65
Rethinking Equity of Teaching English Language Learners (RETELL) Session 6: Vocabulary for ELLs I Face-to-Face Session

Rethinking Equity of Teaching English Language Learners (RETELL) Session 6: Vocabulary for ELLs I

  • Upload
    inigo

  • View
    46

  • Download
    4

Embed Size (px)

DESCRIPTION

Rethinking Equity of Teaching English Language Learners (RETELL) Session 6: Vocabulary for ELLs I . Face-to-Face Session . Session Introduction. SEI Teacher Endorsement Course Map . Agenda. Session Introduction (25 min) Vocabulary Development for ELLs: Theory and Data ( 15 min) - PowerPoint PPT Presentation

Citation preview

Page 1: Rethinking Equity of Teaching English Language Learners (RETELL) Session 6: Vocabulary for  ELLs I

Rethinking Equity of Teaching English Language Learners (RETELL)Session 6: Vocabulary for ELLs I

Face-to-Face Session

Page 2: Rethinking Equity of Teaching English Language Learners (RETELL) Session 6: Vocabulary for  ELLs I

Session Introduction

Page 3: Rethinking Equity of Teaching English Language Learners (RETELL) Session 6: Vocabulary for  ELLs I

MODULE A: ELLs: Their World and Second Language Acquisition Process in the SEI Classroom

(Sessions 1—4) 1: Examining Data & Policies Relevant to

ELLs

2: Diversity within ELL

Populations (ONLINE 3 HOURS)

3: Cultural & Social Aspects of Teaching in the SEI Classroom

4. Second Language

Acquisition in the SEI Classroom

MODULE B: Academic Language and Literacy Development in the SEI Classroom

(Sessions 5—16)

5. Sheltering Content (ONLINE 3 HOURS)

6: Vocabulary for ELLs I

7: Vocabulary for ELLs II

8. Vocabulary for ELLs III (ONLINE 2 HOURS)

9: Reading for ELLs I

10: Reading for ELLs II

11: Reading for ELLs III (ONLINE 2 HOURS)

12: Writing for ELLs I

13: Writing for ELLs II

14. Writing for ELLs III (ONLINE 2 HOURS)

15. Large-Scale Assessment for ELLs; Capstone Lesson Presentations

16. Capstone Lesson Presentations; Course Evaluation

Massachusetts Department of Elementary and Secondary Education

3

SEI Teacher Endorsement Course Map

Page 4: Rethinking Equity of Teaching English Language Learners (RETELL) Session 6: Vocabulary for  ELLs I

Massachusetts Department of Elementary and Secondary Education

4

Agenda Session Introduction (25 min) Vocabulary Development for ELLs: Theory and Data (15

min) Vocabulary Development for ELLs: Standards and

Frameworks (10 min) Teaching Vocabulary to ELLs: Core Practices (30 min) Break (10 min) Core Practices - Continued (1 hr. 15 min.) Small Group Feedback: Connecting Practice and Theory

(5 min) Final Reflection (5 min) Assignments & Preparing for Upcoming Session (5 min) 

Page 5: Rethinking Equity of Teaching English Language Learners (RETELL) Session 6: Vocabulary for  ELLs I

Massachusetts Department of Elementary and Secondary Education

5

Objectives Explain the relationship of vocabulary to

Language subsystems The four language domains Essential shifts relating to literacy and the Common Core

standards WIDA’s Functional Components of Academic Language Oracy Sheltered educational theory and practice.

Explain the importance of vocabulary as a predictor of success for all students.

Explain considerations and implications for ELLs related to vocabulary (limited exposure, depth and breadth, cognates/false cognates, having/developing a concept for a word, difficulty hearing a word, idiomatic expressions, figures of speech)

Page 6: Rethinking Equity of Teaching English Language Learners (RETELL) Session 6: Vocabulary for  ELLs I

Massachusetts Department of Elementary and Secondary Education

6

Objectives Identify key vocabulary words/phrases in a student

text and appropriately assign words/phrases to one of three vocabulary tiers for ELLs.

Pre-teach new vocabulary words in an SEI class using an instructional protocol which distinguishes among the three tiers of vocabulary.

Demonstrate an understanding of the importance of oral language development as a foundation for literacy development.

Apply interactive strategies practiced in class activities to increase engagement in the sheltered content classroom and to promote oral language development using targeted vocabulary.

Page 7: Rethinking Equity of Teaching English Language Learners (RETELL) Session 6: Vocabulary for  ELLs I

Massachusetts Department of Elementary and Secondary Education

7

Connections to Prior Session

Review language objectives – Let’s make one for today’s session

Take out your journal entry completed for today’s session

Pair-up with a same grade-level or same-content teacher

Use the following guiding questions.o Where does your lesson align with the SEI template? o Where does your lesson differ from the SEI template?

