Vocabulary Strategies for English Language LearnersPR E SE NT ED A ND CR E AT E D B Y: J ULIO CAST ILLOWE NDY R A MIR E Z

ICEBREAKER

• Pair with someone who is wearing the same color shirt as you and discuss the following:

• Do you think vocabulary plays an important role on comprehension (verbal and written)? Why or why not?

• What some of the struggles ELLs face in regards to a second language acquisition?

Today we will be talking about vocabulary and strategies for ELLs.

“An increasing number of students come from homes in which English is not the primary language. From 1979 to 2003, the number of students who spoke English with difficulty increased by 124 percent (National Center for Education Statistics, 2005).”

http://www.readingrockets.org/article/9943

BICS and CALPS

• Basic Interpersonal Communication Skills

• Social language (the language used in daily social situations)

• Cognitively Undemanding and more Context-embedded (uses external clues such as pictures, gestures and manipulatives)

• Develops within 2 years

• Cognitive Academic Language Proficiency

• Academic language (Content and Academic)

• Cognitively Demanding and more Context-reduced (few to no clues and more abstract)

• 5 to 7 years to reach a proficient level comparable to their peers and longer if their native language development was not supported.

Richardson, Morgan, Fleener. (2012). Reading to learn in the content areas (8th ed.)

Quiz: BICS/CALPS

• An encyclopedia or textbook is an example of context- _______

language. BICS means Basic Interpersonal ______________ Skills. When

language is supported by contextual clues, it is less _________ . CALP

stands for _________ Academic Language Proficiency.

reduced

Communication

Demanding

Cognitive

“Traditional cloze exercises, the device of deleting words from a text can be based on the text that has been read” (Gibbons , 2002). Currently cloze activities are being used for various purposes and in various ways, a well-constructed activity can tell you how a student is comprehending and predicting meaning.

Gibbons, P. (2002). Scaffolding language, scaffolding learning: Teaching Second Language Learners in the mainstream classroom.

Words Content Teachers May Use

Academic Words, Common to all areas

Basic Everyday Words

http://www.learningunlimitedllc.com/2013/05/tiered-vocabulary/

http://www.youtube.com/watch?v=L_HN09W0s4o

Incidental and Intentional Vocabulary

INCIDENTAL VOCABULARY:

ACQUIRED INCIDENTALLY THROUGH EXPOSURE TO WORDS FROM VARIOUS SOURCES.

INTENTIONAL VOCABULARY:DIRECT AND EXPLICIT INSTRUCTION.

PAR Lesson Framework and Vocabulary

PR E PA R AT IO NB UIL DING B ACKG R O UND K NO WL EDGEACT IVAT ING PR IO R K NO WL EDGEDET ER MINING ST UDENTS SCHEMATA

A SSISTA NCEHE L P WIT H MA INTA INING A ND B UIL DING CO MPR E HENSIO N

R E FL E CTIONE VA L UAT ING E X T E NDING CO MPR E HENSIO N R ETAINING CONT ENT TAUG HTSHO WING A N UNDE R STANDING

Richardson, Morgan, Fleener. (2012). Reading to learn in the content areas (8th ed.).

Preparation Phase –Vocabulary DevelopmentTO HE L P IMPR OVE ST UDE NT’S CO MPR E HENSIO N WIT H VO CA B UL A R Y INST R UCTIO N T E ACHE R S CA N:

PR E T E ACH VO CA B UL A R Y TO IMPR OVE CO MPR E HENSIO N.

ST UDENTS CA N E X PLOR E WIT H T E R MS.

WO R D INVE NTO RIES -GR EAT TO A SSE SS PR IO R K NO WL EDG E

PO SSIB LE SE NT E NCES - ACT IVIT Y T HAT CO MB INES VO CA B UL A R Y A ND PR E DICTIO N. FA MIL IA R IZ ES ST UDE NTS WIT H NE W VO CA B UL A R Y

(MULTIPLE EXPOSURE IS ESSENTIAL)

Assistance Phase – Vocabulary Development

T E ACHE R S CA N L E A D A ND G UIDE ST UDE NTS TO USE CO NT E XT CL UE S T HR O UG H T HE FO L LOWING ST R AT E GIES:

DE FINIT IO NS: A WO R D IS O FT E N DE FINED WHE N FIR ST INT R O DUCE D IN T HE T EX T.

SIG NA L WO R DS: WO R DS O R PHR A SE S MAY PR O MPT T HE R E A DE R T HAT A T E R M IS A B O UT TO B E E X PLA INED. E X A MPLE: “ MA R T IN LUT HER KING WAS MOR E T HAN J UST A LEADER IN AMER ICA I N THATHE WA S R E CO G NIZ ED WO R L DWIDE .”

INFE R E NCES: ST UDENT S CA N L E A R N T HAT A N A UT HO R ’ S TO NE , MO O D, A ND IMAG E RY A ND T HE IR B ACKG R O UND K NO WL E DGE CA N HELP T HEM INFER T HE MEANING OF UNFAMILIAR T ER MS.

