1. Building Bridges for Emergent Bilinguals, Part V : Developing Vocabulary Across Content Areas Rebecca Curinga, PD Coordinator Aika Swai, Program Coordinator PD Session #5 April 26, 2014 Syracuse Teacher Center

2. 2 Agenda 10:00 Review of ‘Reading to Learn’ and the Read Retell-Respond Method 10:45 How Bridges students acquire new vocabulary 12:00 Lunch 12:30 Teaching vocabulary with Concept Maps using the Bridges Curriculum 1:45 Practicing methods of vocabulary development across content areas using the Bridges Curriculum 3:00Wrap-Up, Homework and Evaluation

3. 3 Activity 1: Review from last session

4. 4 HW Review: ‘Reading to Learn’ Think-pair-share, your experience with: Developing Before, During, and After activities. Read-Retell-Respond method Extension activities focusing on cueing systems in ‘reading to learn’ You have five minutes to discuss your experiences. Be prepared to share one effective new method you incorporated for either Before, During or After reading.

5. 5 Reading Stages Learning to Read: up to 3rd grade Learning the ‘mechanics’ of reading Confirmation of oral language and concepts you already know Reading to Learn: 4th grade and up Fluency and automaticity in reading New concepts and information are learned through reading

6. Comprehension Requires 6 All Readers Need Some framework for academic content or topic (pragmatic, semantic, vocabulary) High-level knowledge of the language system (pragmatic, semantic, syntactic and morphological) Graphophonic knowledge (phonological skills) Bridges Students Need More Help Building the content or topic knowledge BEFORE READING Learning the English language system BEFORE, DURING & AFTER READING Acquiring graphophonic knowledge BEFORE, DURING & AFTER READING

7. Reading Comprehension Top Down Bottom up Components of Reading Pragmatics & World Knowledge Semantics/Vocabulary Morphological Skills Syntax Phonological Skills Print Concepts 7

8. 8 Today’s Goals To be able to: Identify the components of vocabulary knowledge and how they apply to Bridges students. Understand how to use Concept Maps to help Bridges students acquire new vocabulary. Learn and practice word play activities to directly aid reading comprehension for Bridges students.

9. 9 Activities for Goal 1: How do Bridges students acquire new vocabulary?

10. Vocabulary Breadth How many words do you know? Depth How much do you know about each word? 10

11. What does a monolingual’s vocabulary look like? 11 semantic: an edible part of a plant, usually fleshy and containing seeds; banana, apple, orange; vegetables, dairy, meat collocations/ idioms: bear fruit, forbidden fruit, fruits of one’s labor frequency: 43 times per million words; easily accessible phonological: [fru:t], [fru:ts], [fru:te] rhymes with suit; sounds like fresh, friend, front morphological: fruit-s, fruit-y syntactic: (noun) a, the fruit; fruit pragmatic: general term; no specific context fruit

12. What does it mean to know a word? (Beck, McKeown & Kucan, 2002; Nagy & Scott, 2000) I never heard it I have a sense of it I know it 12 FRUIT DEPOSITION MENDACIOUS Knowledge of a word is incremental!

13. How many words do we actually know? 13 (Nation, 1993)

14. How does this translate into what we are reading? 14 (Nation, 1993)

15. What does the bilingual’s vocabulary look like? 15 fruit, fruto/fruta phonological: [fru:t], [‘fru:to] [‘fru:ta] rhymes with suit; bruta; sounds like fruto/a, frente, frío, fresh, friend, front morphological: fruit-s, fruit-y fruto-s, fruta-s syntactic: el fruto; la fruta pragmatic: general term; no specific context semantic: an edible part of a plant, usually fleshy and containing seeds banana, apple, orange; vegetables, dairy, meat collocations/idioms: bear fruit – dar fruto forbidden fruit – fruta prohibida fruits of one’s labor – frutos de su trabajo frequency: fruit: 43x pmw fruto: 18x pmw fruta: 24x pmw

16. Summary of vocabulary knowledge Complex network of interrelated knowledge Continues to change and grow throughout the lifespan Takes years of wide-spread exposure to a language to acquire a “native-like” lexicon A bilingual is not the sum of two monolinguals! 16 (Grosjean, 1989)

17. Learning new words in English for Bridges students 1.Concepts and vocabulary in home language, just new vocabulary word e.g. family, book 2.New concept and new vocabulary word privacy – no translation in many languages equation – there is a word in home language but Bridges students don’t know it 17

