Kristi Reyes: So I think you can definitely walk away with something you can use no matter what discipline area you're teaching in, or what sort of site. I know in incarcerated situations where you're teaching in the jails it's a little bit harder to bring in technology, but I'm sure you're going to find something here that you can use.

So our objectives today are here, as you can see, to consider how to choose vocabulary to explicitly teach. So I love technology, but integration of technology is just because I love it is not a good practice. So I always like to think of pedagogy, or in our case, andragogy, the teaching of adults, good instruction has to come first and technology is the tool that we can use to teach better and help our students learn and retain the information better.

So I'm going to be starting off with a little bit of teacherly stuff today, so don't leave me. We'll get to the good stuff. But I think that we all need a good foundation just about teaching vocabulary, whether we have technology or not to do that.

Our second objective is to learn and apply research proven six step process for teaching vocabulary effectively. And I believe that you will discover and practice technology tools.

Now, this, as Melinda mentioned at the beginning, this was three hour hands on workshop, that over the past week, I've really had to reimagine. You'll see my email at the beginning. I'll give that at the end. Feel free to contact me. I'm pretty much glued to my computer for the next couple of months it seems like.

So we're going to see different things that you can use to teach vocabulary that will help students remember and demonstrate their understanding, and students will be able to create things using technology, using the new vocabulary for each step of this six step process.

So my goal is that you will walk away session with at least one new idea. I imagine there will be a lot more, and at the end of this workshop a lot of times teachers ask me, how do you find the time to do all of this in your class? I don't. I'm just looking. I'm giving you a survey of many different possibilities, and whenever you're trying something brand new, you should start small. I think that you probably know that. So take baby steps and start small.

So I noticed that not a lot of people who did take the survey telling which tech tools they used, no one put Padlet. I do imagine that a lot of you are familiar with Padlet, but maybe you hadn't thought of how you could use it for teaching vocabulary.

So you could type this in. In a moment I'm going to click on the link, and I'm going to paste it in the chat so you'll be able to click on it. It would be really cool if you are working on a computer and you have your phone, you could open up a QR code scanner and just scan that QR code.

So if you're not able to get into this Padlet, I'm going to demonstrate it in just a minute. Then if you want to just type in the chat, your answers to these three questions, which are, what does it mean to know a word? How many exposures to a new word are necessary for language learners, and even English as a first language folks to acquire and retain a new word? And how do you select which words from whatever content you're teaching to explicitly teach to your students? How do you select which words would be good for them to know?

So I'm going to go ahead and open this, and you can see Padlet is just basically a wall and all you really need to do-- I have the questions here and I'm going to paste this in the chat in just a moment. --and basically all you really need to do is to double tap or double click and you'll see a box like this one that's here. So someone just already entered to be able to use the word means to know the word. And then how many exposures do you think are necessary, and how do you select the words to explicitly teach?

So if I just double click or I double tap anywhere-- and if you decide, oh, I changed my mind, you can delete it. You don't need to put a title. You're just going to type in something.

Melinda Holt: So Krisi, we have one in the chat. To really know, understand, and use vocabulary in your speaking vocabulary appropriately.

Kristi Reyes: Use the word appropriately.

Melinda Holt: Multiple exposures. There is research behind this.

Kristi Reyes: There is. OK. So I'm going to start reading what we have here. And you can see this is something you could do with your class. You could have them be answering some questions related to vocabulary on a Padlet wall. Super easy. Completely free. Everything I'm going to show today is completely free. And especially notice that I've been bombarded with emails for all the different kind of flow sets I signed up with, and they're offering all kinds of premium services for free these days.

So to recognize and understand when it's spoken or read to pronounce it. Knowing a word means you can use in context in writing or speaking. It looks like anywhere from 70 to 20 exposures will help you retain the new word. To be able to use it in the sentence, at least 10 exposures personalize the word. Words that can be applicable to students lives.

Well, it seems like you've already read some of the research that I have. So we'll give you just another minute or two. And if you can see everybody else's, you can just scroll up and down to see their responses. I like this, teach words that go with a theme or a skill. So not random words that we just pick up, but in context.

