Transcript 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.
January 22, 2014
HPS Curriculum Conference
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?


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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

Power, cell, radical,
prime

Provide precision
 Because, since,
 Cause/Effect
 But, although, in
 Contrast/Comparison
contrast, also
 For instance
 Giving Example

Polysemous Words

Table, ring, slip
Tier 3
Low frequency words
 Specific to domain/content area
 i.e. Hyperbole, Isotope, Osmosis
 Cognate Strategy May Help

Identify 1 Word in Each Tier…
Text 1:Prokaryotic and Eukaryotic Cells
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.
5.
6.
7.
Teacher says the word
Teacher states context in passage
Provides definition (s) from dictionary
Teacher provides a student friendly example.
Students say the word 3 times
Teacher ensures 100% active engagement
Say the word or sentence again
Let’s try it…
1.
2.
Say the word Polysemous three times.
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.
4.
5.
pol·y·se·mous--adj. Having or
characterized by many meanings:
highly polysemous words such as
play and table.
In other words polysemous words are…
Say Polysemous three times…
continued
6.
7.
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.
Let’s spell it together
Ideas for Step 6


Think Pair Share
Cooperative Learning
 Expert Jigsaw

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
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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/CBL_D
ocuments/3tiervocab.pdf
 http://web1.d25.k12.id.us/home/title1/vocabd
ev.htm
Let’s Practice…
Select a partner
 Choose text
 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
Say
2. Text
3. Definition
4. Example
5. Repeat
6. Activity
7. Say Word/Sentence
1.
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.