Zipf's Law! Mysterious Language Facts?

Most frequently used words in English and the mathematical rule that governs frequency! What is Zipf's Law? Why are all Languages based on Zipfian principals? What conclusions and connections can you draw between Zipf's Law and the Pareto Principle? Please explain and cite Bics and Calps language development skills in your answers.

Academic vocabulary instruction is the key to closing the academic achievement gap! 

The listed words below account for 50% of all the words used daily in reading, writing, and spoken communication?

Rank Word 1 the 2 be 3 to 4 of 5 and 6 a 7 in 8 that 9 have 10 I 11 it 12 for 13 not 14 on 15 with 16 he 17 as 18 you 19 do 20 at

Rank Word 21 this 22 but 23 his 24 by 25 from 26 they 27 we 28 say 29 her 30 she 31 or 32 an 33 will 34 my 35 one 36 all 37 would 38 there 39 their 40 what

Rank Word 41 so 42 up 43 out 44 if 45 about 46 who 47 get 48 which 49 go 50 me 51 when 52 make 53 can 54 like 55 time 56 no 57 just 58 him 59 know 60 take

Rank Word 61 people 62 into 63 year 64 your 65 good 66 some 67 could 68 them 69 see 70 other 71 than 72 then 73 now 74 look 75 only 76 come 77 its 78 over 79 think 80 also

Rank Word 81 back 82 after 83 use 84 two 85 how 86 our 87 work 88 first 89 well 90 way 91 even 92 new 93 want 94 because 95 any 96 these 97 give 98 day 99 most 100 us

BICS (Basic Interpersonal Communicative Skills)[edit]

Main article: Basic Interpersonal Communicative Skills

BICS refers to the basic communicative fluency achieved by all normal native speakers of a language. It is cognitively undemanding and contextual and is better understood as the language used by students in informal settings, say, on a playground or cafe. Research by Cummins as well as Virginia Collier suggest that it typically takes language learners 1–3 years to develop BICS if they have sufficient exposure to the second language.

CALP (Cognitive Academic Language Proficiency/Academic Language Proficiency)[edit]

Main article: Cognitive Academic Language Proficiency

CALP refers to the ability to manipulate language using abstractions in a sophisticated manner. CALP is used while performing in an academic setting. CALP is the ability to think in and use a language as a tool for learning. Cummins's and Collier's research suggest that K-12 students need 5 to 7 years to acquire CALP in the second language if the learner has native language literacy. Learners who do not have strong native language literacy often need 7–10 years to acquire CALP in the second language.

The Pareto principle (also known as the 80/20 rule, the law of the vital few, or the principle of factor sparsity)[1] states that, for many events, roughly 80% of the effects come from 20% of the causes.[2] Management consultant Joseph M. Juran suggested the principle and named it after Italian economist Vilfredo Pareto, who noted the 80/20 connection while at the University of Lausanne in 1896, as published in his first paper, "Cours d'économie politique". Essentially, Pareto showed that approximately 80% of the land in Italy was owned by 20% of the population; Pareto developed the principle by observing that about 20% of the peapods in his garden contained 80% of the peas.[3]

Zipf's law /ˈzɪf/ is an empirical law formulated using mathematical statistics that refers to the fact that many types of data studied in the physical and social sciences can be approximated with a Zipfian distribution, one of a family of related discrete power law probability distributions.

Best Vocabulary Instruction Ideas! Tier 1, 2, and 3 Academic Vocabulary and Spelling!

Top 10 Ways to Pump up Your Spelling and Vocabulary Instruction! 

What are the best direct vocabulary instruction methods for ELL students? How do you teach Tier 1, 2, and 3 academic vocabulary using effective ways to help all students learn, memorize, and engage deeply with tier 1, 2, and 3 Academic Vocabulary! 

I use a process I call VCAT! Visual, Kinesthetic, Auditory, and Tactile

The 5 Rules 

Have your Students Stand Up! 

Rule 1.  Pronounce the word and use the word in a student-friendly sentence, then have students pronounce the word and repeat the student friendly sentence. (Use American Sign Language gestures or other visual gestures while you explain and use the word in a sentence) 

Rule 2. Spell the word aloud and in the air or on the palm. (For younger students talk them through the directions,  gestures, and shapes of the letter. )

Rule 3. Chunk the word into syllables (For spelling practice use a mnemonic use of the phonemes to help students hear irregular spelling rules e.g, Wednesday Wed Nes Day )  

Rule 4. Count the number of letters 

Rule 5. Use the word in a contextual example and give an easy to understand example to help students make a connection to their background knowledge, then have students pronounce the word and repeat the student friendly sentence and denotation. Students then turn towards their partner and reteach the vocabulary mini lesson with gestures and high energy. Whole Brain Teaching is a Great Method for these vocabulary activities. 

Extensions: Vocabulary Quick Writes: Quick writing invites students to write brief responses to questions about a key academic vocabulary word, e.g. What do you think claim means?

Extensions: Vocabulary Games!

Extensions: PAVE Map Model. Prediction, Association, Verification, and Evaluation. Students read a list of tier 2 or tier 3 unknown words as they appear in a test, textbook and or lesson. Students use context clues ro predict the meaning of the words. 

[PDF]20 Vocabulary Lesson Ideas Brief
Teach vocabulary by sprinkling your instruction with interesting words and phrases. • Pair the word .... Marzano's six steps for direct vocabulary instruction. Step one: The ...

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Key ingredients of successful vocabulary development involves the teaching of specific words. AND providing direct instruction in word learning strategies.

[PDF]Teaching Vocabulary Explicitly - PREL
Explicitly teaching vocabulary through one teacher's journey. In “A. Teacher's Story,” we .... Direct teaching of word-learning strategies can help students become.

[PDF]VOCABULARY STRATEGIES - Houston Independent
Summary of Vocabulary Strategies and Self Assessment. .... Direct instruction is also important because it helps students learn difficult words that can ...

[PDF]Effective Vocabulary Instruction - Keys to Literacy
Vocabulary is the glue that holds stories, ideas and content together… .... Direct instruction means teaching specific words, such as pre-teaching vocabulary ...

[PDF]Essential Strategies for Teaching Vocabulary SECTION - TXCSS
tally, where vocabulary is developed through immersion in language activities. Words are also learned through direct instruction, where students learn words ...

[PDF]Effective Vocabulary Instruction - The Syracuse City School District
Effective vocabulary instruction incorporates both direct (explicit) and less direct ... instruction: specific words and independent word-learning strategies. Then ...

[PDF]Strategies to Build Student Vocabularies.pdf - Center for Excellence in ...
Teach vocabulary in a manner that is explicit and direct for our students. Frequently, we provide .....Teaching strategies leading to independent word learning.

[PDF]The Role of Direct Vocabulary Instruction - ASCD

There are many different ways to think of direct vocabulary instruction, I believe ... Students periodically engage in activities that help them add to their ...