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Building Bridges for Emergent Bilinguals, Part
V: Developing Vocabulary Across Content Areas
Rebecca Curinga, PD CoordinatorAika Swai, Program Coordinator
PD Session #5April 26, 2014Syracuse Teacher Center
2
Agenda10:00 Review of ‘Reading to Learn’ and the Read
Retell-Respond Method10:45 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 Curriculum3:00 Wrap-Up, Homework and Evaluation
3
Activity 1:Review from last session
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
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
Reading Comprehension
Top Down
Bottom up
Components of Reading
Pragmatics & World Knowledge
Semantics/Vocabulary
Morphological Skills
Syntax
Phonological Skills
Print Concepts 7
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
Activities for Goal 1:How do Bridges students acquire new vocabulary?
Vocabulary
Breadth
•How many words do you know?
Depth
•How much do you know about each word?
10
What does a monolingual’s vocabulary look like?
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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
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!
How many words do we actually know?
13
10%
90%
Our oral vocabulary = Approximately 20,000 word families e.g. life: lives, lived, alive, life-
less, lively
High Frequency (but, so, because, man woman)
Low Frequency (ancestors, melanin, absorb)
(Nation, 1993)
How does this translate into what we are reading?
14
80%
20%
Frequency of written words
High Frequency (but, so, because, man woman)
Low Frequency (ancestors, melanin, absorb)
(Nation, 1993)
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
seedsbanana, 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 pmwfruto: 18x pmwfruta: 24x pmw
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)
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
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
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 taught20
Vocabulary in the Bridges Curriculum
21
ELA, Unit 2, Week 1
•What are some methods you currently use to teach different types of vocabulary in your classroom?
22
Teaching Bridges students strategies for learning new vocabulary
Tier 1: Picture Glossary
Tier 1 & Tier 2: Word Wall
23
Turtle
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
Activities for Goal 2:Understanding vocabulary instruction using Concept Maps
Unit 2 ELA, Week 5, Lesson 21
Develop a concept map for the ELA central concept:
STRONG26
27
(Chularut & DeBacker, 2004)
Example concept map
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
Measuring vocabulary outcomes in Bridges
30
Activities for Goal 3:Practicing word play activities to directly aid reading comprehension for Bridges students
A Model of Second Language Reading
32
(Bernhardt, 1994)
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)
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
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
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
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
Recommended Reading• Hiebert, F. Vocabulary Unpacked. Text Project and
University of California, Santa Cruz in partnership with NYC Office of English Language Learners.
• 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.