Page 8: Rethinking Equity of Teaching English Language Learners (RETELL) Session 6: Vocabulary for  ELLs I

Massachusetts Department of Elementary and Secondary Education

8

Quick Review of Final Course Capstone Assignment

SEI Endorsement Lesson Plan Template Capstone Project

o 4 Lessons o Presentation in Session 16

Page 9: Rethinking Equity of Teaching English Language Learners (RETELL) Session 6: Vocabulary for  ELLs I

Vocabulary Development for ELLs: Theory and Data

Page 10: Rethinking Equity of Teaching English Language Learners (RETELL) Session 6: Vocabulary for  ELLs I

Massachusetts Department of Elementary and Secondary Education

10

What We Know – 100 Years of Vocabulary Research

Vocabulary knowledge is one of the best predictors of oral ability Vocabulary knowledge contributes to young children’s

phonological awareness, which in turn contributes to their word recognition

Vocabulary knowledge in Kindergarten and 1st grade is a significant predictor of reading comprehension in the middle and secondary grades

Vocabulary difficulty strongly influences the readability of text Teaching vocabulary can improve reading comprehension. Growing up in poverty can seriously restrict the vocabulary

children learn before beginning school and make attaining an adequate vocabulary a challenging task

Lack of vocabulary can be a crucial factor underlying the school failure of disadvantaged students

Source: Graves, M. , 2013

Page 11: Rethinking Equity of Teaching English Language Learners (RETELL) Session 6: Vocabulary for  ELLs I

Massachusetts Department of Elementary and Secondary Education

11

Vocabulary Development for ELLs: Is It the Same?

Much of what we have learned about vocabulary development from the research base and teaching, for native English speakers, also applies to ELLs; however there are some different considerations and instructional approaches for ELLs that are different and critical to their academic success.

Page 12: Rethinking Equity of Teaching English Language Learners (RETELL) Session 6: Vocabulary for  ELLs I

Massachusetts Department of Elementary and Secondary Education

12

A Closer Look: Differences or Considerations for ELLs Take a few minutes to review the handout

Comparison of English Speakers and English Learner Vocabulary Development with a neighbor.

For the first column point about Native English Speakers, please think about and predict some implications or considerations for ELLs with a partner.

NATIVE ENGLISH SPEAKERS

ENGLISH LEARNERS

Page 13: Rethinking Equity of Teaching English Language Learners (RETELL) Session 6: Vocabulary for  ELLs I

Adapted from Peregoy & Boyle, 2008

PRAGMATICS & DISCOURSE: Sociolinguistic rules governing language use in communicative context

SEMANTICS:linguistic meanings of words

and sentences

PHONOLOGY:the sound

system of a language

MORPHOLOGY: rules of

word formation

SYNTAX & GRAMMAR:rules of word

order in sentence formation

Which of these elements of the language subsystems are represented in vocabulary?

Language Subsystems

Page 14: Rethinking Equity of Teaching English Language Learners (RETELL) Session 6: Vocabulary for  ELLs I

Relationship Between Written & Oral Language

Adapted from Peregoy & Boyle, 2008

SPEAKING WRITING

READINGLISTENING

DYNAMIC RELATIONSHIPS BETWEEN ORAL &

WRITTEN LANGUAGE

PRODUCTIVE LANGUAGE USE

RECEPTIVE LANGUAGE USE

Page 15: Rethinking Equity of Teaching English Language Learners (RETELL) Session 6: Vocabulary for  ELLs I

Massachusetts Department of Elementary and Secondary Education

15

Instruction in the key components of reading is necessary – but not sufficient-for teaching language – minority students to read and write proficiently in English. Oral proficiency in English is critical as well – but student performance suggests that it is often overlooked in instruction.

Relationship of Oracy to Literacy

National Reading Panel, 2000; August and Shanahan, 2006

Page 16: Rethinking Equity of Teaching English Language Learners (RETELL) Session 6: Vocabulary for  ELLs I

Massachusetts Department of Elementary and Secondary Education

16

Relationship of Oracy to Literacy

Oracy is the listening comprehension and oral production of language.

Oracy skills lay the groundwork for the emergence of reading and writing.

Students with strong oracy levels in English are more likely to develop strong literacy levels in English.

ELLs have acquired their listening comprehension in their first language; however those sounds and words are not the same as in English.