Reflection Phase – Vocabulary Development

T R ADIT IONALLY VOCABULAR Y IS ONLY TAUG HT BEFOR E R EADING, HOWEVER ,R E A DE R S, IN PA R T ICULA R E L L , B E NE FIT WHE N VO CA B UL AR Y IS TA UG HT A F T E R R E A DING TO O. T HE DISCUSSIONS, B R A INSTOR MING A ND T HINK ING A B O UT T HE IR L E A R NING A L LO WS T HE M TO R E TA IN A ND CO MPR E HEND T HE CO NT E NT. ACT IVIT IES WHICH SUPPOR T T HIS INCLUDE:

PO ST - GRA PHIC O R G A NIZ ER S: B UB B L E MA PS, SE MA NTIC MA PS, VE NN DIAG R A MS,

CLO SED -WO RD SO R T: ST UDENTS A R E G IVE N T HE CAT E G O R IES A ND T HE Y CLASSIFY BY USING DEDUCTIVE R EASONING

O PE N -WO RD SO R T: ST UDENTS G R O UP WO R DS A S CO NCE PT S A ND PR OVIDE T HECAT E G O R Y. T HIS T E ACHE S INFE R E NCE .

T HR E E O R FO UR CO L UMN O R G A NIZ ER : CO L UMNS O F WOR D, D E F I NITI ON, A ND KN OWLEDGE CON NE CTION . A FO UR T H CO L UMN CA N B E A V I SU A LR E PR E SENTATIO N.

The Frayer Model

http://www.youtube.com/watch?v=acaWDV2DJqs http://www.cehd.umn.edu/DHH-resources/Language/frayer.html

Semantic Mapping

•Helps concept building and word knowledge.

•Great with Tier 3 words!

http://www.visualthesaurus.com/cm/booknook/using-semantic-maps-to-develop-word-meaning/

Colombo, Michaela. "Unit V." Teaching English Language Learners: 43 Strategies for Successful K-8 Classrooms. Los Angeles, CA: Sage Publications, 2012.

http://ellteaching20.blogspot.com/2013/03/academic-vocabulary-and-haiku-deck.html

Developing Content Knowledge and Vocabulary ThroughMultimodal Text and Multitext

CHE CK O UT T HIS G R E AT WE B SITE. T HE Y HAVE SO NG S/VIDE OS/ LYRICS FO R E VE R Y CO NT E NT ! AT TACHE D IS A PR E VIE W.

EX PLOR E MOR E HER E! H T T P : / / W W W . F L O C A B U L A R Y. C O M /

ENGLISH LANGUAGE ARTS MATH

Conclusion:

• Provide multiple exposure and encounters to words

• Vary the context in which students encounter the words

• Students are not receiving information as “empty vessels”

• Provide active and productive tasks: Writing activities

• The Affective Domain. Brown states, “Human beings are emotional creatures” (Brown, 2007)

Brown, H.D. (2007). Principles of Language Learning and Teaching

Reflection• The collaboration plan was a success. Mr. Castillo and I make a great team! Our

presentation consisted of 17 slides in which the struggles of acquiring academic vocabulary for ELL students are addressed and examples of different strategies that can be used within the PAR Lesson Framework. The slides are animated and have attractive informative text, videos and charts. It’s free of grammatical and spelling errors. And it includes accurate bibliographical information for all cited sources. Our collaboration plan addresses the objectives of the course and the ESL and TESOL standards. The vocabulary strategies that were included in this assignment promote knowledge, development in academic language and achievement across the curriculum for ELL students. The collaboration plan also constructs and evaluates a variety of instruction materials, including hands on, visual and multimedia tools. The assignment also promotes transformational learning for each individual learner. The opportunity to collaborate and create this presentation together has been very beneficial. Wendy and I learned from each other and had the opportunity to review some of the concepts learned throughout this course that pertain to vocabulary development with ELLs.

RESOURCES:

"Teaching Vocabulary." Reading Rockets. http://www.readingrockets.org/article/9943

"No Tears for Tiers: Common Core Tiered Vocabulary Made Simple | Learning Unlimited | Research-based Literacy Strategies." Learning Unlimited. http://www.learningunlimitedllc.com/2013/05/tiered-vocabulary/

Richardson, Morgan, Fleener. (2012). Reading to learn in the content areas (8th ed.). Belmont, Ca: Wadsworth

"Building Basic Vocabulary with Dr. Robert J. Marzano." YouTube”http://www.youtube.com/watch?v=L_HN09W0s4o

Gibbons, P. (2002). Scaffolding language, scaffolding learning: Teaching Second Language Learners in the mainstream classroom.Portsmouth, NH: Heinermann

"Frayer Model." - DHH Resources. http://www.cehd.umn.edu/DHH-resources/Language/frayer.html

Colombo, Michaela. "Unit V." Teaching English Language Learners: 43 Strategies for Successful K-8 Classrooms. Los Angeles, CA: Sage Publications, 2012.

RESOURCES CONTINUED:

"The Frayer Model." YouTube. Nov. 2013. http://www.youtube.com/watch?v=acaWDV2DJqs

Brown, H.D. (2007). Principles of Language Learning and Teaching (5th Edition). New York: Longman

"Using Semantic Maps to Develop Word Meaning." : Book Nook : Thinkmap Visual Thesaurus. http://www.visualthesaurus.com/cm/booknook/using-semantic-maps-to-develop-word-meaning/

"ELL Teaching 2.0." : Academic Vocabulary and Haiku Deck. http://ellteaching20.blogspot.com/2013/03/academic-vocabulary-and-haiku-deck.html

"Flocabulary IsEducational Hip-Hop." Flocabulary. http://www.flocabulary.com/