ExC-ELL - English as a Second Language

ExC-ELL

Expediting Comprehension for English Language Learners

TEACHING th VOCABULARY in K-5 Grades Margarita Calderón Margarita Calderón & Associates, Inc.

1

ExC-ELL

Why Explicitly Teach Vocabulary?

• Effective vocabulary instruction has to start early, in preschool, and continue throughout the school years (Nagy, 2005).

• Teaching vocabulary helps develop phonological awareness (Nagy, 2005) and reading comprehension (Beck, Perfetti, & McKeown, 1982). • Vocabulary instruction needs to be long-term and comprehensive (Nagy, 2005) for ELs (Carlo, August, & Snow, 2005; Calderón et al., 2005).

Margarita Calderón & Associates, Inc.

2

ExC-ELL

Why Explicitly Teach Vocabulary?

• Vocabulary instruction needs to be explicitly taught before, during, and after reading to help ELs catch up with the words they are missing (Calderón et al., 2005; Calderón & Minaya-Rowe, 2003; Calderón, 2007).

• Active participation by students during teacher read-alouds contributes to vocabulary growth. For example, open-ended questions and multiple exposures to words during shared reading facilitate students‘ production of those words (Robins & Ehri, 1994; Cunningham, 2005). Margarita Calderón & Associates, Inc.

3

ExC-ELL

Why is Vocabulary Important?

• Command of a large vocabulary frequently sets high-achieving students apart from less successful ones (Montgomery, 2000).

• The average 6-year-old has a vocabulary of approximately 8000 words, and learns 3000-5000 more per year (Senechal & Cornell, 1993). • Vocabulary in kindergarten and first grade is a significant predictor of reading comprehension in the middle and secondary grades (Cunningham, 2005; Cunningham & Stanovich, 1997) or reading difficulties (Chall & Dale, 1995; Denton et al. 2011). Margarita Calderón & Associates, Inc.

4

ExC-ELL

How many words are your ELs learning per year?


5

ExC-ELL

Vocabulary = Reading

• Strategies for learning vocabulary and strategies for reading comprehension should not be taught separately but in the context of the text students are about to read (Calderón, 2009). • Informational text contributes to vocabulary growth and builds knowledge; it capitalizes on students‘ interests and curiosities, and provides valuable links to their own experiences (Duke & Pearson, 2002).


6

ExC-ELL

Key: Teach Vocabulary Before, During and After Students Read

• Vocabulary knowledge correlates with reading comprehension. • Reading comprehension correlates with procedural and content knowledge. • Content knowledge correlates with academic success. Margarita Calderón & Associates, Inc.

7

ExC-ELL

Explicit Instruction of Vocabulary

STEP 1  SELECT VOCABULARY TO PRE-TEACH BEFORE PRESENTING CONTENT, TEACHER READ ALOUD, OR STUDENT READING OF ANY TEXT.

STEP 2  TEACH VOCABULARY USING 7 STEPS WITH AMPLE STUDENT INTERACTION. STEP 3  STUDENTS READ, SUMMARIZE, DISCUSS, AND WRITE ABOUT THE SUBJECT USING THE NEW VOCABULARY Margarita Calderón & Associates, Inc.

8

ExC-ELL

Effective Vocabulary Instruction

Explicit instruction entails: 1.Presenting both student-friendly and formal definitions; 2.Offering multiple exposures to a word in multiple forms; 3.Providing examples of a word‘s use in phrases, idioms, and usual contexts; 4.Highlighting characteristics or word parts;


9

ExC-ELL

Effective Vocabulary Instruction

Explicit instruction entails: 5.Ensuring proper pronunciation and spelling; 6.When possible, teaching a word‘s cognate or false cognate in the student‘s primary language; and 7.Ensuring understanding of meaning(s) by having students use the word several times orally during pre-teaching and later in writing.


10

ExC-ELL

Which Words to Select?

1. Pre-teach 5 to 6 words before reading. 2. Teach more words during your readaloud/think-aloud.

3. Review words after reading a section of a text. 4. Review words after students read a section. 5. Teach more words before writing instruction. Margarita Calderón & Associates, Inc.

