 --> 00:00:37.990 Next one, this ones a hard one too, courtesy. 00:00:37.990 --> 00:00:39.584 Okay? You got it? Courtesy. 00:00:39.584 --> 00:00:40.334 [students mumbling] 00:00:40.334 --> 00:00:41.957 Formato: Let's try that one again! Courtesy. 00:00:41.957 --> 00:00:43.137 Male student: [laughing] Courtesy! 00:00:43.137 --> 00:00:44.378 Formato: You got it! Okay! 00:00:44.378 --> 00:00:47.987 If I do something nice for someone else, so if someone's walking in that door, 00:00:47.987 --> 00:00:50.122 and I open the door, right? 00:00:50.122 --> 00:00:53.388 And I say "Oh! Go first." Right? I'm giving them the courtesy. 00:00:53.388 --> 00:00:56.353 I'm allowing them to go first. So I'm doing something nice for them. 00:00:56.353 --> 00:01:01.556 Narrator: Anne Formato keeps her ELLs first exposure to new vocabulary relatively brief. 00:01:02.338 --> 00:01:06.221 She will have the students continue to work with these new words in a meaningful way. 00:01:06.221 --> 00:01:10.271 So that they can be more easily assimilated into the students vocabulary. 00:01:10.271 --> 00:01:12.922 Formato: I don't just want them to have exposure to the words, 00:01:12.922 --> 00:01:15.038 I actually want for them to use the words. 00:01:15.038 --> 00:01:18.405 In part, because I want some sort of ownership with that. 00:01:54.545 --> 00:01:57.521 I found that at the beginning of this year and at the beginning of last year, 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 00:02:01.414 --> 00:02:04.864 with the word, but then not be able to produce a sentence using that word. 00:02:04.864 --> 00:02:08.146 A lot of it comes from this fear of sounding uneducated 00:02:08.146 --> 00:02:10.514 and this fear sounding like they didn't know what they were doing 00:02:10.514 --> 00:02:13.214 or they couldn't speak English or that they weren't intelligent. 00:02:13.214 --> 00:02:17.012 But my students have a tendency to go back to what they're comfortable with. 00:02:17.012 --> 00:02:21.176 So instead of using that tier two vocabulary or the academic vocabulary, 00:02:21.176 --> 00:02:24.211 they really were falling back to the tier one words or s-talking around. 00:02:24.211 --> 00:02:28.110 [whispering] So an occasion is an event that's something that's like important to you. 00:02:28.110 --> 00:02:31.160 And Angie already put it in there, she used the word "important event" 00:02:31.160 --> 00:02:34.259 which isn't here, but it's implied. 00:02:34.259 --> 00:02:35.876 Because it's not just saying, 00:02:35.876 --> 00:02:38.225 "Oh I went to a party-- I went to a movie-- I went to whatever--" 00:02:38.225 --> 00:02:40.258 "I went to a wedding-- I went to like a sweet sixteen-- 00:02:40.258 --> 00:02:41.009 I went to a quinceañera." 00:02:41.009 --> 00:02:44.941 So it's right there, and I like that. Perfect! 00:02:44.941 --> 00:02:47.109 Okay, ocasion, same thing. 00:02:47.109 --> 00:02:48.507 So cognate, you got it. 00:02:48.507 --> 00:02:50.940 That was really good! That was the best one I've seen all day. 00:02:50.940 --> 00:02:55.240 By having them write sentences and by having them write short answers using those words, 00:02:55.240 --> 00:02:57.922 I know that they know the word and that they know how to use it 00:02:57.922 --> 00:03:00.870 and they know what it means, and then having them feel more comfortable with it. 00:03:00.870 --> 00:03:02.838 So it's a comfort thing and a knowledge thing, too. 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. 00:03:07.138 --> 00:03:11.304 A letter from John Smith, about Pocahontas and her family. 00:03:11.304 --> 00:03:14.570 This key vocabulary will help the students understand the text. 00:03:14.570 --> 00:03:18.586 It also gives them more opportunities to interact with the new words. 00:03:18.586 --> 00:03:24.784 Formato: Okay, yesterday, John Smith was saying that he had three loves. 00:03:24.784 --> 00:03:26.918 Right? Does anybody remember what they were? 00:03:26.918 --> 00:03:33.303 Male Student 2: Oh, I know. My God, my country, and my... my queen. 00:03:33.303 --> 00:03:36.336 Formato: You got it. My God, my country, and my king. 00:03:36.336 --> 00:03:37.752 And he put them in order, right? 00:03:37.752 --> 00:03:38.301 Male Student 2: Yes. 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? 00:03:41.567 --> 00:03:42.534 Students: God. 00:03:42.534 --> 00:03:45.383 Formato: God. God was number one, okay? And the last one was who? 00:03:45.383 --> 00:03:46.767 Students: Country. 00:03:46.767 --> 00:03:49.485 Formato: Country. Okay, so he started off, he talked to the queen. 00:03:49.485 --> 00:03:53.998 Today we're gonna read the second paragraph. Okay? So if you already started that. 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. 00:03:57.482 --> 00:04:00.831 He said, he started off, we already read the first paragraph. 00:04:00.831 --> 00:04:02.081 In the second one he says, 00:04:02.081 --> 00:04:06.731 "So it is that some ten years ago, being in Virginia--" 00:04:06.731 --> 00:04:10.047 Okay, so he's writing this letter and he's looking back ten years. 00:04:10.047 --> 00:04:15.729 So now he's in 1616, he's talking about 1606 when he met Pocahotas, okay? 00:04:15.729 --> 00:04:23.942 "And taken prisoner, by the power of Powhatan, their chief king. I received, I got--" 00:04:23.942 --> 00:04:26.542 Okay so he's probably talking about what he got from King Powhatan. 00:04:26.542 --> 00:04:32.324 "I got, from this great savage, exceeding great courtesy." 00:04:32.324 --> 00:04:36.224 Okay? So he got--does he sound like he's mad? 00:04:36.224 --> 00:04:38.073 He got exceeding great courtesy. 00:04:38.073 --> 00:04:39.024 Male Student 1: No. 00:04:39.024 --> 00:04:40.471 Formato: What does this mean, exceeding courtesy? 00:04:40.471 --> 00:04:42.056 Kevin, what's? 00:04:42.056 --> 00:04:43.804 Kevin: It is when somebody's good with you. 00:04:43.804 --> 00:04:47.323 Formato: Yeah. Yeah! Like very good, nice treatment, right? 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. 00:04:51.038 --> 00:04:52.888 So you get a lot of nice gestures from him. 00:04:52.888 --> 00:04:57.236 What I was doing was eliciting this, the vocabulary that was used within the text. 00:04:57.236 --> 00:05:01.331 So, I was constantly asking them to use aca-- you know, 00:05:01.331 --> 00:05:04.282 t-tier two and tier three level words, academic vocabulary. 00:05:04.282 --> 00:05:06.998 So that their learning was constantly reinforced. 00:05:06.998 --> 00:05:09.748 And, um, as we all know, through repeated exposure, 00:05:09.748 --> 00:05:12.631 that's really-- and practicing-- that's really how that, 00:05:12.631 --> 99:59:59.999 that vocabulary gets from the page, into the memory.