Page 17: Rethinking Equity of Teaching English Language Learners (RETELL) Session 6: Vocabulary for  ELLs I

Massachusetts Department of Elementary and Secondary Education

17

What Is Vocabulary? Single Words

o Elephant, peace, walking Set Phrases

o All of a sudden Variable Phrases

o Off and on, on and off Phrasal Verbs

o Put away, put up with, put down, put off Polysemous Words

Plot, table, point Idioms

o Got up on the wrong side of the bedSources: Vocabulary Myths (Folse, Ken: 2004)

Page 18: Rethinking Equity of Teaching English Language Learners (RETELL) Session 6: Vocabulary for  ELLs I

Massachusetts Department of Elementary and Secondary Education

18

What Is Vocabulary? Vocabulary is the knowledge of words

and word meanings in both oral and print language and in both productive and receptive forms. (Pacific Resources for Education & Learning)

“…vocabulary is the glue that holds stories, ideas, and content together…making comprehension accessible for children.” (Rupley, Logan & Nichols 1998/1999)

How would you add to these definitions?

Page 19: Rethinking Equity of Teaching English Language Learners (RETELL) Session 6: Vocabulary for  ELLs I

Discourse

Amount of speech/written textStructure of speech/written textDensity of speech/written textOrganization and cohesion of ideas (thinking)Variety of sentence types

Types and variety of grammatical structuresConventions, mechanics, and fluencyMatch of language forms to purpose/perspectiveSentence

Word/Phrase

General, specific, and technical languageMultiple meanings of words and phrasesFormulaic and idiomatic expressions; collocationsNuances and shades of meaning

Socio

cultu

ral C

onte

xts

Source: Zwiers, J. , 2012

WIDA Features of Academic Language

Page 20: Rethinking Equity of Teaching English Language Learners (RETELL) Session 6: Vocabulary for  ELLs I

Vocabulary Relating to WIDA’s Academic Language

WIDA Consortium

Page 21: Rethinking Equity of Teaching English Language Learners (RETELL) Session 6: Vocabulary for  ELLs I

Massachusetts Department of Elementary and Secondary Education

21

What Does It Mean to Know Vocabulary?A Student

knows a word’s meaning when reading it in a variety of texts;

can pronounce and spell the word correctly;

recognizes characteristics of the word, such as multiple meanings;

can explain its meaning within the context of reading;

can use it as a natural part of his or her writing repertoire.

Source: Calderon, M. 2011

Page 22: Rethinking Equity of Teaching English Language Learners (RETELL) Session 6: Vocabulary for  ELLs I

Massachusetts Department of Elementary and Secondary Education

22

Role of Vocabulary in Student Success Having a substantial vocabulary is crucial to

learning to read and write. Comprehension depends on knowing between 90%

and 95% of the words in text. Reading comprehension correlates with procedural

and content knowledge. Content knowledge correlates with academic success. Teachers need to provide powerful explicit

vocabulary instruction and a rich array of language experiences in listening, speaking, reading, and writing .

Source: Graves, August, Carlo, Calderon)

Page 23: Rethinking Equity of Teaching English Language Learners (RETELL) Session 6: Vocabulary for  ELLs I

Vocabulary Development for ELLs: Standards and Frameworks

Page 24: Rethinking Equity of Teaching English Language Learners (RETELL) Session 6: Vocabulary for  ELLs I

Common Core: Key Shifts

ENGLISH LANGUAGE ARTS/LITERACY1) Balance of literature and informational texts;

focus on text complexity

2) Emphasis on argument, informative/explanatory writing, and research

Write about sources (evidence)Answer questions that require students to have read text

3) Speaking and listening skillsInclusion of formal and informal talk

4) Literacy standards for history, science and technical subjects. Literacy is not just the job of the English teacher; complements

rather than replaces those subjects

ANCHORED IN COLLEGE AND CAREER READINESS

24

Source: Adapted from MA DESE Slide

Which of these key shifts are we addressing in this session?

Page 25: Rethinking Equity of Teaching English Language Learners (RETELL) Session 6: Vocabulary for  ELLs I

Massachusetts Department of Elementary and Secondary Education

25

Common Core: Implications for Vocabulary Instruction for ELLs A central purpose of the standards is to raise educational

rigor through more canonical, complex, and informational text. This means texts with more challenging vocabulary –vocabulary that will require SIGNIFICANT scaffolding for ELLs.

Vocabulary is prominently featured, at all grade levels, in all domains, and in the Language Arts, as well as in the disciplinary literacy standards for history/social studies, science and technology.

