survival guide: achieving success with english language ... · survival guide: achieving success...

Copyright (2013) Maria Elena Arguelles 1

The ELL Teacher’s

Survival Guide:

Achieving Success with

English Language

Learners

María Elena Argüelles, Ph.D. Swift Current - May 2013

Types of Vocabulary

Requires a speaker or writer to

produce a specific label for a

particular meaning.

Requires a reader or listener to

associate a specific meaning with a

given label as in reading or listening.

Expressive Receptive

Listening Words we understand when

others talk to us

Speaking Words we use when we talk

to others

Reading Words we know when we see

them in print

Writing Words we use when we

write


RELATED

1: two things that are connected to each other

2: people connected by family

3: to understand the feelings or situation of others

4: to tell a story or tell about events that happened

5: two things that are NOT connected to each other

RELATED

The witness related to the police officer what he saw during the bank robbery.

A student’s writing skills are related to his or her reading skills.

The counselor related well to troubled teenagers because she had had some of the same problems when she was younger.

His work as a fireman is unrelated to his weekend job at the store.

Melissa invited all those related to her fiancée and to herself to the wedding.

Mrs. Perez proudly related to her friends how well her daughter Clara was doing in school.

The history of the U.S. is related to the history of many other countries.


• No oral language required

• Everybody involved

• Multiple opportunities to practice

• Wait time

• Use of consistent prompts/cues

• Immediate feedback

Activity Components (RELATED)

Instruction for ELL

Use knowledge of stages of language

development to plan instruction and choose

materials Reduce language load when focusing on content and

skills

Reduce level of difficulty of content when focusing on

language

Adjust use of English Language skills vs. content skills


Because of the huge amount of damage and loss of life that hurricanes can cause, scientists are always seeking better ways to track the storms and predict their movements. The National Aeronautics and Space Administration (NASA) has developed a system of satellites to watch hurricanes and figure out their probable

paths.

Academic Language

Houghton Mifflin Reading (2010) P 53X

Instruction for ELL

Make relationships among concepts overt and

emphasize distinctive features Errors of transfer

Vocabulary

Sounds

Spelling

Grammar

Stress

New vocabulary Concept vs. Label


Transfer of Skills and Knowledge

General language transfer involves students using what they know in their home language to understand concepts and content in English (Gersten, 1996).

• Positive, negative, and zero transfer

• Different types of writing systems

• When, how, what, and what conditions are necessary for transfer to occur

Concept Board

How are these dams different?

Joe Robinson, 2005


Providing Feedback

• Consistently provide meaningful feedback • Recasting

• Pronunciation, grammar, vocabulary

• Changing the mode of response • Productive vs. recognition

Recasting

“She liky how she play ball”

Refine the grammar and pronunciation.

She likes how he plays ball.

Expand the meaning/vocabulary.

She admires how well he plays basketball.

Barbara Gaiser


Recasting

“John bery happy to going to party”

• Refine the pronunciation and grammar.

John is very happy to be going to the party

• Expand the vocabulary/meaning.

John is elated to be going to the prom.

Barbara Gaiser

Business vs. Process Language

• Provide students with frequent

opportunities to use oral language in the

classroom.

• Encourage parents to read to their

children and engage them in meaningful

conversations.


Level 1

Comprehend Produce Assessment Some language patterns (phrases and short sentences) when presented with visual and graphic support

Pictorial and graphic representation of the language with sporadic words, phrases, and memorized chunks of language

• Identify objects, illustrations, symbols, or words by pointing or naming

• Match and label pictures and words

• Follow one-step directions

• Sort objects or illustrations with words into groups

• Illustrate and label words in graphic organizers

• Make collages or photojournals about stories or topics

Level 2

Comprehend Produce Assessment General, high-frequency language related to content when presented with short sentences that have visual or graphic support

Halting language with high-frequency vocabulary marked with errors that tend to impede the meaning of the communication

• Name and describe objects, people, or events with phrases

• Plot timelines, number lines, or schedules

• Follow multiple-step directions

• Define and categorize objects, people, or events with visual or graphic support

• Analyze and extract information in charts and graphs

• Sequence pictures with phrases


Level 3

Comprehend Produce Assessment General and some specialized vocabulary and language patterns of content when presented with a variety of expanded sentences with some support

Language with hesitancy that includes general and some specialized vocabulary marked with errors that may impede the communication but retain much of the meaning

• Compare and contrast objects, people, or events with sentences

• Outline speech and text using graphic organizers

• Use information from charts, graphs, or tables

• Make predictions, hypotheses based on illustrated stories, events, or inquiry

• Take notes

• Produce short stories, poetry, or structured reports with supports

Level 4

Comprehend Produce Assessment Specialized and some technical vocabulary and language patterns of content when presented with a variety of sentences of varying language complexity

Organized language that includes specialized vocabulary with minimal errors that do not impede the overall meaning of the communication

• Explain processes or procedures with extended discourse/paragraphs

• Produce original models, demonstrations, or exhibitions

• Summarize and draw conclusions from speech to text

• Construct charts, graphs, and tables

• Discuss pros and cons of issues

• Use multiple learning strategies


Level 5

Comprehend Produce Assessment Technical vocabulary and language patterns when presented with a variety of sentences of varying language complexity in extended discourse