So this is another thing that you could do with Padlet. You could ask students a question, and what you might have seen is when you double click or double tap, you have options to take a picture with a web cam, to upload a picture. You can embed a video. It's really a wonderful tool. So if you haven't used it, you really do need to start using Padlet.

Very simple. As you can see, students don't need to log into anything. They can make a mistake and delete it. So I see a lot of things I'm going to mention in just a moment.

So we're going to look at the answers to these according to research. Everything here isn't just stuff I've made up. I've been really reading all I can about how to best teach vocabulary. As I said, for about the past five years been really into this because I would teach a vocabulary word one day and the next day the students who come to class and it was like blank slate. It was like I never mentioned the word before. They had no idea what I was talking about. So I find a better way to help my students retain the vocabulary I was teaching.

So what does it mean to really know a word? For those of us who have studied language acquisition, we know that there's the receptive skills. So having receptive knowledge. What does receptive mean to you, especially you ASL teachers? What skills are receptive skills?

Melinda Holt: You have listening and reading coming up a lot.

Kristi Reyes: Yes. Perfect. Yes. But we really want them to move the new vocabulary into their productive knowledge. When I say productive skills, what comes to your mind? Yes, we want them to understand the words when they hear it, when they read it, but also to be able to write and to speak using those words. That's when you truly know a word.

Well, there are all kinds of different aspects of knowing a word, knowing the form, the meaning, and the use. So knowing how to pronounce a word. The spelling, the word parts, like how a prefix or suffix may change the word just a bit, the forms, singular, plural, inflections, and word family. We have a lot of those in English where a word can be an adjective, a noun. It could be a verb and has different forms like the adjectives, the comparative and superlatives, and the noun forms.

We want students to be able to learn associations and synonyms. So that goes with context, the association; and synonyms, when we start teaching synonyms and helping students to use tools to find synonyms, their vocabulary repertoire is going to really grow then.

We want students to be able to understand the denotative versus the connotative. So there's denotative when we look it up in the dictionary, but we know in culture that we use words in lots of different ways. So an example would be rat. When I look up the dictionary definition, it tells me it's this small rodent mammal. But when I call someone a rat, that means something quite different, the quantitative meaning.

Polysemy. Oh, we have this a lot in English. I feel really sorry for some of our language learners sometimes, that one word can have multiple meanings in different contexts.

The grammatical function or part of speech is something, especially for those of us teaching ESL, that we like to teach that. It gives students a good foundation for when they go on with their education. But things like knowing if it's a noun, verb, adjective, the nine parts of speech

Collocations. Can anybody type in the chat what that means, thinking back to your teacher training? If you did cover that at all, what is a word collocation? Sometimes when we're teaching noun or preposition combinations.

So there's this site. I'm going to just take you there. It's very simple site. I hope it doesn't go away because it doesn't look super professional. But it's called Just The Word, Just The Word. And sometimes when I'm trying to teach them to learn, I'm not really sure what all the contexts are.

Like maybe I want to see angry and I want to see all the different contexts, the different words that go together with angry. OK. So we've got noun combinations. An angry reaction, an angry response, an angry letter, an angry word, an angry face.

OK. What are the prepositions that go with angry? Oh, you can be angry with, at, about, or over. Oh, that's interesting. My grammar book said mostly at.

So [audio out] for you when you're really getting to the nitty gritty, you could teach this to your students, or you could just refer them there.

Melinda Holt: Krisi, we have a question. I think it's related to the site you were just showing. Timely, vocabulary, outbreak, epidemic, pandemic. Flatten the curve.

Kristi Reyes: OK. Let me look at that again. Yeah. So you can see on the site it will have popular searches and recent searches. It changed a little bit. Economic angry because that's probably because I was searching for angry. But you can see that it will put the frequently looked up collocations there. So things like interested in is sometime the different preposition combinations.

I know that language learners often have confusion with make versus do. I'm sure you have your own. If you're an English teacher, in particular, those common mistakes that students keep making, this can help them. This can help you adjust the word.

