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Early vocabulary predicts later reading comprehension and difficulties, including outcomes in middle and secondary grades.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How should teachers select vocabulary to help students transition across all subject areas in L1 and L2?",{"text":117,"@type":113},"Select words that support transition to all subjects, then organize instruction using vocabulary tiers—Tier 3 subject-specific content terms, Tier 2 information processing words, and Tier 1 basic communicative words.",{"name":119,"@type":110,"acceptedAnswer":120},"What is a tier 2 polysemous-word activity, and what do students discuss afterward?",{"text":121,"@type":113},"Students choose a polysemous word and list ways they encounter it across subjects, news, home, idioms, and other contexts. 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Now in Memphis & Virginia. |\n| © 2022 Margarita Calderón & Associates |  |\n\n2  \n© 2022 Margarita Calderón & Associates  \n1  \n\n| \u003Cbr>Integrating SEL, Language, Literacy, and Content with BCIRC |\n| --- |\n| \u003Cbr>\u003Cbr>© 2022 Margarita Calderón & Associates\u003Cbr>\u003Cbr>SEL\u003Cbr>\u003Cbr>Reading\u003Cbr>\u003Cbr>Writing\u003Cbr>\u003Cbr>\u003Cbr>\u003Cbr>\u003Cbr>Social Emotional Learning is not a separate step! |\n\n3  \n®Margarita Calderón & Associates, Inc.  \nAcademic Language  \n􀀹For teacher‐student and student‐student formal discourse  \n􀀹For interaction around standards and goals  \n􀀹Words that need to be taught from the text students are about to read  \n􀀹For formal writing  \n􀀹For success on tests, academic and economic status  \n(Calderón, 2014)  \n © 2022 Margarita Calderón & Associates   \n4  \nWhy Is Vocabulary Important?  \n• Command of a large vocabulary frequently sets high‐achieving students apart from less successful ones (Montgomery, 2000) .  \n• The average 6‐year‐old has a vocabulary of approximately 8,000 words and learns 3,000‐5,000 more per year (Senechal & Cornell, 1993) .  \n• Vocabulary in kindergarten and first grade is a significant predictor of reading comprehension in the middle and secondary grades or reading difficulties (Cunningham, 2005; Cunningham & Stanovich, 1997) and (Chall & Dale, 1995; Denton et al. 2011) .  \n© 2022 Margarita Calderón & Associates  \n5  \nWhich Words Should I Select to Teach That Transition to ALL Subject Areas in L1 & L2?  \nWORDS? WORDS? WORDS?  \n© 2022 Margarita Calderón & Associates  \n6  \n\n| \u003Cbr>Tiers 3, 2 & 1\u003Cbr>Summary of Vocabulary for ELs\u003Cbr>TIER 3 Subject‐specific words that label content discipline concepts, subjects, and topics. Infrequently used academic words. |  |  |\n| --- | --- | --- |\n|  | TIER 2 Information processing words that nest tier 3 words in long sentences; polysemous\u003Cbr>\u003Cbr>words, transition words, connectors; more sophisticated words for rich discussions and specificity in descriptions. |  |\n| TIER 1 Basic words ELs need to communicate, read and write. Those that should be taught.\u003Cbr> © 2022 Margarita Calderón & Associates © 2020 Margarita Calderón & Associates  |  |  |\n\n7  \n®Margarita Calderón & Associates, Inc.  \nTier 3  \nAcademic Content, Specific or Technical Words  \n\n| Math | Science | Social Studies |\n| --- | --- | --- |\n| Square root | Photosynthesis | Government |\n| Rectangle | Germ | Bylaws |\n| Radical numbers | Atom | Bailout |\n| Circumference | Matter | Congressional |\n| Pi | Osmosis | Capital |\n| Power | Power | Power |\n\n© 2022 Margarita Calderón & Associates  \n8  \n\n| Tier 2\u003Cbr>Polysemous words are words that have more than one meaning. Here are some examples:\u003Cbr>|  |  |\n| --- | --- | --- |\n| solution table divide prime round trunk\u003Cbr>state bank | power cell right radical\u003Cbr>leg\u003Cbr>left light face | fall check\u003Cbr>court hand\u003Cbr>long\u003Cbr>pin\u003Cbr>rest\u003Cbr>roll |\n| \u003Cbr>© 2022 Margarita Calderón & Associates |  |  |\n\n9  \nChoose one Polysemous Word  \nPlease share in the chat box:  \nList all of the ways students may encounter the word you picked from the list:  \n• Across all subjects  \n• In the news  \n• At home  \n• In idioms  \n• Anywhere else!  \n© 2022 Margarita Calderón & Associates  \n10  \nDebrief: Polysemous Words Activity  \n• What did you learn from this activity?  \n• How will this activity change how you think about vocabulary?  \n• How could you use this activity with students or teachers?  \n© 2022 ","cbCaiqfvYsDuHWZY","https://ap.wps.com/l/cbCaiqfvYsDuHWZY","pdf",1806282,11,"English","# Why Is Vocabulary Important?\n## Which Words Should I Select to Teach That Transition to ALL Subject Areas in L1 & L2?\n## Tiers 3, 2 & 1 Summary of Vocabulary for ELs\n## Tier 3 Academic Content, Specific or Technical Words\n## Tier 2 Polysemous Words and Examples\n## Choose one Polysemous Word - Debrief\n## Miscued Homophones\n## Tier 2 Words that Nest Content Words & Concepts","[{\"question\":\"Why is vocabulary important for student achievement and reading success?\",\"answer\":\"Command of vocabulary frequently separates high-achieving students. Early vocabulary predicts later reading comprehension and difficulties, including outcomes in middle and secondary grades.\"},{\"question\":\"How should teachers select vocabulary to help students transition across all subject areas in L1 and L2?\",\"answer\":\"Select words that support transition to all subjects, then organize instruction using vocabulary tiers—Tier 3 subject-specific content terms, Tier 2 information processing words, and Tier 1 basic communicative words.\"},{\"question\":\"What is a tier 2 polysemous-word activity, and what do students discuss afterward?\",\"answer\":\"Students choose a polysemous word and list ways they encounter it across subjects, news, home, idioms, and other contexts. Debrief focuses on what they learned, how it changes their thinking about vocabulary, and how to use the activity with students or teachers.\"}]","Margarita Calderón - Teaching Academic Vocabulary to ELS/MLS and Struggling Readers | PDF",1790585725,28]