Cohesive, organized, and fluent language that includes technical vocabulary with developmental errors similar to those of proficient English peers

• Justify and defend positions through speeches, reports, or essays

• Research and investigate academic topics using multiple resources

• Explain relationships, consequences, or cause and effect

• Debate issues

• React and reflect on articles, short stories, or essays of multiple genres from grade-level materials

• Use multiple learning strategies

Cloze Passage to Assess the Use of Prepositions

A Problem in My Neighborhood

There is a problem in my neighborhood. Children have no safe place to run and play. The streets are filled ___ cars and buses. There are many holes and cracks ___ the sidewalk. There is garbage ___ the ground.

The neighbors want to find a safe place ___ children to play. They meet to talk ___ the problem. They decide to build a playground. It will make the neighborhood a safe place for children ___ play.

about on for in to with


Cloze Passage to Assess Academic Achievement

Our Nation’s Capital

Washington, D.C., our nation’s capital, sits on the East Coast of the United States. It is a city, but not a ___; D.C. stands for District of Columbia. Millions of people come each year to visit its famous ___ and monuments.

The White House is the home of the ___ and his family. The Capitol is the home of Congress; that’s where the country’s ___ are passed. Embassies are homes of foreign diplomats. There are embassies from countries all over the world in Washington, D.C.

Many of the monuments in our nation’s capital honor our ___ past presidents. The tallest monument is named for the first president, George Washington. The Lincoln and Jefferson ___ also have the names of important presidents. Our capital is full of beautiful sights.

buildings country’s state memorials president laws

Characteristics of High Quality Instruction

• Is explicit and systematic

• Provides multiple opportunities for practice

• Maximizes student engagement

• Increases time on text/Increases time on task


Characteristics of High Quality Instruction

• Think

• Have students think and record responses

• As students are writing, move around the classroom and record their ideas and their names

• Pair

• Have students share their ideas with their partners

• Have them record their partner’s best ideas As students are sharing, continue to record ideas

• Share

• Share responses with the class.

Adaptations

Linguistic Support Graphic Support Visual Support • Use of native language • Definition of key

terms within sentences (e.g., “What are

your plans this weekend; tell me what you are going to do on Saturday and Sunday.”)

• Modification of sentence patterns (i.e.,

avoiding passive voice)

• Use of redundancy or rephrasing

• Opportunities to interact with proficient English models

• Charts • Tables • Timelines, number

lines • Graphs • Graphic organizers

• Real objects • Manipulatives • Photographs • Pictures,

illustrations • Diagrams • Models (e.g.,

displays)

• Magazines, newspapers

• Videos • Multimedia


Language Sample: Ti-Sang, 12-year-old from Cambodia

“Hmm...they-they, like, speak Cambodian more because they more comfortable in it. They don’t want to talk English sometime because- when they go to school they don’t, like, really talking, right? But when at home they chatter-talk. ‘Cause they kind of shy, you know, like, when the teacher call on them and they don’t know the answer, sometime they know the answer but they shy to answer. If you ask them, ask them so quietly, they answer.”

Wong & Snow (2000)

• Teach academic language in the context of content

instruction.

• Work on the kinds of construction that figure in

logical reasoning (such as, conditional sentences or

conditional comparative constructions).

• Teach words that express logical relationships (if,

because, therefore, however, unless, same, alike, different

from, opposite of, whether, since, unless, almost, probably,

exactly, not quite, always, never, etc.) -Critical to

understanding academic text because they link

ideas. Lily Wong Fillmore

Academic Language


• Teach the meanings and uses of terms that express relationships in time, space, quantity, direction, order, size, age, etc.

• Study the use of prepositions such as: above, over, from, to, near, until, toward, beside, etc.

• Adjectives/adverbial forms such as hardly, scarcely, rarely, next, last, older, younger, most, many, less, longer, least, higher and so on.

Lily Wong Fillmore

Academic Language

Student’s Response to Discrimination

“I am absolutely oppose. My boss

discriminations me all the time at Macy’s.

She salaries me lower than other people and

prejudices at me sometimes.”

Kinsella, 2005


The ions that make up an ionic compound are arranged in a repeating three dimensional pattern called a crystal lattice.

(From Holt Science & Technology)

English Learners & NCLB: Issues of Language, Literacy, and Testing Lily Wong Fillmore. Purdue University Lecture Series for Educators. 10/29/05

Academic Language


(From Holt Science & Technology)

English Learners & NCLB: Issues of Language, Literacy, and Testing Lily Wong Fillmore. Purdue University Lecture Series for Educators. 10/29/05

Academic Language


The ions are arranged in a three dimensional pattern

Wong Fillmore (2005). English Learners & NCLB: Issues of Language, Literacy, and Testing. Purdue University Lecture Series for Educators

Academic Language

that make up an ionic compound

repeating

called a crystal lattice


Academic Language

The dog that lives at the fire station makes weekly demonstrations for school children on the stop, drop, and roll method.