And then someone mentioned on the Padlet post, register. That means the variety. So I don't know about you, sometimes students are using translators in my class and writing something, and they may be right guy when really it was more of a formal type of writing when they should have written man. That kind of thing, that a word can have different forms. Same meaning, different words, that can mean different things depending on the level of formality.

So how many exposures to a word are necessary to move the word from receptive knowledge into productive knowledge? Well, one, if we just teach today one new word, the typical student average intelligence, someone who studies, a good student basically, really the chances that student will remember that word tomorrow when you've only exposed it once, unless we've done a lot, a lot of exercises with it, they'll retain it or remember that word at a rate of 5% to 14%.

Now, sometimes we teach you a word one time and the students' was actually familiar with it before. So we're helping with that. But if we are teaching brand new vocabulary, we need something between five and 20 or more exposures. It really depends.

Looking at the research-- and I saw someone posted on Padlet as well. --the research is all over there. I mean, it depends on the researcher basically. So if we just imagine that if we can give our students 20 exposures, that would be a good number to hit for.

So there's repetition. Again, this depends on several factors, including the age of the student. So if some of our students haven't been in school for quite a while, I like to make the metaphor of a sponge.

And so that's how I kind of explain to the students to relieve their fears. You're all welcome here. This is a country where it doesn't matter how old you are to go back to school. So if your brain is kind of dry, well, we're going to get it wet and it's going to be able soak up more information as we go on. So yeah, we need to have students see, say, write many, many times so that they can actually, eventually produce the new words.

I love this book. I don't know if you've heard of it. It's awesome. This guy, he's a neurologist or something, I don't know, brain science. He took all the research our brains and how we learn and remember and retain things and he put it into layman's terms so I can understand this. It's not like a scientific journal. And it's really awesome. If you do a search, you can find all of his videos as well. But I really do recommend the book.

And I don't know if you know this, I always tell students this, do you know why in the United States our telephone numbers of the area code are seven numbers? And a lot of students from other countries have a lot longer telephone numbers, but a lot of them is seven as well, seven. Well, it's because our brain can hold seven pieces of new information for 30 seconds.

OK. Well, nowadays when someone wants to share their telephone number, now we have our phones of course. So some people are saying our phones are actually making us dumb. But this is important thing for us to remember as teachers. If we aren't having students repeat the information very soon, it will disappear.

So it's so disappointing sometime when you spend so much time in your lesson plan and the vocabulary instruction comes right at the end and you don't give students a chance to practice. Well, there are a lot of tech tools here today that you could use to have them go home and practice immediately after your vocabulary instruction comes at the end.

So if this information is repeated within 30 seconds, the chances that the brain will retain it is one to two hours for the duration. So really for optimal chances of retaining new information, two hour intervals of repetition of new information, and repeated, spaced interval practice is the optimum that we're shooting for.

I'm not a reading expert at all, but someone told me about the five finger rule once. And we probably all do even in CTE, you have students do some reading. So this five finger rule is something I'm using a lot more as a language instructor. I'm getting better, these 22 years of teaching, at picking texts that are appropriate for my students level. But in the beginning I noticed that sometimes I would give students a text and they would be using their translators for every other word. And it was a little bit discouraging, and I was wondering, what did I do wrong here? Does this student just want to really understand every single word, or is the text too hard? Well, the truth is, probably the text was too difficult.

So for extensive reading, that's like reading for pleasure or reading multiple texts on the same topic. Students can read 95% of that. So we should choose the text that when we look at it, a one page text, that we think the students will be able to understand 95% of the words. They're going to do fine. Without any pre-teaching, we need to reduce the five finger rule probably down to two.

For intensive reading, like this is the type of reading that we do for tests, especially. When we're creating different reading tests, if the students understand less than 90%, the text is too difficult. So it's a good little rule. Maybe you're reading expert and you have other ways of thinking of it. But I like to think of this when I'm choosing texts. Why am I talking about texts? Well, that's where the vocabulary that we teach should really come from.

So I have a couple of sites that I think are really useful. Sometimes I have different textbooks that I use for in-class reading and so on, but sometimes I see something on the internet that is just perfect. I love the topic. This is exactly where I want to take my class. But when I look at it, it's a little bit too hard I think. It does not pass the five finger rule.

