Transcript Building Bridges for Emergent Bilinguals, Part III

Building Bridges for
Emergent Bilinguals, Part IV:
Developing Vocabulary Across
Content Areas
Rebecca Curinga, PD Coordinator
Ingrid Heidrick, PD Facilitator
PD Session #4
March 7, 2014
The CUNY Graduate Center, Room 9205
Agenda
8:45 Review of ‘Reading to Learn’ and the Read
Retell-Respond Method
9:30 How Bridges students acquire new vocabulary
• 10:30 Break
10:45 Teaching vocabulary with Concept Maps using
the Bridges Curriculum
• 12:00 Lunch
1:00 Practicing methods of vocabulary development
across content areas using the Bridges
Curriculum
2:30 Wrap-Up, Homework and Evaluation
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Your Questions from last
session
• How can we make sure that students can retell
after a certain point, especially those who can’t
read?
• What language do we use to make sure students
understand what to do?
• How to build more oral vocabulary?
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Activity 1:
Review from last session
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HW Review: ‘Reading to Learn’
• Think-pair-share, your experience with:
• Developing Before, During, and After activities.
• Read-Retell-Respond method
• Extension activities focusing on cueing systems in
‘reading to learn’
• You have five minutes to discuss your
experiences.
• Be prepared to share one effective new
method you incorporated for either Before,
During or After reading.
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Reading Stages
• Learning to Read: up to 3rd grade
• Learning the ‘mechanics’ of reading
• Confirmation of oral language and concepts
you already know
• Reading to Learn: 4th grade and up
• Fluency and automaticity in reading
• New concepts and information are learned
through reading
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Comprehension Requires
All Readers Need
• Some framework for academic
content or topic (pragmatic,
semantic, vocabulary)
• High-level knowledge of the
language system (pragmatic,
semantic, syntactic and
morphological)
• Graphophonic knowledge
(phonological skills)
Bridges Students Need More Help
• Building the content or topic
knowledge
• BEFORE READING
• Learning the English language
system
• BEFORE, DURING & AFTER
READING
• Acquiring graphophonic
knowledge
• BEFORE, DURING & AFTER
READING
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Components of Reading
Top Down
Pragmatics & World
Knowledge
Semantics/Vocabulary
Syntax
Morphological Skills
Reading
Comprehension
Phonological Skills
Print Concepts
Bottom up
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Today’s Goals
To be able to:
• Identify the components of vocabulary knowledge
and how they apply to Bridges students.
• Understand how to use Concept Maps to help
Bridges students acquire new vocabulary.
• Learn and practice word play activities to directly
aid reading comprehension for Bridges students.
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Activities for Goal 1:
How do Bridges students
acquire new vocabulary?
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Vocabulary
Breadth
•How many
words do you
know?
Depth
• How much do
you know about
each word?
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What does a monolingual’s
vocabulary look like?
collocations/
idioms: bear
fruit, forbidden
fruit, fruits of
one’s labor
semantic: an edible
part of a plant,
usually fleshy and
containing seeds;
banana, apple,
orange; vegetables,
dairy, meat
frequency: 43
times per million
words; easily
accessible
fruit
pragmatic:
general term;
no specific
context
phonological: [fru:t],
[fru:ts], [fru:te]
rhymes with suit;
sounds like fresh,
friend, front
morphological:
fruit-s, fruit-y
syntactic: (noun)
a, the fruit; fruit
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What does it mean to know a
word?
FRUIT
DEPOSITION
MENDACIOUS
Knowledge of a word is incremental!
I never
heard it
I have a
sense of it
I know it
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(Beck, McKeown & Kucan, 2002; Nagy & Scott, 2000)
How many words do we actually know?
Our oral vocabulary = Approximately 20,000
word families e.g. life: lives, lived, alive,
lifeless, lively
10%
90%
High
Frequency
(but, so,
because, man
woman)
Low Frequency
(ancestors,
melanin,
absorb)
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(Nation, 1993)
How does this translate into
what we are reading?
Frequency of written words
20%
80%
(Nation, 1993)
High
Frequency
(but, so,
because, man
woman)
Low Frequency
(ancestors,
melanin,
absorb)
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What does the bilingual’s
vocabulary look like?
collocations/idioms:
bear fruit – dar fruto
forbidden fruit –
fruta prohibida
fruits of one’s labor – frutos
de su trabajo
semantic: an edible
part of a plant, usually
fleshy and containing
seeds
banana, apple, orange;
vegetables, dairy, meat
frequency:
fruit: 43x pmw
fruto: 18x pmw
fruta: 24x pmw
fruit,
fruto/fruta
pragmatic:
general term;
no specific
context
phonological: [fru:t],
[‘fru:to] [‘fru:ta]
rhymes with suit; bruta;
sounds like fruto/a,
frente, frío, fresh, friend,
front
morphological:
fruit-s, fruit-y
fruto-s, fruta-s
syntactic:
el fruto; la fruta
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Summary of vocabulary knowledge
• Complex network of interrelated knowledge
• Continues to change and grow throughout the
lifespan
• Takes years of wide-spread exposure to a
language to acquire a
“native-like” lexicon
A bilingual is not the sum of two
monolinguals!