When they grow, we will be proud to have

planted these trees and happy that they

have added something to the beautiful

forest. ___________________________

______________________________________________________

Phrasal Verbs

call on, calm down, (not) care for, care for, catch on, catch up (with), check in(to), check off, check out (of), check out, cheer up, chew out, clam up, come across, come down with, come to, count on, crack down (on), cross out, cut back (on), iron out, pan out, pass away, pass out, pick out, pick up, pick on, pitch in, pull off, pull over, put away, put off, put on, put out, put up, put up with, put back, do in, do over, drag on, draw up,

Scarcella 2001

act up, act like, add up, add up to , ask out, get across, get along (with), get around, get around to, get by, get off, get out of, get over, get rid of, get up, give up, go out with, go with, goof off, grow up, make fun of, make up, make up (with), make for, mark up, mark down, mix up, back down, back off, back up, blow up, bone up on, break down, break in, break up, bring (take) back, bring off, bring up,

Common phrasal verbs that ELs should know in the elementary:


Phrasal Verbs

throw out, throw up, try on, try out, try out (for), turn around, turn in, turn down, turn off, turn on, turn up, hang up, have to do with, hold up, nod off, call off, keep on, kick out, drop out (of), draw out, jump all over, rip off, round off, run into, build up, burn down, burn up, butt in, butter up, hand in, hand out, drop off, drop in (on), drop by, brush up on, take off, take up, tell someone off, tick off, throw away, take care of,

Scarcella 2001

knock out, knock oneself out, set up, set back, slip up, stand out, stand up, show up, stand for, face up to, fall through, feel up to, figure out, run into, run out of, eat out, egg on, end up, fill in, fill in for, fill out, find out (about), lay off, leave out, let down, let up, look back on, look down on, look forward to, look in on, look into, look like, look over, look up, look up to, luck out, take after, take/bring back,

Common phrasal verbs that ELs should know in the elementary:

Sentence Frames

Girard, 2003

• I found out that . . .

• I learned/ heard/ discovered . . .

• I was surprised that . . .

• I now realize . . . .

• In my opinion . . .

• I think . . .

• _______ emphasized that . .

• It seems to me that . . .

• I agree with ______ that . . .

• I believe/imagine/predict

• I concluded/deduced/

suspected/speculated

• As _________ already

pointed out, I think that …

• I want to find out more

about/I am beginning to

wonder if …

• ________ told me/explained

to me/mentioned/shared

• After much consideration,

I/we concluded that…


1. Envelopes

2. Cut up categories

3. Cut up headings

4. White board, blackboard, or chart paper

5. Prepared sentence frames that focus on content-area

academic vocabulary

• Form groups of 2-4 students

• Tell students how many matches per category

Sentence Frame Sorting Activity

The Write Group Questioning the Author Participant Manual

Materials:


AISED

SOLID

no color television

can be poured

GAS

has a certain

size or shape

milk

LIQUID

water

chair

no definite

shape or volume

oxygen



AISED

SOLID

no color television

can be poured

GAS

has a certain

size or shape

milk

LIQUID

water chair

no definite

shape or volume

oxygen

We categorized _______ under _________ because ____________.

Sample Sentence Frame


Using Sentence Frames in Math

• Pair up students.

• Give each pair a different shape.

Compare your shape to this one:

• How is it different? How is it alike?

“Our shape is a _______. One similarity

between the ______ and the _______ is that ___________________. However, the _______ has _________________, while the ______ has _____________.”

Sample Math Sentence Frame



• How is it different? How is it alike?

• “Our shape is a heptagon. One similarity between the heptagon and the trapezoid is that they are both closed figures. However, the trapezoid has two parallel sides, while the heptagon has none.”



• “Our shape is a heptagon. Two similarities between the heptagon and the trapezoid are that they are both made of line segments and they are both closed figures. Two differences between the heptagon and the trapezoid are that the trapezoid has four sides and the

heptagon has seven and that the trapezoid has two parallel sides and the heptagon has none.”



• Although ________ and ________ have many differences, they are similar in a variety of ways. First, ________ and ________ are similar because they both ________. Additionally, they both ________. On the other hand, one of the differences between ________ and ________ is ________. Also, ________ whereas _________ does not.

• Add comment or connection

Compare/Contrast Writing Frame

Bury Common Terms

• draw

• pass out

• pick up

• show (me)

• question

• answer

• figure out

• find

• sort


Beginning/Early Intermediate

A ______ is a ______.

Intermediate

A _______ is a _____ because _____.

Early Advanced/Advanced

A ______ is a _____ because ______. It is not

______ because ________.

Categorizing

Beginning/Early Intermediate

A shark is a fish.

Intermediate

A shark is a fish because it is cold-blooded.

Early Advanced/Advanced

A shark is a fish because it is cold-blooded and breathes through gills. A shark is not a

mammal because it does not have hair.

