Transcript Building Vocabulary FINAL 9-21-11 - ctteams

Presented by Jane Cook and Madeline Negrón
9/21/11
Adapted from Expediting Comprehension for English
Language Learners (ExC-ELL) materials and Negrón SIOP
Dissertation
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71% of WMS students are
reduced lunch
65% of WMS students are
22% of WMS students are
Language Learners (ELL)
18% of WMS students are
Education students
eligible for free or
Hispanic
identified as English
identified as Special
Based on WMS Strategic School Profile,
2010-11
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WMS students are coming to school with
fewer words than their non-priority school
peers.
ELLs who may appear to be fluent in English
because they have basic conversational
language are likely to have very limited
vocabulary related to specific content
Implication: Vocabulary must be explicitly
taught to help students achieve at a high
level.
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Basic Interpersonal
Communication Skills
Basic day-to-day
vocabulary for
conversational fluency
(Tier 1 and Tier 2
words)
BICS
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Cognitive Academic
Language Proficiency
Abstract vocabulary
needed to acquire
content knowledge
(Tier 2 and Tier 3
words)
CALP
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On average, an English Language Learner (ELL)
will require at least five years to attain grade
level competency on academic (context-reduced,
cognitively demanding) aspects of English
proficiency (Collier, 1987, 1989; Cummins, 1981)
The Bilingual Education Statute in Connecticut
signifies that a portion of an ELL’s language
development will have to occur in mainstream
content classrooms (Bilingual Education Statute
of the Connecticut General Statutes, 1999)
Based on Current Research, ELLs
Need a Balance of
ESL
Depth
of Vocabulary
Sheltered
Instruction
Reading &
Writing in
Content Domains
Cummins’ Language Acquisition Model
(Cummins, 2000)
Cummins’
Model Applied
COGNITIVELY UNDEMANDING
BICS
Discuss the weather
Interview a classmate
and write a short
biography
CONTEXT
A
EMBEDDED
B
Work in groups to
make a time line of
events during the
Colonial period
Talk on the telephone
about a football game
Read an email about
the game
CONTEXT
REDUCED
C
D
Read a social studies
chapter and answer
end-of-chapter
questions
Role-play a key scene Take a standardized
from a novel
test
CALP
COGNITIVELY DEMANDING
Think, Pair, Share
Think about what you have been doing in school
today. Turn to a partner and discuss the following
questions:
1. In the classes that you taught today, in which
of Cummins’ quadrants did students spend
most of their time?
2. In today’s PD session, in which of Cummins’
quadrants have you spent most of your time
thus far?
3. What do you need to do to develop context
embedded lessons which are cognitively
demanding?
How We Use Language to Understand
Prediction
Identification
Interpretation
Explanation
Organization
Retelling
Language Functions
Enumeration
Classification
Comparison/Contrast
Definition
Inference/hypothesis
Summarizing
Comprehension Strategies/Skills
Predict
Visualize
Determine important information
Make inferences
Ask & answer questions
Monitor comprehension
Make connections
Summarize
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Without reading instruction in content area literacy,
students develop Surface Comprehension which is
literal comprehension where students:
◦ Read on their own
◦ Answer low level questions
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With reading instruction integrated into content
areas, students develop Deep Comprehension which
is critical comprehension where students:
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Learn new vocabulary continuously
Associate new readings with prior knowledge
Add new knowledge
Discuss ideas
Interpret facts and information
Apply critical thinking skills to text
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Semantic Awareness is a cognitive,
metacognitive, affective, and linguistic stance
toward words.
It is the mindset that word consciousness
involves motivating and showing students how
important it is to be learning words.
Students who are word conscious are aware of
the power of the words that they read, hear, write
and speak.
Semantic awareness helps students become
skillful and precise in word usage at many levels
of complexity and sophistication.
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Teachers and students need to be word
conscious all day in every class
Teachers need to know how to teach
vocabulary so that students can learn it
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Vocabulary knowledge supports reading
comprehension
Reading comprehension builds content and
procedural knowledge (i.e., understanding
the concepts in a subject and applying that
knowledge to accomplish tasks)
Content and procedural knowledge
correlate with academic success
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Students need to know between 90% and 95% of
the words in text to fully comprehend it
Students need to be taught specific concepts with
their academic vocabulary within each content area
Students also need to be taught general vocabulary
words that they will encounter in questions when
they are assessed
Knowing words means explicit instruction not just
exposure
Students need 12 production opportunities to own
a word
Tier 1 are simple words, e.g., Dolch Basic Sight
Words, that every monolingual English speaker
knows but ELLs do not necessarily know.