So what do I do? Do I teach more of the vocabulary and spend like a whole day teaching vocabulary? Well, there are some tools that we can use that can really help us. One, is text compactor. It's pretty simple, but let me show you.

OK. Basically you can paste a text into the box. OK. Now, there it is. Hold on. I'm going to have to just minimize out for just a second. I have this text. I just picked it from Wikipedia, just to give a quick example, pasting some text. And you can use a slider and it's going to summarize a little bit the text. So you can use the slider and it'll put in more of the words.

OK. So that's one tool. The other tool is the one that I share with some teachers at my school, and they love it, is Rewordify. It's pretty robust. So what you do is you can either paste in some text or even a URL, a website

OK. So I pasted in the same text. Rewordify the text, and what it does is it takes out some of the challenging vocabulary and it puts it in parentheses with words that are more simple. So here, big important trip. When I mouse over it, I can see that it says expedition is the actual word that was there. And when I click on that, I can see the definition and I can hear the words spoken if I click on the speaker. More than two, but not a lot of, several. Legal control, jurisdiction.

So this could be something that you teach your students to use as well. Then what also it has is lots of learning activities that you can print out, and it can also show you the parts of speech. So this could be useful as well. It shows me that every gray highlighted word is a noun, et cetera.

So that has a great potential I think. We're going to get to another one that's even better in just a moment. But I don't know how many of you have experienced teaching K through 12 teaching kids. I am sure that you entered adult education with an appreciation of the differences, the discipline things, and the motivation.

Melinda Holt: Just so you know, there are a few no's.

Kristi Reyes: OK, good. So those of us who are in adult ed, we probably chose this because while we like children, adults kind of are awesome to teach. So anyway, if you have taught K through 12, you probably are more familiar with Lexile level. And I really even don't understand what that means. But here is one site, Readable, and here are a couple others where you can put in some text and it's going to tell you the Lexile level and so on.

So for those of you in K through 12, that could be useful for you. For those of us that's only ever done adult, I don't know what that means. I probably could do some reading and find out and then I could understand and use these sites, but I just wanted to mention those.

So what is a good method for selecting which words to explicitly teach? What is your method? For those of you who have been teaching ESL, maybe you've studied languages yourself. There are cognates and false cognates. So it's sometimes it's really important with some of our students to point out the false cognates.

The Spanish speakers always say to me, tomorrow I cannot assist class. And so yes, we have assist with the same word, but it means something different in talking about attending. So sometimes we have to point those out. There are some that are they'll still be understood if they use the false cognate, but sometimes the meaning can be lost.

So I heard a lot of what I'm going to say right here read to me. We need to make sure they understand the most frequently used words, and this comes from corpus linguistics. So this is where some people spend their lives collecting texts and seeing which words rise to the top. Which ones are used most frequently?

So for low level ESL, there's the site words and the basic word list, something called the Dolch basic word list. This is from like 1950 and it was based on children's literature. But it still can be useful because if we're teaching the low levels of literacy, they need to start off with just basic words.

If you're teaching kind of like intermediate ESL, you might want to have a look at the New General Service List. Those are the 2,800 high frequency words for ESL learners. And then for those of us teaching ASE and all the other maybe high level ESL, there's the Academic Word List. So that is a pretty long list, but these are the words that come from college textbooks. These are the words for college and career readiness our students need to know.

OK. So here's a cool tool. It's called the AWL Highlighter, the academic word that's highlighter. You'll see it's a lot like Rewordify. You go there, you copy in some text, you click on Submit. It will highlight the words that appear on the Academic Word List. I mean, sometimes I look at a text and then know that there are words that my students will understand. But I really want to hit on those Academic Word List because I want them to continue their education or to go on to a better job. That's their goal.

So it will highlight those. So I know exactly which words I should teach. So that is very helpful. It does other things for you. You can do a simple gap fill. Sometimes we call that Close. And it can do it on word families and so on. So that's a great tool right here if you're teaching kind of higher level. It tells us what sub list of the Academic Word List each of these words appear in. So that's an Academic Word List Highlighter.