Categorizing


Using Precise Language

articulate

tell

speak

utter

state

report

declare

pronounce

conclude

verbalize

claim

SAY

convey

describe

Using Precise Language

glance

stare

gaze glimpse

peep

observe peek

watch glare notice

LOOK

view

examine


Promoting Academic Language

• Think-Pair-Share (playing cards, 4 corners)

• Give One/Get One

• Role playing, dramatizations, content

Interviews

• Sentence Starters

• Debates

• Book talks

• Completing webs, concept maps, SFA in

groups or pairs

• Provide alternatives to specific words

A-B-C

A strategy for helping students formulate

higher-level responses to questions and scaffold analytical writing.

1. Ask a question related to a topic of study

2. Students answer the question,

3. Back it up with evidence (text, personal experience, observation),

4. And then make a comment or connection


A-B-C

Do you think it is important to learn a second

language?

“I believe that learning to speak a second language is very beneficial. Learning a second language

exercises the brain and improves memory. I plan to study and learn Italian because I enjoy how it

sounds.”

Mary 1 Sally 2 grandma 3

cookies 4 kitten 5 house 6

Referents

Sally came over to play at Mary's house. She was so excited to visit her house because she had heard it was a beautiful place. When she got there, Mary's grandmother opened the door. Her grandmother offered her some cookies and milk while she waited for her friend to show up. She came out of the kitchen carrying a great big tray full of different kinds of cookies. They were delicious. Finally, her friend showed up with a surprise in her hands. It was a fluffy, white kitten! It was tiny and soft. They played with it the entire afternoon.


The heated air above a fire rises in a

pillar of smoke and burnt gases, pulling

fresh air in from the sides to replace it.

Firefighters use this fact when they …

Marking Cohesive Ties

The heated air above a fire rises in a

pillar of smoke and burnt gases, pulling

fresh air in from the sides to replace it.

Firefighters use this fact when they …

Mark with arrows and other symbols the ways in which words and phrases refer to each other in

this exercise passage.

State title and author State an inference about character change or theme

The book/story/novel “TITLE” by (author) …

“TITLE” by (author) …

In the book/story/novel “TITLE,” the author …

In the book/story/novel “TITLE” by (author), …

Key phrases to communicate theme

… is about … …explores…

… reminds us … …examines…

… highlights the importance of …

… demonstrates that …

Key phrases to show character change

… (character name) feels/learns/faces/

discovers/realizes/uncovers/encounters…

Examples The novel “To Kill a Mockingbird” explores prejudice and justice.

In “Charlotte’s Web” by E.B. White, Wilbur learns the significance of friendship and loyalty.

Academic Language: Writing

Adapted from Tonya Ward Singer (2006)


Language component

Sample words and frames

Examples

Verbs and adjectives for stating an opinion

Sample verbs suggest, recommend, advocate, strongly disagree, agree, urge, should, benefit

Sample adjectives inaccurate, inappropriate, harmful, unwise, beneficial, effective, excellent, responsible

Cause-and-effect words and phrases to justify an opinion

because, since, so, due to, will help you … supports the argument that …

Conditional tense for giving examples

If …, would …

Phrases to acknowledge and address counter arguments

To acknowledge People may … I realize … I understand … I can see why … You might think …

To counter or contrast while, although, however, yet, contrary to, but

Words for drawing conclusions

in conclusion, thus, therefore

Adapted from Tonya Ward Singer (2006)

Some strongly disagree with allowing students to bring cell phones to school.

It is inappropriate to let students bring phones to school.

Due to the distraction of ringing cell phones, many students will have trouble concentrating.

If students brought cell phones to school, the bells and ring tones would interrupt classes all day long.

While people may argue that cell phones are necessary for emergencies, they should consider that every classroom already has a regular phone.

In conclusion, cell phones should be banned from schools.

“It is the ___ of an ___ ___ to be able to ____ a ___ without ___ it.”

Aristotle

Word Order

educated entertain mind accepting mark thought


Classroom discussion….

Low track classes

Middle track classes

High track classes

Mixed classes

Minutes of discussion/lesson

0.70 1.44 3.30 1.42

…is rare and brief

Applebee, Langer, Nystrand, & Gamoran, 2003; Gamoran & Nystrand, 1991

Take the Academic Language Oath!

“I will ensure that EVERY single student in my class speaks, and often also writes, at least one meaningful academic sentence EVERY day!”

Kevin Feldman, 2011


Pretend you are an author that is writing a college-level textbook about instruction for English language learners.

With your neighbor, write a sentence for your textbook concerning assessment for ELLs.

Use of Oral Language

• Provide ELL with frequent opportunities to use oral

language in the classroom (Arreaga-Mayer & Perdomo-Rivera,

1996).

– Only 4% of ELLs’ day was spent engaging in “student

talk”

– Only 2% of ELLs’ day was spent engaging in “academic

talk” (Vanessa Girard, Project ELLA)

– Active, daily language use should be structured to include

both conversational and academic discourse (Gersten & Baker, 2000).

• Encourage parents to read to their children in their home

language (Quiroga, 2002)


Vocabulary Knowledge

• is strongly linked to academic success (Becker, 1997; Anderson

& Nagy, 1991).

• is the BEST predictor of reading comprehension. First grade

vocabulary predicts 11th grade reading comprehension. (Cunningham & Stanovich, 1997)

– facilitates accurate word recognition.