18. Word Sort Activity Make two piles of words: 1.Words Bridges students will most likely have a concept for and know the word in home language 2.Words that will most likely be new concepts for Bridges students 18

19. vocabulary links conceptual links English Concepts Home language Connection between concepts and words 19 (adapted from Kroll & Stewart, 1994)

20. Summary of Bridges students’ vocabulary Some universal concepts in home language but many are culturally specific Many “everyday” words in home language, but need academic words/concepts in both languages Everyday words are often Tier 1 Academic words can be Tier 2 or Tier 3 Academic words and new concepts need to be explicitly taught 20

21. Vocabulary in the Bridges Curriculum 21 ELA, Unit 2, Week 1

22. What are some methods you currently use to teach different types of vocabulary in your classroom? 22

23. Teaching Bridges students strategies for learning new vocabulary Tier 1: Picture Glossary Tier 1 & Tier 2: Word Wall 23 Turtle

24. Bridges vocabulary strategies continued Tier 2 Word play activities Vocabulary binder Tier 3 Concept Maps Word Study notebooks 24 Keep words alive through repetition and reinforcement Provide rich and varied language experiences Keep a well-stocked classroom library

25. 25 Activities for Goal 2: Understanding vocabulary instruction using Concept Maps

26. Unit 2 ELA, Week 5, Lesson 21 Develop a concept map for the ELA central concept: STRONG 26

27. 27 (Chularut & DeBacker, 2004) Example concept map

28. Concept maps in Bridges 1.Always start with ideas students know best with pictures and HOME LANGUAGE 2.Show relationship between ideas on map write the relationship on the line (an example of…) 3.Understanding of the central concept grows within a context defined by the Focus Question (and Essential Question) 4.Return to definition to refine throughout the unit 28

29. 29 Measuring vocabulary outcomes in Bridges vocabulary outcomes

30. 30 Activities for Goal 3: Practicing word play activities to directly aid reading comprehension for Bridges students

31. Vocabulary development  English literacy Stage 1: No English vocabulary, no reading Stage 2: First English words, first attempts at reading. Stage 3: Recognizes simple English sight words and sentences. Stage 4: Recognizes more difficult vocabulary and more complex sentences. 31

32. A Model of Second Language Reading 32 (Bernhardt, 1994)

33. Vocabulary in text About 1-3 new words can be figured out through understanding word parts indicate  indicates, indicated, indication, indicator Cognates: árbol (Spanish “tree”)  arboretum More exposure to words helps develop knowledge about the word (need at least 8+ encounters) Rich contexts, and knowing how to use textual cues aid word knowledge 33 (Nagy & Anderson, 1984; Sternberg, 1987; Ellis, 1995)

34. Bridges Word Play activities Repetition, varied experience, language practice, differentiation Do-think-say Word Connection Word Sort Visual literacy Picture label Word match Dramatization 34

35. 35 Application / Practice in Content Area Groups Participants develop a vocabulary exercise in content areas from menu of word-play activities. 1.Develop an activity that supports the vocabulary of the week using Tier 1 and Tier 2 vocabulary from the Bridges Curriculum in your content area. 2.Think about how the activity connects with what you learned about vocabulary knowledge. 3.Share your activity with the other groups.

36. 36 Summary of Today’s PD Session What has changed in your understanding of how Bridges students acquire vocabulary? What is one thing you will do in your classroom this week to help build vocabulary knowledge?

37. 37 Homework Assignment: Practicing Vocabulary Methods Document your experience with the following and be prepared to share at the next PD (April 4): Build vocabulary activities to expand breadth and depth of vocabulary knowledge of your students using your classroom content. Create a Concept Map for a Tier 2 or Tier 3 word. Develop at least two word play activities that help to deepen knowledge of the Tier 1 and Tier 2 vocabulary words. Implement the activity with your current students.

38. 38 Recommended Reading Hiebert, F. Vocabulary Unpacked. Text Project and University of California, Santa Cruz in partnership with NYC Office of English Language Learners.Vocabulary Unpacked Graves, M. F., August, D., & Mancilla-Martinez, J. (2013). Teaching vocabulary to English language learners. Teachers College Press. Beck, I. L., McKeown, M. G., & Kucan, L. (2013). Bringing words to life: Robust vocabulary instruction. Guilford Press.