11

ExC-ELL

Which Words to Select?

Selecting words to teach before, during, and after reading: 1. Select Tiers 1, 2, & 3 from students’ texts.

2. From your explanations, for class experiments, demonstrations you will present to them. 3. From instructional activities, for class discussions during and/or after reading. 4. The words you want your students to use in their oral and written summaries. 5. For assessments and standards. Margarita Calderón & Associates, Inc.

12

ExC-ELL

Chat with your buddy or your inner self:

What are the implications so far for your teaching and your collegial activities in your school?


13

ExC-ELL

A Queen’s Wish

One gray winter day the elderly queen summoned all her grandchildren to the castle. “I have been fortunate to have lived a long life,” she said. “But in time your

generation will rule the country. You must work persistently to help the people and take care of the land. “We will always work hard,” the children replied. “You must also be faithful to your brothers and sisters,

no matter what,” the queen said. Margarita Calderón & Associates, Inc.

14

ExC-ELL

Vocabulary Tiers for ELLs

Tier 1 Simple Words

Tier 2 Process, Idioms, Sophisticated

Tier 3 Content Words, Key vocabulary

wish

rule

summoned

gray

take care

fortunate

queen

replied

generation

castle

no matter what

persistently

elderly Margarita Calderón & Associates, Inc.

faithful 15

Tier 3 academic content specific

ExC-ELL

MATH

SCIENCE

SOCIAL STUDIES

Square root Rectangle

Photosynthesis Government Germ Bylaws

Radical numbers

Atom

Circumference Matter Pi square Osmosis Power Power


Bailout

Congressional Capital Power

16

ExC-ELL

Tier 2 Sub-category: Polysemy

Tier 2 words can also include polysemous words across academic content areas:

• solution • table • divide • prime • round • trunk • state Margarita Calderón & Associates, Inc.

• power • cell • right • radical • leg • left • light

• • • • • • • • •

17

ExC-ELL

Tier 2 -- Rich Challenging Language; for Specificity TIER 1 – TALK, SAY TIER 2 -WHISPER ARGUE SPECIFY ANNOUNCE REQUEST REVEAL REMARK DECLARE DESCRIBE DISCUSS PROCLAIM SHOUT SCREAM


18

ExC-ELL

Tier 2 Sub-category: Idioms and Phrasal Clusters

• • • •

Run off Run away Break a leg Once in a while • Complete sentence


• Long noun phrases • Relatively easier • Stored energy • Stimulus package

19

ExC-ELL

• • • • • • • •

Questions Starters

Can you help me _____? I don't understand _____. Where is/are _____? How do I _____? May I ask a question? How much time do we have for _____? Where do I _____? Would you please repeat that?


20

ExC-ELL

Sentence Starters

Summarizing. Students create a new oral text that stands for an existing text. The summary contains the important information or big ideas. + This story tells about a . . . + This section is about the . . . + One important fact here is that . . . Determining important information. Students tell the most important idea in a section of text, distinguishing it from details that tell more about it. + The main idea is . . . + The key details that support that are . . . + The purpose of this text is to . . . Margarita Calderón & Associates, Inc.

21

ExC-ELL

Sentence Starters

Monitoring comprehension. Students use fix-it strategies for comprehension difficulties. + I don‘t understand this sentence. I better read it again. + I don‘t understand this sentence. Which word is new for me? Do I know a word in my primary language that fits here? + I don‘t understand this long sentence. I‘m going to break it up. Asking and answering questions. Students ‗think aloud‘ questions to guide their discussions or reading. + What is the word for ___? + What is this text about? + What do I already know about this topic? Margarita Calderón & Associates, Inc.

22

ExC-ELL

Sentence Starters

Sequencing. Students make sense of the order in which ideas are presented to enhance comprehension. + The first step in this experiment is . . . + The sequence for answering this math problem is . . . + The first thing the character did was . . . Next, the character . . . Making connections, visualizing, or creating schema. Students practice relating new information to prior knowledge from their own culture or schooling. + This reminds me of the time when I . . . + My parents told me a story about . . . + I read in another book that . . . Margarita Calderón & Associates, Inc.