Well, we really should be teaching words from texts or from videos and so on, things that we're using. I've known great teachers. But sometimes I have a vocabulary book with a list of 20 words and study these 20 words. You can be tested on these 20 words next week.

Unless you're teaching very beginning level ESL where you're teaching a theme, like OK, clothing, and here's a list of clothing with pictures and we're going to practice and you'll have a test on that next week. But if the words have no relation or are not built around a context, they're not going to really remember those words very well.

So how can we do this? Sometimes we need to ask students, and that's what someone said in the chat. How do you choose which words to explicitly teach? Ask students if they know the word. That could save a lot of time right there too. So if we were in a face to face class, I could have you hold up your thumb or hold up a number. So I'm going to just think of as we're maybe going with our teaching online for the rest of the spring, this is maybe how you could do it in some sort of online setting with your students.

So I'm going to say a word and you type in the chat. We'll just do a couple. Attitude. Type a one if you have never seen or heard this word. Oh, I think I have a really good class here. Type a two if you have seen or heard this word, but you don't know what it means; a three, I think I know a meaning for this word; and a four, I can explain this word.

Melinda Holt: Most people are typing a four. Two people have typed ones. We got a three to four.

Kristi Reyes: I'm pretty sure they were just practicing, playing the role of student. Yeah. So you could do this, and then if some students are saying fours, you can explain the word and use it in a sentence. OK, tell the class. Tell us what this word means and use it in a sentence. So you can take some of the work off of yourself right there. OK. So that's something that was normally in the classroom, but how you could maybe transform it for online.

OK. So I was trying to think how I'm going to-- I'm going back next week and in my conversation class we're going to talk about food and cooking. OK. So before I actually go deep into kitchen utensils and all that, maybe I just want to see what they know. So this is how you could do this, either in a on ground face to face class or online.

I'm going to show you a picture. So class, we're going to be learning about the rooms of the house and this week is about the kitchen. I'm going to show you a picture and I want you to type in the chat as many words as you know for what you see in the picture. Is everybody ready? Here we go. What do you see? Let's see how much my class knows. What vocabulary do they know about the kitchen?

Melinda Holt: Modern, microwave, lamp, stools, the backsplash, refrigerator.

Kristi Reyes: Woah. OK, hold on.

Melinda Holt: IKEA.

Kristi Reyes: Yeah, it does look like IKEA. Clean. Yeah. OK. So now I know my class--

Melinda Holt: People, stop.

Kristi Reyes: Yeah. Yeah. When someone says backsplash, I don't need to spend much time teaching that vocabulary. But if they're not getting some of the common things that I see there, maybe I need to spend some time. So that's something you could do. I think pictures such a great way to elicit from students what they already know.

So you could preview showing a picture, or if you're going to use Zoom, Google Hangouts, FaceTime, something like that. Google Duo I mention here because I had not really heard of it, but I heard of it this week that it's kind of-- whereas FaceTime everybody needs an Apple product, but with Google Duo you can use any sort of product. Android or whatever.

But maybe if you're going to think of teaching online at all, maybe you could do breakout rooms or you could assign students in groups to teach each other and see if the group can do some pure teaching for words they know. And if everybody in the group does not know the word, then, OK, then I'll need to plan a lesson.

Melinda Holt: For this kind of activity, would you have an open mic so that all students can answer?

Kristi Reyes: I think I would. I've been teaching hybrid for about five years. So that means about three hours of my 12 hour class has been online for the last five years. But teaching fully online is something that's new for a lot of us. I don't know about anybody here in this webinar today. You probably wouldn't be here if you've already taught fully online.

I'm an experiment. I'm going to model the growth mindset. I'm just praying and hoping with constant contact with my students that they'll stick around. And so I've already emailed them multiple times and we set a free mind and things like that. But you need to know your students and know your own abilities and comfort level, definitely.

So thanks for that question. Let's move on. You could also use some polling tools. On OTAN's website, there is an article about Pear Deck, which is an add on for Google Slides, that if I were to use it right now what it would be is I would present some information and then there'd be a little poll that we would see live results of you answering questions.