Tier 2 are sophisticated words which provide
specificity to our language. Tier 2 words can
include polysemous words (words with many
meanings) which are found across academic
content areas.
Tier 3 are abstract words that are subject area
specific.
Tier 3
atom, power,
rectangle
Tier 2
rule, reply, observe, cause
Tier 1
run, talk, see, my
Comparison Between Tier 1
and Tier 2 Words
Tier 1
ran
fell
mad
good
Tier 2
sprinted
stumbled
rage
amazing
Examples of Tier 3 Words in
Content Areas
Math
Square root
Rectangle
Radical numbers
Circumference
Pi square
Power
Science
Photosynthesis
Germ
Atom
Matter
Osmosis
Power
History/Social Studies
Government
Bylaws
Bailout
Congressional
Capital
Power
A Change in Climate by Emily Sohn
From one day to the next, weather can have a big
effect on your life. When it rains, you have to stay
indoors or carry an umbrella. When it’s cold, you have to
bundle up.
Over the course of hundreds, thousands, and millions
of years, weather trends affect life on Earth in more
dramatic ways. Ice ages or long droughts, for example,
can wipe out certain types of plants and animals.
Although many species manage to survive such extreme,
long-term climate shifts, their living conditions also
change. (Grade 6.4 on Flesch-Kincaid)
Instructions: Using the passage, A Change in Climate, work in small
groups to identify and classify Tier 1, Tier 2 and Tier 3 words in the
passage. Then choose the 5 words that you would choose to teach.
Type of Words
Polysemous (words with
multiple meanings)
Phrases
Tier 3
Tier 2
Tier 1
Cognates
Connectors &
transitions
Homophones
Common
Then choose the 5 words you would teach
students prior to reading the passage. Be
prepared to explain why.
1.
2.
3.
4.
5.
6.
7.
Teacher says the word.
Teacher asks students to repeat the word 3
times.
Teacher states the word in context from the
text.
Teacher provides the dictionary definition/s.
Teacher explains meaning with student-friendly
definitions.
Teacher engages students in activities to
develop word/concept knowledge.
Teacher highlights grammar, spelling,
polysemy, etc. (This can go before step 6.)
Teaching Concepts/Vocabulary – An Example
1. Teacher says the word.
2. Teacher asks students to repeat the word
3 times.
3. Teacher states the word in context from
the text.
4. Teacher provides the dictionary
definition/s.
Effect
Say effect 3 times.
From one day to the next, weather can
have a big effect on your life.
1. The result or consequence of
something
2. Influence, or the power to make
something happen
5, Teacher explains meaning with student- Drinking caffeinated coffee at night has a
friendly definitions.
big effect on me ; I’m awake all night.
6. Teacher engages student in activities to
What has had a big effect on your life
develop word/concept knowledge.
recently? TTYP (Turn to your partner
and share as many sentences as you can
in one minute.)
7. Teacher highlights grammar, spelling,
How do we spell effect? What other
polysemy, etc. (This can go before step 6.) word is similar?
Small Group Vocabulary Activity
Choose one of your Tier 2 or Tier 3 words and work with your small
group going through the 7 ExC-ELL steps in teaching vocabulary.
1. Teacher says the word.
2. Teacher asks students to repeat the word 3
times.
3. Teacher states the word in context from the
text.
4. Teacher provides the dictionary
definition/s.
5. Teacher explains meaning with studentfriendly definitions.
6. Engages student in activities to develop
word/concept knowledge.
7. Teacher highlights grammar, spelling,
polysemy, etc. (This can go before step 6.)
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Go to the following pages on the Wiki for
more resources:
◦ Vocabulary: http://ctteams.wikispaces.com/Vocabulary
◦ ExC-ELL: http://ctteams.wikispaces.com/ExC-ELL
◦ Climate Activity: http://ctteams.wikispaces.com/Climate
Burning Questions???