23

ExC-ELL

Tier 2 Sub-category: Words that Nest Academic Content

Some Examples of Transition Words & Connectors for: • Cause & Effect -- because, due to, as a result, since, for this reason, therefore, in order to, so that, thus…

• Contrast -- or, but, although, however, in contrast, nevertheless, on the other hand, while … • Addition or comparison -- and, also, as well as, in addition, likewise, moreover, by the way … • Giving examples -- for example, for instance, in particular, such as …


24

Cognates - Tiers 2 & 3

ExC-ELL • • • • • •

Literature = literatura = littèrature Context = contexto = contexte Multisyllabic = multisilábico = ? Osmosis = osmosis = osmose Irony = ironía = ironie Comprehension = comprensión = compréhension

False Cognates • Library ≠ librería (bookstore) = biblioteca = bibliothèque • Story ≠ historia (history) = cuento = histoire/conte • Exit ≠ éxito (success) = salida = sortie • Success ≠ suceso (event) = éxito = succès • Character ≠ carácter (personality) = personaje = caractèr Margarita Calderón & Associates, Inc.

25

ExC-ELL

Homophones

When explaining / presenting a lesson, pay attention to homophones such as: –sum some –cell sell –weather whether –blew blue –whole hole


26

ExC-ELL

Tier 1 for ELLs

Simple words for English speakers, but might create difficulty for ELLs due to: • Spelling • Pronunciation • Background knowledge • Unfamiliar word, not previously taught • False cognate


27

ExC-ELL

These Await Your Students in 6th & 7th Grade Tests!

vary, underlying, albeit, solely, successive, denote, crucial, oddly, analogous, compiled, oddly, whereby, notwithstanding, forthcoming, coincide, widespread, implicit…


28

ExC-ELL

Tier 1, 2 & 3 for ELLs

What are the differences between Tier 1, Tier 2, and Tier 3? Chat with your buddy or your inner self and review. Write in the question box a nice succinct definition for the 3 Tiers.


29

ExC-ELL

PRE-TEACHING VOCABULARY An Example for 2nd to 5th

1. Teacher says the word. Asks students to repeat the word 3 times. 2. Teacher states the word in context from the text. 3. Teacher provides the dictionary definition(s). 4. Explains meaning with student-friendly definitions. 5. Highlight grammar, spelling, polysemy, etc. 6.  Engages students in activities to develop word/concept knowledge. 7. Remind students how/when to use the word. Margarita Calderón & Associates, Inc.

30

ExC-ELL

Example from 5th Grade Text

1. Say ―manage‖ three times. 2. Although many species manage to survive such extreme . . . 3. (1) succeed in doing something difficult; (2) to be in charge of, to run: manage a company. 4. I managed to lose ten pounds by exercising. My father manages that store. 5. Manage is a polysemous word. Manejar is the cognate. It also has multiple meanings (to drive, to manage). 6. Think-pair-share: What have you managed well recently? 7. Remember to use manage in your summaries. Margarita Calderón & Associates, Inc.

31

ExC-ELL

An Example for Pre-K to 1st

1. Introduce the new word or phrase and ask the children to say it three times or more. 2. Explain the word using everyday language. Provide a child-friendly definition. 3. Give examples of the word in a variety of contexts. Use complete sentences. Use concrete objects. 4. Think-Pair-Share --Ask the children to use it in a sentence with their buddy. Then, ask them what their buddy said. 5. Acknowledge the student‘s attempts at using the new word. 6. Remind them when they need to use the new word. Margarita Calderón & Associates, Inc.

32

ExC-ELL

An Example in Kinder

1. In the pretend or play area, the teacher has the students pack small bags, write their name or draw a picture on a tag, and tie the tag to their luggage. 2. Students are asked to say luggage 3 times. 3. Students are asked to say to a buddy, ―I have . . . in my luggage. I am taking my luggage to . . .‖ 4. The teacher gives the student a sticker or teacher-made luggage tag to put on his or her suitcase every time the student uses the word luggage. Margarita Calderón & Associates, Inc.