This is a simple, simple easy one. You don't need to sign up or anything. It gives you a poll for like a week. It's good for a week. No log in. Nothing like that. It's called Direct Poll. So I'll show you what that looks like, and then I will show you what the teacher sees and what you can project to an entire class.

So if you've been to a gas station where when you get out to pump the gas after you put in your card is they're showing a little video, like a commercial or a little news clip. Well, I think it was at Arco I got gas one time and it started showing this little video. It was about vocabulary and it was telling you what the meaning of pulchritude was. And honestly I had not really heard I think maybe once in my life I've seen the world pulchritude, and I just kind of glossed over it.

So when you go through this poll, it's going to ask you multiple choice. So you could have multiple questions. I only put one question. What does pulchtritude mean? Does it mean ugliness, beauty, friendliness, or disgust? So you check in the box and you click on Vote, and what I will see-- if you want to, you can just type in the chat. --and what I will see what I could project to students would be this.

OK. Four of you said it means ugliness; four, beauty; one, friendliness; 15, disgust. OK. Nobody cheated, right? None of you like Googled it real fast, did you?

Melinda Holt: Just a little.

Kristi Reyes: Yeah. I had no idea. This word just sounds and looks disgusting, but it means beauty. Can you believe that? What a weird word. Anyway, it's not a word I would probably teach my students because I don't think they'll ever see that word. But pulchtritude means beauty. So this Direct Poll, super easy. Like you could do it on the fly, create a quick poll, it gives you the link for voters, and then it gives you the link for you to project the results. So easy.

PollEverywhere has been around for a super long time. It used to be a separate app type thing, but now it's integrated with PowerPoint. So if you were presenting a PowerPoint, you could have this add-in and you could do polling. Students could be polling by their phones as well.

I love all the Google products, Google Forms. I'm just going to show you this. If you'd like to come back later to try taking the quiz, you can make a quiz on Google Forms. So I'll show you my sample. I tried to pick a variety of different question types so you can see what it looks like.

So let's say we're studying parts of the car. So you can have questions be required, and I set this up as a quiz, and it could be a pre. So before I'm going to start teaching the names for the parts of the car, you're going to take this quiz. I can see what you know what you don't know. And at the end, I could use as the post, to prove to myself that I've done a good job teaching. So you can make questions required or not. You can give point values when you create as a quiz.

So what is the image below? Anybody know what that is? I always say speedometer and odometer, and then I don't know. Someone else hears and probably knows a lot more. So I'm just going to take the quiz so you can see what the student would see. I'm just going to put in odometer.

OK. Where is he? He is relaxing on the, what do you think? Brake, seatbelt, engine, or hood? Type it in the chat.

Melinda Holt: Hood, car, hood, hood, hood.

Kristi Reyes: OK. We're going to choose hood. Oh, almost. His knee is a little bit back.

It's 8:00 PM. You need to turn on your-- so here we can choose engine, head lights, turn signal, hazard lights, radio, or air conditioner. What do you think? I'm going to just choose one wrong just so you can see what that will look like.

How do you rate your knowledge? So you see different question types. How do you rate your knowledge of vocabulary related to cars? So they can choose hm, on this Likert, I'm an automotive technician. It's my job. Of course I know everything. Or I don't know what a car is. I mean, this is just to make it kind of interesting. I'm just going to choose kind of neutral, and I Submit-- I forgot to choose one right here. Let's go back, and we'll just choose that one. OK. So, Submit and you can set it up so that students can see their results or not.

I'm going to go ahead and view. See, this one I would need to manually check, and you can put in feedback. So you could put in feedback that's just a word. You can put in feedback that's a video. So feedback on both correct or incorrect answers, and it shows me which parts I got wrong.

OK. So you could give immediate feedback to the students. So it's just a Google Form, but at the end you set it up as a quiz. So that's something you could use with your students to find out which vocabulary words they know or not, or to test them.

OK. There are some words that we don't need to take time to teach. We can just leave those words to incidental learning or to gloss. What does gloss mean to you? Think of glossary. So words we can just leave to incidental learning, like just let them read the text and not focus; or to gloss, to just provide a definition or to pull up a Google image or something.

