Accelerating Content Vocabulary for English Language Learners Timothy Sims Based on the work of Margarita Calderón in Teaching Reading to English Language Learners Grades June 15, 2009

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?  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 Cause/Effect Contrast/Compariso n Giving Example  Polysemous Word  Power, cell, radical, prime  Provide precision Because, since, But, although, in contrast, also For instance  Table, ring, slip

Tier 3  Low frequency words  Specific to domain/content area  i.e. Hyperbole, Isotope, Omosis  Cognate Strategy May Help

Identify 1 Word in Each Tier… Brains have both neurons and glial cells. The most well-studied brain cells are neurons, which consist of a cell body with fingerlike input extensions, called dendrites, and a single output, called an axon. Neurons have different shapes depending on the part of the brain they’re in and their function.

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.Teacher says the word 2.Teacher states context in passage 3.Provides definition (s) from dictionary 4.Teacher provides a student friendly example. 5.Students say the word 3 times 6.Teacher ensures 100% active engagement 7.Say the word or sentence again

Let’s try it… 1.Say the word Polysemous three times. 2.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.pol·y·se·mous--adj. Having or characterized by many meanings: highly polysemous words such as play and table. 4.In other words polysemous words are… 5.Say Polysemous three times…

continued 6.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. 7.Let’s spell it together

Ideas for Step 6  Think Pair Share  Cooperative Learning Expert Jigsaw  Affixes/Prefixes/Roots  Props/Realia  Create lists  Example/Non-example  Underline Red, Yellow, Green

Ideas for Step 6  Four Corners WordPicture SentenceDefinition

Ideas for Step 6  Cognate Strategy   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 words a week 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  Margartia Calderon’s Website  Tier Description L_Documents/3tiervocab.pdf L_Documents/3tiervocab.pdf ocabdev.htm ocabdev.htm

Let’s Practice…  Select a partner  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 1.Say 2.Text 3.Definition 4.Example 5.Repeat 6.Activity 7.Say Word/Sentence

Roman Empire The social structure of the Republic was basically divided between two main groups: the patricians, or the wealthy noble class, and the plebeians, the broad mass of peasant citizens. One's class was hereditary, meaning that even if one was lucky enough to be one of the few plebeians who became wealthy and rich(or at least attained enough wealth to be considered middle class), especially as a merchant, one was still considered a plebian. Likewise, some patricians had become almost poor towards the latter end of the Republic.

Plant Cells A cell is a very basic structure of all living systems, consisting of protoplasm within a containing cell membrane. Only entities such as viruses—literally on the boundary between non-living chemicals and living systems—lack cells or basic cell structure. All plants, including very simple plants called algae, and all animals are made up of cells, and these are organized in various ways to create structure and function in an organism. Biologists recognize two basic types of cells: prokaryotic and eukaryotic.

Questions?

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.