All students have the opportunity to learn and reach these high standards and need to be supported, though regarding ELLs the standards state explicitly that it is “beyond the scope of the Standards to define the full range of supports appropriate for ELLs…”

(Graves, August, Mancilla-Martinez, 2013)

Page 26: Rethinking Equity of Teaching English Language Learners (RETELL) Session 6: Vocabulary for  ELLs I

Massachusetts Department of Elementary and Secondary Education

26

WIDA and Common CoreTogether

Massachusetts has adopted WIDA’s English Language Development Standards that help teachers to address the range of instructional needs and proficiency levels of ELLs.

They are intended to be used in tandem with the Common Core State Standards and all Massachusetts Curriculum Frameworks and therefore in all classrooms with ELLs.

These standards show teachers how to scaffold language inherent in teaching to Common Core and other standards and for different communication tasks students engage in during content instruction.

The ELD Standards, like Common Core, acknowledge the central role of language in the instructional and assessment needs of ELLs.

Page 27: Rethinking Equity of Teaching English Language Learners (RETELL) Session 6: Vocabulary for  ELLs I

27

Page 28: Rethinking Equity of Teaching English Language Learners (RETELL) Session 6: Vocabulary for  ELLs I

Frameworks: Instructional Implications

28

Teachers must know how to use both sets of standards when they have English learners in their classrooms.

WIDA’s framework is a formative assessment framework and therefore encourages excellent formative assessment in instructional decision-making for ELLs, day to day, in an ongoing way, supported by in-depth teacher knowledge about the backgrounds of their English learners.

All teachers are teachers of language and literacy and own responsibility for teaching it in their content area.

All teachers are ELL teachers.

Page 29: Rethinking Equity of Teaching English Language Learners (RETELL) Session 6: Vocabulary for  ELLs I

Teaching Vocabulary to ELLs: Necessary Elements

Page 30: Rethinking Equity of Teaching English Language Learners (RETELL) Session 6: Vocabulary for  ELLs I

Massachusetts Department of Elementary and Secondary Education

30

Effective Vocabulary Instruction for ELLs ELLs should be given ample opportunities

and encouraged to communicate with English-proficient speakers for it is in this way the second languages are predominantly acquired. (Ellis, 2005)

Several strategies are especially valuable for ELLs, including taking advantage of students’ first language if the language shares cognates with English; ensuring that ELLs know the meaning of basic words, and providing sufficient review and reinforcement. (August, Carlo, Dressler, Snow, 2005)

Page 31: Rethinking Equity of Teaching English Language Learners (RETELL) Session 6: Vocabulary for  ELLs I

Massachusetts Department of Elementary and Secondary Education

31

A 4-Prong Approach 1. Providing rich and varied language

experiences for ELLs ELLs learn words through reading, writing,

listening, and speaking. In K and primary grades and for ELLs in early

proficiency stages, listening and speaking are particularly important to vocabulary development.

Source: Graves, 2013; Baumann and Kame’ enui, 2012; Blachowicz, Fisher Ogle and Watts-Taffe, 2006; Stahl and Nagy 2006; August and Snow, 2008, Baumann, Blachowixz, Graves & Oleynik, 2009

Page 32: Rethinking Equity of Teaching English Language Learners (RETELL) Session 6: Vocabulary for  ELLs I

Massachusetts Department of Elementary and Secondary Education

32

4-Prong Approach2. Teaching individual words

We can’t teach them ALL! Most effective when ELLs are given both

definitional and contextual information and when learners actively process new word meanings and have multiple exposures to the new words

Rich, deep and extended in other words!

Source: Graves, 2013; Baumann and Kame’ enui, 2012; Blachowicz, Fisher Ogle and Watts-Taffe, 2006; Stahl and Nagy 2006; August and Snow, 2008, Baumann, Blachowixz, Graves & Oleynik, 2009

Page 33: Rethinking Equity of Teaching English Language Learners (RETELL) Session 6: Vocabulary for  ELLs I

Massachusetts Department of Elementary and Secondary Education

33

4-Prong Approach3. Teaching word-learning strategies

Using word parts (prefixes, suffixes, roots) to unlock meaning of words (Baumann, Font, Edwards and Boland, 2005; Carlyle, 2007) and understand families of words

indicate-indicator-indicated-indication Using context to infer word meanings Using the dictionary and similar reference

tools (Graves, 2006; Stahl & Nagy, 2006) Using cognate knowledge

Source: Graves, 2013; Baumann and Kame’ enui, 2012; Blachowicz, Fisher Ogle and Watts-Taffe, 2006; Stahl and Nagy 2006; August and Snow, 2008, Baumann, Blachowixz, Graves & Oleynik, 2009

Page 34: Rethinking Equity of Teaching English Language Learners (RETELL) Session 6: Vocabulary for  ELLs I