– is critical to reading achievement and comprehension (Stanovich,

1993). If a word is decoded and pronounced but the meaning is not

recognized, comprehension will be impaired.

• Much of the failure to understand speech or writing beyond an

elementary level is due to deficiencies in vocabulary knowledge

(Carroll 1971)

Vocabulary Gap

• Average child from a welfare family hears about 3

million words a year vs. 11 million from a

professional family (Hart & Risley, 1995).

– By age 4, the gap in words heard grows to 13 vs. 45 million

Words heard . . .

per hour 100-hr week 5,200 hr year 3 years

Welfare 620 62,000 3 million 10 million

Working Class 1,250 125,000 6 million 20 million

Professional 2,150 215,000 11 million 30 million


“In fourth grade, poor children’s reading comprehension scores start

a drastic decline – and rarely recover.”

• “They hear millions fewer words at home than do their advantaged peers – and since words represent knowledge, they don’t gain the knowledge that underpins reading comprehension.”

• “Immerse these children, and the many others whose comprehension is low, in words and the knowledge the words represent – as early as possible.”

THE CAUSE:

THE CURE:

(American Educator, American Federation of Teachers, Spring, 2003, Cover)

Tiers of Words

Tier 1- Basic, everyday words that students learn on their own.

Tier 2- Are common enough that most mature readers are familiar with them. They can be found across various contexts and topics and understanding the meaning of these words promotes everyday reading and listening comprehension.

Tier 3- Low-frequency words; many of which are domain specific.

Beck, McKeown, & Kucan, 2002


Doctors around the world have used curare to anesthetize patients to sleep during operations.

Which of these words would you choose to pre-teach?

Tiers of Words for ELL

• High frequency, grade-level, and content area words

• Less obvious cognates

• Multiple meaning/polysemous words – Need to be deliberately taught

– Students must learn how to use them in various contexts

(Adapted from Calderón, et al. 2003)

Tier 2A Words

Tier 2BWords


Making the Match!

a stone

ROCK to move

back and forth

a type of music

I have a collection with many different kinds of

rocks

My teenage brother is

always listening to rock on the

radio

My Mom rocks my

baby brother to

sleep

BRANCH

Context: tree

Meaning: limb of a tree Sentence: As a child, we had a swing hanging from one of the branches of the tree in our yard

Context: division

Meaning: separation; division

Sentence: The river branches off into three smaller tributaries.

Context: business

Meaning: local office Sentence: When my cell phone wasn’t working, I took it to a branch of Cingular in Miami

Context: government

Meaning: one of the three divisions of the government

Sentence: The legislative branch deals with creating and upholding the laws of our country

Context: military

Meaning: a division of the military

Sentence: The four branches of the military are navy, marines, army, and air force

Context: aspect

Meaning: part, field, area Sentence: What branch of medicine are you interested in pursuing?

Polysemous Words


Everyday vocabulary that has special meanings in

mathematics

square, power, odd,

even, equal

Which are Tier II Words?

vacuole phloem solution

tempered compound molecule

atom sublimation reactant

vascular xylem air sacs

esophagus capillary salinity

anemometer convection current


Selected by publisher:

brooding combatant prominent

migrant priority

Other words in story, but not selected:

devoted, bulky, brace, scarcely, sanitarium, stroking, exceptionally, romping, grim, stingy, neglected, competitive, brisk, dominate, deserted, idealism, spurring, delegates

Eleanor Roosevelt

The Language of Literature 7th grade (2002) McDougal Littell

The Frequency of English Words

• The 100 most frequent words account for about 50% of the words in a typical text

• The 1,000 most frequent words account for about 70% of the words

• The 5,000 most frequent words account for about 80% of the words

Graves, Sales, & Ruda (2008); Hiebert (2005)

* However, 95% of words must be known to infer meaning (Liu & Nation 1985).