Are those words that are lower frequency words? Words that they're not likely to ever see again. And we can just give a quick definition for words that they're not likely to see again with an image, a quick or short definition, or explanation.

So just my quick example is one time in my class we're reading about the future and innovations and inventions and so on, and the word was futurologist. They kind of had a good understanding what that might mean anyway because being familiar with -ology, -ologist, but I don't need to teach them that word. I'll just tell them a futurologist is someone who studies what may happen in the future. They're not going to ever use that word again I don't think.

So I'm going to give you a second to think and to type in the chat, what is your best classroom activity for vocabulary teaching? So we're going to think about how that classroom activity could be moved possibly online or with more technology support.

Melinda Holt: Pictures. Realia and pictures for level one. Matching pictures to text, putting a Snoopy picture every day, draw a symbol or picture vocab for the test, one where students work together, lots of repetition, interim words, dictation, write, recite, use Google Translates, spelling lists, video, TPR, Quizlet, labeling a picture in level one, write a sentence using a word where it's really good for higher level students and sharing examples with the whole class, match, word meeting, Quizlet, fought, live.

Kristi Reyes: OK. Hear lots of great things are if

Melinda Holt: They're still typing. pronunciation, pictures with words. After students choose which words they don't know, give verbal examples on the spot, then write sentences on the board using the words. Time cards.

Kristi Reyes: Oh, what are time cards?

Melinda Holt: I don't know. That was from Marisol Richmond. We'll have to--

Kristi Reyes: Hi, Marisol.

Melinda Holt: Pictures and students use Oxford picture dictionary to find word; Duolingo

Kristi Reyes: Cool.

Melinda Holt: A couple of Duolingos here-- bingo with pictures for fun

Kristi Reyes: Fun.

Melinda Holt: And it's starting slow down. There we go.

Kristi Reyes: OK. All right. Thanks, everybody. Well, some of you took the survey that went out with the announcement about how to get to this webinar. And these were some of your answers, so I kind of categorized them. Some are vocabulary or ESL-specific, like learning chocolate is great for beginning ESL. Quizlet is specific for teaching vocabulary, not necessarily ESL.

Games to learn English SpellingVocabularyCity, A4esl, vocabulary.com or EnglishforEveryone, VOA News, languageguide.org.

Then there were some just general tools not specific to teaching vocabulary, but that you use Google Slides, online dictionary, YouTube. A lot of you put reading specific sites, and some of them are ESL-specific. ReadWorks, great source. I think everything is free there now; as Newsela has made everything free I believe right now too; NewsInLevels, so it's great for multilevel ESL; Breaking News English, oh my gosh, that man who creates that site. It's like full lessons, but they are print materials for the most part. English Discoveries was a new one for me. That's kind of an online platform that one of you uses.

Then we have a lot of publisher/product-specific tools, things that are teaching us that we can't really interact too much with the students through these tools. So that's my one little negative point about those, but they go very well with any textbooks that you're using.

The gamification is very big in K through 12, and in adult ed we're catching on. Kahoot so high in popularity, but there are a lot of other things like quizzes that we can do.

Some of you are using Google Classroom for the learning management system. Some of you may be using Canvas, specially if you're part of a California Community College. Some of you it looked like you created a Weebly website for your class.

Communication tools, WhatsApp. A lot of our students use that. So makes sense that we use that. Remind, or Zoom, like what we're seeing here right now.

So those are the things that you said, and I see in the chat that you brought up some other things that were not here. So now we're getting in to the tools, lots of tools. Any other tools that you're using that just popped into your mind, go ahead and type them in the chat. So we all have lots of tools, lots of different tools. Me too. I have lots of different exciting tools. But I was like, I needed a framework. I need a framework. I know what the research says. I know I have all these tools, but how can I do this?

So let's organize these tools around a framework. The framework is by Dr. Robert Marzano. Maybe you've heard of him, maybe not. He's not specific to adult ed at all. He takes the research and puts it into these books that teach you how to teach with the research, impacting how you teach.

