Transcript Accelerating Content Vocabulary for English Language Learners

Accelerating Content Vocabulary
for English Language Learners
Timothy Sims
Based on the work of Margarita Calderón in Teaching
Reading to English Language Learners Grades 6-12.
June 15, 2009
ExC-ELL
 This presentation is on one
component of the ExC-ELL model
 Scientifically-based research that
improves ELL reading comprehension
 10 components of the lesson plans
 Calderón recommends extensive PD
with opportunities for coaching
Our Focus--Vocabulary
 Why?
 English has 1,000,000 words
 Global Complex Language
 Key factor in building Reading
Comprehension
 Often taught ineffectively
 ELLs need 12 production opportunities
to own a word
Which Vocabulary Do We Teach?
 Beck proposed a Tier system to identify the
most crucial words to teach (for all students
not just ELLs)
 Three Tiers reflect different levels of
complexity and exposure based on
individual students
 Beck suggests that you focus on Tier 2 and
3 words
 HOWEVER—ELLs NEED Tier 1 instruction
Tier 1
 Basic Words
 Simple Idioms
 Connectors
 Find, search, guest
tooth, answer
 Hit the books,
Through the roof
 So, if, then,
however, also
Tier 2
 Important and
utility words
(across content)
 Conceptual
understanding
 Cause/Effect
 Contrast/Compariso
n
 Giving Example
 Polysemous Word
 Power, cell, radical,
prime
 Provide precision
 Because, since,
 But, although, in
contrast, also
 For instance
 Table, ring, slip
Tier 3


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Low frequency words
Specific to domain/content area
i.e. Hyperbole, Isotope, Omosis
Cognate Strategy May Help
Identify 1 Word in Each Tier…
Brains have both neurons and glial
cells. The most well-studied brain
cells are neurons, which consist of a
cell body with fingerlike input
extensions, called dendrites, and a
single output, called an axon.
Neurons have different shapes
depending on the part of the brain
they’re in and their function.
For Native English Speakers
 Estimates indicate that about 8,000 basic
words need no instruction – Tier 1
 Estimates indicate that about 7,000 words
for Tier 2 or about 700 words per year.
 Beck, McKeown, and Kucan
(2002)recommend teaching about 400
words per year K-12.
Beck, I.L., McKeown, M.G., & Kucan, L. (2002). Bringing words to life: Robust Vocabulary Instruction. NY: Guilford Press.
For ELLS
 Calderon recommends 6-7 words that
are key to a text
 Must teach Tier 1 words
 Pre-teach prior to encountering in
text
 Students must know 90%-95% of
words for comprehension
 Multiple (12) opportunities for
production
ExC-ELL 7 Step Format
1.
2.
3.
4.
Teacher says the word
Teacher states context in passage
Provides definition (s) from dictionary
Teacher provides a student friendly
example.
5. Students say the word 3 times
6. Teacher ensures 100% active engagement
7. Say the word or sentence again
Let’s try it…
1. Say the word Polysemous three
times.
2. Our text says that polysemous words
can some of the most troublesome
for ELLs because they often only
know one meaning of the word.
Let’s continue
3. pol·y·se·mous--adj. Having or
characterized by many meanings:
highly polysemous words such as
play and table.
4. In other words polysemous words
are…
5. Say Polysemous three times…
continued
6. Turn to a partner and explain
polysemous words to them. Have
your partner give you examples of
polysemous words. Be ready to share
your partner’s ideas.
7. Let’s spell it together
Ideas for Step 6
 Think Pair Share
 Cooperative Learning
 Expert Jigsaw





Affixes/Prefixes/Roots
Props/Realia
Create lists
Example/Non-example
Underline Red, Yellow, Green
Ideas for Step 6
 Four Corners
Word
Picture
Sentence
Definition
Ideas for Step 6
 Cognate Strategy







http://www.colorincolorado.org/article/14307
Mnemonic Devises
Synonym Webs
Visual Thesaurus
Free write
Word Wall
Picture Dictionary/Personal Dictionary
What about time?
 Think about teaching 1 word a day
(per content area) until the students
know the process.
 If you teach 2-3 words per content
area that is 8-12 words in the core
content areas a day.
 40-60 words a week
 1200-1800 words in 150 days
Other ideas




Select between all 3 tiers
What if art/PE/Music were involved?
What about ESL teachers?
Others?
Other Resources
 Wordsift
 http://www.wordsift.com
 Margartia Calderon’s Website
 http://www.margaritacalderon.org/
 Tier Description
 http://t4.jordan.k12.ut.us/cbl/images/CB
L_Documents/3tiervocab.pdf
 http://web1.d25.k12.id.us/home/title1/v
ocabdev.htm
Let’s Practice…




Select a partner
Outline a Seven Step Activity
Be prepared to share
For step 6 you can choose an idea
from today or your own!
Reminder of the 7 Steps
1.
2.
3.
4.
5.
6.
7.
Say
Text
Definition
Example
Repeat
Activity
Say Word/Sentence
Roman Empire
The social structure of the Republic was
basically divided between two main groups:
the patricians, or the wealthy noble class, and
the plebeians, the broad mass of peasant
citizens. One's class was hereditary, meaning
that even if one was lucky enough to be one of
the few plebeians who became wealthy and
rich(or at least attained enough wealth to be
considered middle class), especially as a
merchant, one was still considered a plebian.
Likewise, some patricians had become almost
poor towards the latter end of the Republic.
Plant Cells
A cell is a very basic structure of all living
systems, consisting of protoplasm within a
containing cell membrane. Only entities
such as viruses—literally on the boundary
between non-living chemicals and living
systems—lack cells or basic cell structure.
All plants, including very simple plants
called algae, and all animals are made up
of cells, and these are organized in various
ways to create structure and function in an
organism. Biologists recognize two basic
types of cells: prokaryotic and
eukaryotic.
Questions?
References
Calderón, M. E. (2007). Teaching Reading to English
Language Learners, Grades 6-12: A Framework for
Improving Achievement in the Content Areas. Thousand
Oaks, CA: Corwin Press.