Accelerating Content Vocabulary for English Language Learners

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Accelerating Content Vocabulary for English
Language Learners

• Timothy Sims
• Based on the work of Margarita Calderón in
  Teaching Reading to English Language Learners
  Grades 6-12.
• June 15, 2009

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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

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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

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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
• HOWEVERELLs NEED Tier 1 instruction

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Tier 1

• Basic Words
• Simple Idioms
• Connectors

• Find, search, guest tooth, answer
• Hit the books, Through the roof
• So, if, then, however, also

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Tier 2

• Important and utility words (across content)
• Conceptual understanding
• Cause/Effect
• Contrast/Comparison
• Giving Example
• Polysemous Word

• Power, cell, radical, prime
• Provide precision
• Because, since,
• But, although, in contrast, also
• For instance
• Table, ring, slip

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Tier 3

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

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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 theyre
  in and their function.

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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.

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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

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ExC-ELL 7 Step Format

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

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Lets try it

• Say the word Polysemous three times.
• Our text says that polysemous words can some of
  the most troublesome for ELLs because they often
  only know one meaning of the word.

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Lets continue

• polysemous--adj.  Having or characterized by
  many meanings highly polysemous words such as
  play and table.
• In other words polysemous words are
• Say Polysemous three times

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continued

• Turn to a partner and explain polysemous words to
  them. Have your partner give you examples of
  polysemous words. Be ready to share your
  partners ideas.
• Lets spell it together

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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

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Ideas for Step 6

• Four Corners

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Ideas for Step 6

• Cognate Strategy
• http//www.colorincolorado.org/article/14307
• Mnemonic Devises
• Synonym Webs
• Visual Thesaurus
• Free write
• Word Wall
• Picture Dictionary/Personal Dictionary

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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.
• 40-60 words a week
• 1200-1800 words in 150 days

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Other ideas

• Select between all 3 tiers
• What if art/PE/Music were involved?
• What about ESL teachers?
• Others?

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Other Resources

• Wordsift
• http//www.wordsift.com
• Margartia Calderons Website
• http//www.margaritacalderon.org/
• Tier Description
• http//t4.jordan.k12.ut.us/cbl/images/CBL_Document
  s/3tiervocab.pdf
• http//web1.d25.k12.id.us/home/title1/vocabdev.htm
  

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Lets 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!

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Reminder of the 7 Steps

• Say
• Text
• Definition
• Example
• Repeat
• Activity
• Say Word/Sentence

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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.

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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
  virusesliterally on the boundary between
  non-living chemicals and living systemslack
  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.

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Questions?
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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.