So as I was reading about teaching vocabulary, I came across this six step process for teaching vocabulary. I'm like, that makes sense, and what are the different tools I can use for each-- now I have a framework. So his method is a direct method. So a direct method of instruction. If you can type in the chat, what does that mean to you? A direct method.

So direct instruction is not just here, read this text. If there's something you don't understand, use your dictionary. Good luck. No. This is picking the words that we're going to explicitly teach and taking students through six steps, explaining to them, having them restate, having them show that they know what the word means, having them engage with the new words, having them discuss with the new words, having them play.

OK. So it's not just leaving to chance that they're going to pick up the words. We have great students. A lot of them have their dictionary and they're looking up words all the time, but some of them don't have the study skills and it's our job to teach them. So if we taking them through these steps, we can make sure that we're giving them full exposures as well.

OK. So I confess, this is my best activity for teaching vocabulary, old fashion index cards. So you're thinking right now, what am I doing in this webinar? But no, when we do some reading in my class, I've picked out those Academic Word Lists or high frequency words and then we make index cards. So how can I possibly do this online? That's what I'm trying to figure out. I'm thinking maybe I will make some sort of fillable PDF form or something. But this is what the research says is most effective.

Melinda Holt: Krisi, what level?

Kristi Reyes: Well, I'm teaching advanced ESL. So this will look a lot different if you're teaching beginning ESL. You would probably have a picture with the word, the sentence from the source, or an original sentence that the student writes about him or herself. And I'm going to come back to this in a bit. But if we're just giving them flash cards, it's not as effective for helping them retain the word as having them write it down themself. So even if they're typing it somewhere, they're still having to produce this sort of index card.

So I'm going to come back to that. But I used a lot of other tools. I do not use all of the tools you're going to see today. No way, OK? I'm just giving you a survey.

So the first step is explaining, to provide a student friendly description, explanation, or example of the new word or term. So we can do that with online images. I heard someone say, oh, I love this site. New York Times, what is that? It's not picture of the day. Someone just said it in the chat. That would be a great way to bring up vocabulary, you know, to preview.

So you could send students out. You show them a picture of a word. You send them out and they go take pictures and present to the class the next day. So how this might be online is you have students, let's say you're studying something. You have them go in the scavenger hunt around their house and take pictures and text you. And then you open up the pictures in Zoom and they talk about them or something.

There are many picture dictionary web sites that are excellent. So at the end, you'll see the URL and you'll get this sent to you. I've collected the different ones on a website. GIFs, comic strips, slideshows, or just making up a story. Sometimes I just get really creative and make up a story. Or using a current event that uses the vocabulary.

So I'm going to go through some things, different tools that we can use to explain. I think already many of you use picture dictionaries. I just want to mention this one because this one's pretty cool. The visual dictionary online by Merriam Webster.

I don't know about you, when I taught a vocational ESL class-- I still do this sometimes-- help students write resumes. And for them to explain the jobs that they did in their country or they're doing here that are so unrelated to anything I know, I sometimes have trouble helping them. Because I don't know what their job duties were for their careers.

So I just want to show how specific this site is. They have astronomy, earth, plants and gardening, animal kingdom, human-- I mean, lots of different categories. So I chose category of house. And in there, let's say I have an HVAC student. They need to learn the words in English for heating, ventilation, and air conditioning.

I'm going to say that I had a student who was an architect. She was getting ready to transfer over into credit courses to try to get her accreditation or her ability to be certified to work as an architect. So here's where I could send her.

OK, frame. Within frame, I didn't realize there were so many words. High beam, rafter, ceiling joist. OK, this would be very helpful for some of those students who are in very specific areas for their work and they need to learn the vocabulary.

I just wanted to show that because I think it's a pretty cool site. There's just so much there. I'm sure any of us could-- and it has audio too. So they can hear the words.

We could explain things with emojis, right? So maybe you're teaching beginning ESL. I remember I used to have a poster when I taught beginning ESL. How are you feeling today? And it had the different faces.

So maybe I could do a little screenshot using emoji keyboard online of some different faces before teaching emotions. Like, how do you think the first guy feels right here? How does he feel? Go ahead and type it in.