Knowing 300 Words

Could it be an _____? The year before, _____ had seen one for

the first time when his mother took him to a _____ _____ in

_____ _____, _____. He had _____, _____, as the _____ _____

a _____ _____ by _____ _____ on the _____ of a _____ that was

_____ on the _____. Now _____ an _____ was right here in

_____, and about to _____ over his house. Not _____ to _____ a

thing, _____ ____ the _____ and _____ up the _____ of the

house to its ____. From there he had a good _____ of the _____

_____, _____ _____ _____ the _____ place. And in the _____,

_____ ever _____, he saw the _____. Graves, 2009; Hiebert, 2005

Knowing 800 Words

Could it be an _____? The year before, _____ had seen one for

the first time when his mother took him to a _____ _____ in

_____ _____, _____. He had watched, _____, as the _____ gave

a _____ _____ by _____ _____ on the _____ of a _____ that was

_____ on the ground. Now maybe an _____ was right here in

_____, and about to _____ over his house. Not _____ to _____ a

thing, _____ opened the window and _____ up the _____ of the

house to its ____. From there he had a good view of the _____

River, _____ _____ past the _____ place. And in the sky,

coming ever _____, he saw the _____. Graves, 2009; Hiebert, 2005


Knowing 2,000 Words

Could it be an airplane? The year before, Charles had seen one

for the first time when his mother took him to a flying _____ in

Fort _____, Virginia. He had watched, _____, as the _____ gave

a _____ _____ by _____ oranges on the _____ of a _____ that

was _____ on the ground. Now maybe an airplane was right here

in _____, and about to fly over his house. Not _____ to _____ a

thing, Charles opened the window and climbed up the _____ roof

of the house to its ____. From there he had a good view of the

_____ River, _____ _____ past the _____ place. And in the sky,

coming ever closer, he saw the plane. Graves, 2009; Hiebert, 2005

Knowing 4,000 Words

Could it be an airplane? The year before, Charles had seen one for the

first time when his mother took him to a flying _____ in Fort _____,

Virginia. He had watched, _____, as the pilot gave a bombing _____

by dropping oranges on the outline of a battleship that was traced on

the ground. Now maybe an airplane was right here in Minnesota, and

about to fly over his house. Not wanting to miss a thing, Charles

opened the window and climbed up the sloping roof of the house to its

peak. From there he had a good view of the Mississippi River, flowing

_____ past the _____ place. And in the sky, coming ever closer, he

saw the plane. (Giblin, 1997, p. 3)

Graves, 2009; Hiebert, 2005


The First 4,000 Words

A list of the roughly 4,000 most frequent word

families listed in order of their frequency:

• Target Words - 3,541 (little, even, good, fundamental, dissolved)

• Function Words - 116 (such, before, anything, although)

• Proper Nouns - 148 (Richard, Willie, Hamilton)

• The 100 Most Frequent Words (the, of, and, to, that)

Thefirst4000words.com

Graves, Sales, & Ruda (2008)

Dictionaries: Proceed with Caution

• Students must already have some knowledge of the word for the definition to make sense.

• The definition does not explain how the word is different from other analogous words.

• Definitions often use vague language with insufficient information.

• When reading definitions, students have difficulty taking syntax, structure, and part of speech into account.

Things to consider when asking students to look up words in the dictionary

Beck, McKeown, & Kucan, 2002; Miller & Gildea, 1987; Scott & Nagy, 1989, 1997; Vacca & Vacca, 1996.


1) the quality of or state of being delicate; fineness, weakness,

sensitivity, etc.

2) a choice food

1) something good to eat that is expensive or rare: Snails are

considered a delicacy in France.

2) a careful and sensitive way of speaking or behaving so that

you do not upset anyone; tact

He carried out his duties with great delicacy and understanding.

Not All Definitions are The Same

Traditional Dictionary

Student Friendly Definition

Indirect Learning

Indirect learning has higher effects for

students with higher levels of vocabulary


Direct/Explicit Instruction

“Direct teaching of vocabulary might be one of

the most underused activities in K-12 education. The lack of vocabulary instruction might be a result of misconceptions about what it means to teach vocabulary and its potential effect on student learning. Perhaps the biggest misconception is that teaching vocabulary means teaching formal dictionary definitions.”

-Marzano et al. 2002

Vocabulary Casserole

Ingredients Needed:

20 words no one has ever heard before in his life

1 dictionary with very confusing definitions

1 matching test to be distributed by Friday

1 group of very quiet students

Directions:

Put 20 words on chalkboard. Have students copy each five times and then look up in dictionary. Make students write all the definitions. Have students write a sentence for each word. Leave alone all week. Top with a boring test on Friday.

Perishable. This casserole will be forgotten by Saturday afternoon.

Serves: No one.

Adapted from When Kids Can’t Read, What Teachers Can Do by Kylene Beers


Knowing a Word

• Level 1: Has never seen or heard the word before

• Level 2: Has seen or heard it, but doesn’t know what it means

• Level 3: Has a general sense of a word

• Level 4: Knows a word, but the word is not part of the

student’s speaking vocabulary.

• Level 5: Has a deep knowledge of word, its relationship to

other words, how it changes across contexts, and its

metaphorical uses. Can apply the term correctly to all situations

and can recognize inappropriate use.


“Simply put, knowing a word is not an all-or-nothing proposition.” (Beck, McKeown, & Kucan, 2002, p. 9).

Vocabulary Instruction

• Actively involve students • Provide multiple exposures (Stahl & Fairbanks, 1986)

– Discuss the meaning of the same word in different sentences

• Encourage deep processing – Connect to prior knowledge – Provide opportunities for students to use the words – Discuss new word together with related words – Suggest when/how to use the word – Have students create sentences

• Answer 3 or 4 of these: what, where, when, how, who, why (adapted from

Success for All)

• Provide practice over time

• Monitor students’ understanding Archer 2006; Beck, McKeown, & Kucan, 2002


Instructional Routine

Introduce – Write and say the word

– Have students repeat it

Explain – Use student friendly explanation

– Show picture/demonstrate

– Provide sample sentences and examples/non-examples

Practice – Engage students in activities/elaboration

– Help students connect to self

– Monitor students’ understanding

– Revisit words over time Beck, McKeown, & Kucan, 2002

Concept Attainment

YES NO 2 4 3 6 7 8 11, 9, 17, 19, 10, 12, 14, 23, 29, 15


Have You Ever?

