#  5. Vocabulary - A. Analyze Work 

 



  Open all sections   Close all sections  



###    Objective  expand\_more  

 

Identify vocabulary by Tier 1, 2, and 3 that need to be taught prior to reading a text.

 

 

 



###    WIDA/SIOP  expand\_more  

 

 **Task [WIDA](https://docs.google.com/document/d/1vCFURHISu2prkJu6lwZD6TBZaiAxGXjKab_R1d-8nqk/edit?usp=sharing)**: ER1

Sort    **Use of Academic Language** 

  **Descriptor** 

  **Level** 

  **Domain** 

    Explain

 

  Matching content related objects, pictures, or media to words and phrases

 

  1

 

  Reading

 

 



 **Task** [**SIOP**](https://docs.google.com/document/d/1UAepa0ch6y3a22lNWIbBwyAOc3G9Tota4GNDeQ_QiTk/edit?usp=sharing): 9

Sort    **SIOP Section** 

  **Descriptor** 

    Building Background

 

  [Key Vocabulary Emphasized](http://www.colorincolorado.org/article/selecting-vocabulary-words-teach-english-language-learners) (introduced,[ written, repeated, and highlighted](http://www.colorincolorado.org/article/vocabulary-development))

 

 





 

 

 



 

 

 

 

##  Action Steps: 

 



 Step 1 Step 2 Step 3 

## Step 1

 

 

###  Selecting Vocabulary:

1. Select a text that would be important for students to read.
2. Paste the text into the online analysis tool to understand more about the text and the words. <https://www.online-utility.org/>
3. Categorize the words into Tier 1, 2, and 3.
4. Determine the Tier 1, 2, and 3 words that must be taught prior to students reading this text. For help in choosing words - refer to the [Choosing words to teach](https://www.readingrockets.org/article/choosing-words-teach).

 [](https://www.online-utility.org/)

   ![Vocabulary Builder Online Utility link](/sites/g/files/omnuum3971/files/styles/hwp_1_1__720x720_scale/public/dimensionsofdiversity/files/screen_shot_2021-08-12_at_5.29.24_pm.png?itok=Emz9IB_d) 

 



 



 

 

 

## Step 2

 

 

###  **Be sure to link your work and documents in the [capstone](https://dimensions.gse.harvard.edu/capstone) project:**

Sort      ![Capstone table example](/sites/g/files/omnuum3971/files/styles/hwp_1_1__720x720_scale/public/dimensionsofdiversity/files/screen_shot_2021-08-12_at_11.26.00_am.png?itok=MdWrKzSY) 

 

 

 





 



 

 

 

## Step 3

 

 

###  Reflection: Answer the following questions on a Capstone slide

1. Thinking about vocabulary. Write a brief reflection on the task using the following questions as guidelines. You can choose one or all questions, or parts from each question. (150-250 words total)
    
    
    1. How did you determine which words will need to be taught? How will addressing those terms support learning for all students?
2. Takeaways: You can choose one or all questions, or parts from each question. (200-250 words)
    
    
    1. What was your most significant take away from the assignment? What did you find interesting and useful?
    2. What was most challenging in the task? How did you overcome that challenge?
    3. How will you apply your learning to practice?
    4. To learn more, what might your next steps be?
    5. How would you improve on your current product in the future?



 



 

 

 

 

 

##  [Determine Tier 1, 2, and 3 Vocabulary Words](https://docs.google.com/document/d/1OeN0JrcVQcbKx2s9DhwNw2qem9IWjW-Oy9r8Aruohpk/edit?usp=sharing)

 **Why this task?** Vocabulary is the greatest predictor of reading comprehension and a challenge for many English learners. Teachers who are informed about how vocabulary impacts student learning and who understand how to build vocabulary can support their students more effectively.

 **Points:** 10



 

Sort**Must Haves**1. Response completes the task.  
2. Accurately reflects WIDA Standards and the principles of SIOP.  
3. Demonstrates precision and accuracy appropriate to the demands of a graduate course (including correct citations, grammar, and mechanics).  
4. Demonstrates thoughtfulness and insights appropriate to the demands of a graduate course.  
5. Responds specifically and explicitly to an identified language demand taught in an inclusive setting.





Sort**Amazing*** Explain how learning from completing the task can be useful to you.  
* Promotes self and cultural awareness.  
* Describes possible next steps.  
* Relates to developing language skills in specific ways.  
* Share materials or examples that may be useful to others.