(Grosjean, 1989)
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Learning new words in English for
Bridges students
1. Concepts in home language, just new
label
• e.g. family, book
2. New concept and new vocabulary
word
• privacy – no translation in many languages
• equation – there is a word in home language
but Bridges students don’t know it
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Word Sort Activity
Make two piles of words:
1. Words Bridges students will most likely
have a concept for in home language
2. Words that will most likely be new
concepts for Bridges students
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Connection between concepts and
words
Home
language
vocabulary links
English
conceptual links
conceptual links
Concepts
(adapted from Kroll & Stewart, 1994)
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Summary of Bridges students’
vocabulary
• Some universal concepts in home language but
many are culturally specific
• Many “everyday” words in home language, but
need academic words/concepts in both languages
• Everyday words are often Tier 1
• Academic words can be Tier 2 or Tier 3
• Academic words and new concepts need to be
explicitly taught
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Vocabulary in the Bridges Curriculum
Week 1: ENGAGE, INTRODUCE ESSENTIAL QUESTION & BUILD BACKGROUND
Non-Print
You Can Get it if you Really Want (Song)
http://www.youtube.com/watch?v=18EAqHx2lMk
Rabbit and Turtle Video3 (1934)
http://www.youtube.com/watch?v=OdZIfafAlaU
Central Concepts
Tier 3/ Tier 2
Each concept gets full notebook page in the ‘Word
Study’ book.
story
title, author
beginning-middle-end
The concept map will include stories that are ‘true’ and
those that are ‘imagined.’ The language of fiction and
non-fiction comes later in the year.
Students will become familiar with story elements using
everyday tier 1 questions. They will learn the academic
labels for the elements in Week 3.
ELA, Unit 2, Week 1
TEXT
Central: Print
Week 1 LEA Text- Rabbit & Turtle
Project model- Dramatized Story
(forthcoming July 2013)
VOCABULARY
General Academic Words
Tier 2
Supplementary
Any fictional story that students
can read and retell using
elements.
Everyday Words
Tier 1
Each word is logged in ‘General
Academic Vocabulary’ section of
vocabulary binder.
Each word is in Weekly glossary to be
put into subject section of vocabulary
binder.
Adjectives: determined, confident
Nouns: rabbit, turtle
Verb: predict
Verbs: race, walk, run, win, lose,
laugh, brag, sleep, relax, continue
Signal words: but, so, because
Adjectives: fast, slow, happy, angry
You will begin a T-chart this week for the
class with words used to describe people
and personality traits, you will add to this
list each week with new characters.
WH Question words: who, where,
what, how, why
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•What are some methods you
currently use to teach
different types of vocabulary
in your classroom?
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Teaching Bridges students strategies
for learning new vocabulary
Tier 1: Picture
Glossary
Tier 1 & Tier 2: Word
Wall
Turtle
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Bridges vocabulary strategies
continued
• Keep words alive through repetition and
reinforcement
• Provide rich and varied language experiences
• Keep a well-stocked classroom library
Tier 2
• Word play activities
• Vocabulary binder
Tier 3
• Concept Maps
• Word Study
notebooks
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Activities for Goal 2:
Understanding vocabulary
instruction using Concept Maps
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Unit 2 ELA, Week 5, Lesson 21
Develop a concept map for the ELA
central concept:
STRONG
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Example concept map
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(Chularut & DeBacker, 2004)
Concept maps in Bridges
1. Always start with what the related ideas students
know best
• with pictures and HOME LANGUAGE
2. Show relationship between ideas
• can even write the relationship on the line (an example)
3. The understanding of the central concept grows
within a context defined by the Focus Question
(and Essential Question)
4. Return to definition to refine the idea
throughout the unit
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Measuring
vocabulary
outcomes in
Bridges
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Activities for Goal 3:
Practicing word play activities to
directly aid reading comprehension
for Bridges students
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Vocabulary development 
English literacy
• Stage 1: No English vocabulary, no reading
• Stage 2: First English words, first attempts at
reading.
• Stage 3: Recognizes simple English sight words
and sentences.
• Stage 4: Recognizes more difficult vocabulary and
more complex sentences.
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A Model of Second Language
Reading
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(Bernhardt, 1994)
Vocabulary in text
• About 1-3 new words can be figured out
through understanding word parts
• indicate indicates, indicated, indication,
indicator
• Cognates: árbol (Spanish “tree”)  arboretum
• More exposure to words helps develop
knowledge about the word (need 8+
encounters)
• Rich contexts, and knowing how to use textual
cues aid word knowledge
(Nagy & Anderson, 1984; Sternberg, 1987; Ellis, 1995)
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Bridges Word Play activities
Repetition, varied experience, language
practice, differentiation
• Do-think-say
• Word Connection
• Word Sort
• Visual literacy
• Picture label
• Word match
• Dramatization
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Application / Practice
in Content Area Groups
Participants develop a vocabulary exercise in content
areas from menu of word-play activities.
1. Develop an activity that supports the vocabulary
of the week using Tier 1 and Tier 2 vocabulary
from the Bridges Curriculum in your content
area.
2. Think about how the activity connects with what
you learned about vocabulary knowledge.
3. Share your activity with the other groups.
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Summary of Today’s PD Session
• What has changed in your understanding of
how Bridges students acquire vocabulary?
• What is one thing you will do in your
classroom this week to help build vocabulary
knowledge?
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Homework Assignment:
Practicing Vocabulary Methods
Document your experience with the following and
be prepared to share at the next PD (April 4):
• Build vocabulary activities to expand breadth and
depth of vocabulary knowledge of your students
using your classroom content.
• Create a Concept Map for a Tier 2 or Tier 3 word.
• Develop at least two word play activities that help to
deepen knowledge of the Tier 1 and Tier 2 vocabulary
words.
• Implement the activity with your current students.
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Recommended Reading
• Hiebert, F. Vocabulary Unpacked. Text Project and
University of California, Santa Cruz in partnership
with NYC Office of English Language Learners.
• Graves, M. F., August, D., & Mancilla-Martinez, J.
(2013). Teaching vocabulary to English language
learners. Teachers College Press.
• Beck, I. L., McKeown, M. G., & Kucan, L. (2013).
Bringing words to life: Robust vocabulary instruction.
Guilford Press.
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