33

ExC-ELL

An Example in Kinder

5. The teacher tells the students to ask their parents to show them what luggage they take on their trips, how many pieces of luggage they take on trips, and what happens if they lose their luggage. The next day, students are asked to share the answers to these questions. 6. The teacher reads a story about a trip during which the characters take luggage, and children retell the story and add their own make-believe adventures.


34

ExC-ELL

More Examples for Step #6

SAY THE WORDS – 1. SLEEPILY 2. SUSPICIOUSLY 3. JOYFULLY 4. SADLY 5. SOFTLY 6. LOUDLY 7. LOUDER 8. LAUGHING 9. WHISPERING

faithful, stubborn, awesome, awkward, impish, stern, illuminated.

35

ExC-ELL

Think-Pair-Share

Come up with a long sophisticated complete sentence using the word __________________

36

ExC-ELL

Academic Language:

Selecting 6 words to pre-teach: 1. Which words are going to be most important for learning this content?

2. Start with tier 3 – words that are content specific. 3. Next, find tier 2 words that nest those concepts.

4. Finally, select tier 1 words that students do not know and you need to teach those in order to better comprehend the tier 2 and 3 words. If none are necessary, select two tier 2 instead.


37

ExC-ELL Type of Words

Identify & Classify Words Tier 3

Tier 2

Tier 1

Polysemous

Phrases (bundled up words, idioms) Cognates Connectors & transition Info processing

Homophones Other Margarita Calderón & Associates, Inc.

38

ExC-ELL

Chat with your buddy or inner self:

1. Why do you need to sort vocabulary into three categories? 2. Why should you select words from each subject you teach? 3. In what ways can you organize your planning time to address this approach?


39

ExC-ELL

Key: Teach vocabulary before, during and after students read

• Comprehension depends on knowing between 90% and 95% of the words in a text. • Knowing words means explicit instruction not just exposure. Students need 12 production opportunities to own a word.


40

ExC-ELL

Vocabulary & Reading Interfaces

Typical Reading Comprehension Strategies/Skills Predict Visualize Determine important Make inferences information Ask & answer Monitor questions comprehension Make connections Summarize Margarita Calderón & Associates, Inc.

41

ExC-ELL

Multiple Perspectives/Interfaces

Examples of Writing Text Structures Description Cause and effect Sequence

Problem solution

Compare and contrast

Summarize


42

Academic Language:

ExC-ELL words words words words words words words words words words words words words words words words words words words

words words words words words words words words words words words words words words words words words words words





Writing Conventions & Skills






Language Functions & Discourse

Reading Strategies & Skills


words words words words words words words words words words words words words words words words words words words 43

ExC-ELL

Before Reading Science, Math, Social Studies, and Language Arts

• Hook the Reader • Build Background • Connect with Prior Knowledge • Pre-teach Vocabulary Explicitly • Preview Text with Students • Set Purpose for Reading 44

ExC-ELL

Explicit Instruction for Writing

Text structure

Writing strategy

Signal words

Problem – solutions

• problems are identified and solutions are provided • supporting details describe the problem and solution

accordingly, answer, as a result, due to, challenge, decide, fortunately, if ___then, issue, one reason is, outcome is, problem, so, solution, the problem is solved by, therefore, thus, unfortunately, trouble


45

ExC-ELL

Assessment & Writing

The ultimate proof -- at the end of the block, day, week: Write one or two paragraphs summarizing what you learned about _______________ using as many tier 2 and tier 3 words as you have learned.

Extra points if you use appropriate connectors, transition or signal words. Use compound sentences or different types of clauses. Margarita Calderón & Associates, Inc.