• Describe a time when you might urge/console/commend someone

• Describe an animal that is dangerous/gruesome

• Describe a time when you felt dread/scared/danger

• The audience asked the virtuoso to play another piece of music because …

• The skiing teacher said Melanie was a novice on the ski slopes because . . .

• Paul called Tim a coward when . . .

Idea Completion

What Would It Mean?

What would the word responsible mean to

• Your mom?

• The president of the U.S.?

• Mickey Mouse?

What would the word reluctant mean to

• A young child?

• A novice driver?

• Aiko?


Stick a Word! • The teacher sticks a word/picture on a student’s back. • The class/team should be able to see the word, but not

the student with the card on his/her back. • The target student asks a series of YES/NO questions

to try and figure out what the word/picture is (e.g., “Is it an animal?”, “Is it related to science?”, “Is it a feeling?”, “Is it an action?”

• If the student cannot figure out the word after three YES/NO questions, the class/team provides a clue (e.g., category, c0ntent area).

• Repeat these steps (three YES/NO questions, one clue, etc.) until the word is guessed.

• Teams/students who figure out the word with the fewest questions, win. Set a time limit if need be.

Words Worth Chart

great amazing magnificent

irate

small

elated

terrified

Copyright READINGRESOURCE.NET


Word Scaling

McKeown & Beck, 2004

crying

bawling

wailing

weeping

grieving

howling

tearing up

sobbing

sniveling keening

yowling

mourning

moaning lamenting

screaming

Word Scaling


running jogging walking

prancing sprinting

marching strolling

trotting


Let’s Organize

Organize the following geography terms by size, OR type of topography, OR manmade/natural, etc.:

plateau, mesa, mountain, bay, ocean, canyon, hill, glen, forest, plain, port, canal

reservoir, stream, prairie

Marzano & Pickering, 2005

RIVET: A Pre-Reading Activity

• unexpected

• menace

• golden retriever

• terrifying

• hurricane

• emergency

• ambulance

Cunningham, 2000

Who?:

Isabelle (12 years old)

Where?:

The neighborhood


Word Previewing

Adapted from McGinley & Denner (1987).

far country ♦

king ♦

prettiest princess ♦

gold, platinum, silver toys ♦

nightingale sang ♦

sapphire/topaz bathroom

♦

A long time ago there lived a king and queen who were the parents of the prettiest princess in their far away country. They were very wealthy and lived in a beautiful castle full of the most luxurious furniture and clothes that money could buy. The walls had incrusted gems and the bathroom was adorned with sapphire and topaz. The castle had many servants who took care of the family and made sure they only received the best of things and care. The princess’ toys were all made of gold, platinum, or silver. She had a nightingale in a golden cage that sang to her every night.

Example from: The Princess and the Tin Box, by James Thurber

Word Lines

How much energy does it take to . . .

1. Embrace a teddy bear?

2. Flex your little finger?

3. Thrust a heavy door shut?

4. Beckon to someone for five straight hours?

5. Seize a feather floating through the air?

Least energy ______________ Most energy



Make a Match

COLUMN A COLUMN B

report angry customer

exclaim mayor

reply witness

describe crying child

say/said librarian urge nosy neighbor

whisper busy secretary

mumble anxious mom

declare smartest student

Word Supports

The boy looked disheveled

Supporting Details Page found

a) Roger’s face is dirty. p. 121 b) He looked frail and willow-wild. p. 123 c) Ms. Jones asked him to comb his hair. p. 126

Example from: Thank You, M’am by Langston Hughes

Adapted from Wood, Lapp, & Flood (1992)

Synonyms: messy, untidy, scruffy, unkempt Antonyms: neat, clean, tidy, cared for


Example/Non-Example

A mother tells her children that they should remember to take their vitamins every morning

urge Children tell their mother that they already took their vitamins

The class makes plans for a Flag Day assembly

chorus The whole class says the Pledge of Allegiance to the flag

A child asks politely for a band-aid after falling down

wail A child screams after falling down

Our neighbors once told us that they had lived in Florida

mention Our neighbors are always talking about when they lived in Florida


Which One Doesn’t Belong?

1. n

2. Michael, Toby, Richardson, Lisa

3. time - mime, cat - hat, fold - bed, tent - rent

4. big house, blue napkin, sad clown, quickly walking

5. mom, playground, cowboy, draw

6. small-tiny, rough-smooth, happy-excited, run-jog

7. socialism, fascism, feminism, communism

8. AD 35, 05/05/2007, July 7, 2010, 6:15

9. bear-bare, torn-ripped, steal-steel, rain-reign

10. anews broadcast, editorial, research paper, biography

11. spinal chord, heart, blood, lungs


Monitoring Understanding

• Ask a question about a target word to show they have a clear understanding.

• Name three situations that make you feel nervous.

• What are three words that describe your heritage?

• What would a fireman do? (put out a fire; play a game; build a fire?)

