Accelerating Content Vocabulary for English Language Learners

Timothy SimsBased on the work of Margarita Calderón in Teaching Reading to English Language Learners Grades 6-12.

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/

Comparison 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 passage3. Provides definition (s) from dictionary4. Teacher provides a student friendly

example.5. Students say the word 3 times6. Teacher ensures 100% active engagement7. 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

Word Picture

Sentence Definition

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

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

Other ideas

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

Other Resources Wordsift

http://www.wordsift.com Margartia Calderon’s Website

http://www.margaritacalderon.org/ Tier Description

http://t4.jordan.k12.ut.us/cbl/images/CBL_Documents/3tiervocab.pdf

http://web1.d25.k12.id.us/home/title1/vocabdev.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. Say2. Text3. Definition4. Example5. Repeat6. Activity7. 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?

ReferencesCalderón, 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.