46

ExC-ELL

EXIT PASS

Name _______________________ Subject _____________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________

47

ExC-ELL

Engagement with Text – Step 2 Modeling Comprehension

Why Do Teacher Think Alouds? •Fluency •Comprehension Strategies •Self-correction •Fix-it strategies •Extend comprehension

M O D E L

•Teach more words 48

ExC-ELL

There's lots of evidence of drastic changes in climate occurring in the distant past. Earth today may again be in the midst of such a climate change. In the last 100 years, studies show, global temperatures have risen an average of 0.6 degrees C. That might not sound so bad. After all, what difference does half a degree make? A growing number of studies suggest, however, that such an increase could have a big impact on life. 49

ExC-ELL

Teaching Words After Reading or for Anchoring Knowledge

•

Cooperative Learning strategies -- RoundTable, Tea Party, Write-Around, 3-Step Interview, 8-Rectangles, Corners, etc.

•

Word journals, Freyer graphs, semantic webs, etc.

•

Games -- Jeopardy, Charades, let students invent!

•

Charts, graphs, cognitive organizers, semantic maps, word webs!

•

Poems, chants, songs, rhymes!

•

Summaries, syntheses, story-related writing, reports, related research, personification plays, cartoons, comic books -- all should include as many of the key words as possible.


50

ExC-ELL

Vocabulary in Centers

Writing Center. Students can practice vocabulary starting from letter formation to completing sentences by writing lists, stories, summaries, and cooperative stories. Experiment Center. ELs benefit from hands-on experiments in science and math. Discovery develops critical thinking even if the language skills are limited. ELs can team up with an English speaker and conduct experiments or solve math problems, then, do a collaborative summary of what they learned. Conversation Center. Students practice conversations with adults—teachers, teacher assistants, or parents/volunteers. Margarita Calderón & Associates, Inc.

51

ExC-ELL

Vocabulary in Centers

Reader’s Theater Center. Reader‘s Theater Books that contain lines for different readability levels can be used at these centers. Students can practice fluency and pronunciation, learn new words, build listening skills, learn to take turns, and perform in front of an audience. Listening/Reading Center. Many programs for ELs have been developed such as online books or books on CDs. Ask students to summarize their book. Computer Center. ELs and other students can practice phonemic awareness, pronunciation, vocabulary, math, science, sequencing, following directions, and technology skills on the computer. Margarita Calderón & Associates, Inc.

52

ExC-ELL

Polysemous S.E.E.D. activity as a ―DO NOW‖ the following day.

Sentences The palm trees swayed in the wind.

Explanation (Definition) An evergreen tree that grows in hot places

The fortune teller will read your palm and tell your fortune.

Examples palm trees on Palm Blvd.

The flat inside part of your hand. Drawing

sweaty palms palm reader

53

ExC-ELL

THINKING PROCESS

(Knowledge-1) Shallow processing: drawing out factual answers, testing recall and recognition

R E M E M B E R


Applying Bloom’s Taxonomy of Cognitive Process – 1 VERBS FOR OBJECTIVES choose describe define identify label list locate match memorize name omit recite recognize select state

MODEL QUESTIONS Who? Where? Which one? What? How? What is the best? Why? How Much? When? What does it mean?

INSTRUCTIONAL STRATEGIES • Highlighting • Rehearsal • Memorizing • Mnemonics

54

ExC-ELL

Instructional Sequence - For every teacher action there is a student reaction!

Teacher 1. Introduces concepts/vocab

Students Provide examples, questions, usage

2. Thinks aloud to model comprehension strategies

Apply the strategies with partners

3. Reads aloud for fluency

Read along silently or whisper

4. Models how to partner read

Conduct partner reading for fluency

5. Monitors & records partners

Partners reread to practice strategies

6. Conducts cooperative activity

Work in teams to process & summarize

7. Conducts debriefing

Discuss words, concepts, summaries

8. Models writing strategies

Do content-related writing using vocab

9. Assesses vocabulary & content Analyze their test results and go back to learn the missing pieces 10. Assesses a second time


All students should be successful

55

ExC-ELL

Solution Tree Press: Item # 14BSF–BKF402

ORDER FORM: Solution-tree.com Phone 800.733.6786 FAX 812.336.7790


56

ExC-ELL

Thank you! [email protected] www.margaritacalderon.org

202-368-4621


57