• What would a reformer be likely to do? (go to the park for a picnic; work to change rules that are not fair; notice someone in trouble but do anything)

• Compare spoken language with literate

language

• Model good language use

– Complete sentences

– Precise language

– Use native language strategically

– Academic and testing language

– Integrate target vocabulary into your language

Adapted from Texas Center for Reading and Language Arts. (2002). Teacher Reading Academies. Austin, TX: TCRLA

High-Quality Oral Language


• Scaffold students oral language

– Use questions, prompts, and cues

– Recast students’ responses

– Ask for clarification/justification/elaboration

– Engage students in retelling (narrative and expository)

Adapted from Texas Center for Reading and Language Arts. (2002). Teacher Reading Academies. Austin, TX: TCRLA

High-Quality Oral Language

Using Academic Language

• Which of these is right?

OR

• Which of the following expressions is correct?


Self-Collection Strategy

(a) where they found the word (b) the context (c) why it was selected

radiation, terra cotta, rendezvous, nocturnal, carbohydrate

Peer group usage Strong emotion Immediate usefulness Adultness/sound/interesting General usefulness

Haggard, 1986; Ruddell & Shearer, 2002

Students are asked to bring in one word that is “good for our class to learn”

Academic Vocabulary

Content Area Vocabulary

• cell

• divisor

• plot

• civilization

Robert Marzano

General Academic Vocabulary

• process

• categorize

• maintain

• describe

Averil Coxhead

http://www.victoria.ac.nz/lals/resources/academicwordlist/

http://jc-schools.net/tutorials/vocab/index.html

http://jc-schools.net/tutorials/vocab/index.html


Explicit Instruction of Words- Selection of Vocabulary

• In content area classes, add Academic Vocabulary to content area words.

Example: Holt World History: The Human Journey, Chapter 13, Section 2

– Suggested words - feudalism, fief, vassal, primogeniture, manorialism, serfs, chivalry

– Added Academic Vocabulary - maintain, maintenance; inherit, inheritance; analyze, analyzing, analysis; obligations; complement

Anita Archer, 2005

The Power of Background Knowledge

• Background knowledge is more important to understanding of reading than IQ.

• Vocabulary instruction in specific content-area terms builds up student’s background knowledge in content area.

• Students who understand content for example, in a state mathematics standards document regarding data analysis and statistics have understanding of terms such as mean, median, mode, range, standard deviation, and central tendency.

-Marzano 2005


Activities

Characteristics

• closed figure

• sides are line segments

Non-Characteristics

• open figure

• sides are not line

segments

Examples

• triangle

• rectangle

• square

• rhombus

Non-Examples

all sides closed

line segment

not a line segment

open figure

Making Connections: Academic Lang & Mathematics for ELs. Sonoma County Office of Education

Frayer Model

polygon


four-legged

help humans

live on land

warm blooded

live in water

breathe air

migrate

mammals larger

horse whale

Double Bubble


Content Area Word Wall

FARM ANIMALS

chicken

pig

goat

sheep

cow

horse

turkey

duck

Content Area Word Wall

WRITING WORD PROBLEMS

numerator

fraction

bar graph

half

measure

second

minutes

product

less than denominator width

sum

Texas Center for Reading and Language Arts. (2002). Teacher Reading Academies. Austin, TX: TCRLA


Vocabulary Word Sorts

insects shapes plants other

oval violin

stem

bee leaves

mug

sheep

thorax

arthropod

pyramid

sides roots

$100,000 Pyramid

200 points

100 points

100 points

50 points

50 points

50 points



Vocabulary Logs

• Elaborative/additional practice

• Multiple exposures

• Accountability

• Cumulative

• Used for games/reviews/quizzes/writing

• Easy to do, low prep, big payoff

Feldman, 2005

Why?

Vocabulary Logs

• Word

• Student-friendly

explanation

• Sample sentences

• Picture

• Part of speech

• Cognate

• Context (story/image/topic)

• Examples/non-examples

• Synonyms/antonyms

• Related words

• Activities (Yes/No – why?)

• Diagrams

What?

Feldman, 2005


Student Vocabulary Log

Word Student Definition

What it is Not

Sentence Picture

merchant person or

business that

buys and sells

goods

Producer;

manufacturer;

the one who

makes the

goods

Clothing

merchants

often have

their stores

in shopping

malls

sherbet A frozen

dessert made

of ice and

juice

Ice cream I love to eat

sherbet on

hot summer

days

Feldman, 2005

What am I squared away with?

What am I still circling around?

What three strategies to use in my classroom?


¡Gracias!

[email protected]

Academic Vocabulary for

English Learners (AVEL)

Argüelles & Smith

Cambium Learning, 2011

http://store.cambiumlearning.com/academic-vocabulary-for-english-learners/

http://www.silvereye.com.au/products.php?action=viewProduct&id=3280


Teaching English Learners: A Supplemental

LETRS Module for Instructional

Leaders

Argüelles, Baker, & Moats

Cambium Learning, 2011

http://store.cambiumlearning.com/teaching-english-learners/

survival guide: achieving success with english language ... · survival guide: achieving success...

Documents