Massachusetts Department of Elementary and Secondary Education

34

4-Prong Approach4. Fostering Word Consciousness

Word consciousness involves both a cognitive and an affective stance

toward words and integrates metacognition about words, motivation to learn words, and a deep and lasting interest in words (Graves & Watts-Taffe, 2008; Scott, Skobel & Wells, 2008)(Graves, 2013; Baumann and Kame’ enui, 2012;

Blachowicz, Fisher Ogle and Watts-Taffe, 2006; Stahl and Nagy 2006; August and Snow, 2008, Baumann, Blachowixz, Graves & Oleynik, 2009)

Page 35: Rethinking Equity of Teaching English Language Learners (RETELL) Session 6: Vocabulary for  ELLs I

Strategies for Teaching Vocabulary to ELLs

Page 36: Rethinking Equity of Teaching English Language Learners (RETELL) Session 6: Vocabulary for  ELLs I

Massachusetts Department of Elementary and Secondary Education

36

Approach to Strategies and Practices in the Course

Model o The facilitator will demonstrate the core practice or strategy.

Practice o Participants will practice the approach or strategy in class. o Participants will implement the strategy in their classroom as

an assignment. Feedback

o The facilitator and peer participants will give feedback to colleagues as they practice in class.

o Participants will have an opportunity to debrief with other participants in their content or grade level and seek feedback on their experience after implementing in the classroom.

Page 37: Rethinking Equity of Teaching English Language Learners (RETELL) Session 6: Vocabulary for  ELLs I

Massachusetts Department of Elementary and Secondary Education

37

Identifying Words to Teach: Tier 1 Vocabulary

First Tier words rarely require much instructional attention. o They are used frequently in oral discourse.o They consist of basic words.o They can be easily demonstrated through visuals,

motions and gestures. o Examples are: baby, clock, happy, walk, jump, hop,

slide, girl, boy, dog

Is this true for English language learners? What factors do teachers of ELLs have to

consider?Source: Beck, I. et al, 2002; Calderon, M. 2011

Page 38: Rethinking Equity of Teaching English Language Learners (RETELL) Session 6: Vocabulary for  ELLs I

Massachusetts Department of Elementary and Secondary Education

38

Identifying Words to Teach: Tier 2 Complex words and longer phrases (Bookishness) (All of a

sudden) Polysemous words (multiple meaning words) (plot /plot) Idioms (“kicked the bucket” ) Noun Phrases (long time, great Depression) Prepositional phrases (on the verge) Connectors and transition words (as a result…) Specific and sophisticated words that cross multiple content

areas (analysis) Students often have some conceptual understanding on which

to build word knowledge (e.g. they may not know the words “sophisticated or elegant” but they know the concept and word “pretty”).Source: Calderon, M. 2011

Page 39: Rethinking Equity of Teaching English Language Learners (RETELL) Session 6: Vocabulary for  ELLs I

Massachusetts Department of Elementary and Secondary Education

39

Identifying Words to Teach: Tier 3

This category consists of words whose frequency of use is quite low and often limited to specific domains.o Examples are: isotope, lathe, peninsula,

refinery.o These words are best learned when a specific

need arises such as a geography lesson – i.e., words used infrequently and unknown concepts.

o These words are very important to understanding content.

(Beck,I. et al, 2002; Calderon, M. 2011)Which of these do you spend the most of the

time teaching – Tier 1, Tier 2, or Tier 3?

Page 40: Rethinking Equity of Teaching English Language Learners (RETELL) Session 6: Vocabulary for  ELLs I

Massachusetts Department of Elementary and Secondary Education

40

The Three Tiers – Examples Tier 1 Tier 2 Tier 3

Description Concrete words/phrases that can be demonstrated easily.

Information processing words, polysemous words, transition words, connectors; more sophisticated words for rich discussions and specificity in descriptions, word phrases, idioms

Uncommon words that are typically associated with a specific domain

Examples clockcoldhappyfriendlylockerschedulechoice

avoid, adapt consequentlytrunk point once upon a timebreak a legas well as

entomologistpeninsula bucolicendoplasmic reticulum

Page 41: Rethinking Equity of Teaching English Language Learners (RETELL) Session 6: Vocabulary for  ELLs I

Massachusetts Department of Elementary and Secondary Education

41

Identifying Tiers of Vocabulary in Text : The Rancid Rafflesia

Tier 1 Tier 2 Tier 3smells rancid carrion

1. Read aloud the first section of The Rancid Rafflesia.2. Analyze the vocabulary for the 3 tiers.

Page 42: Rethinking Equity of Teaching English Language Learners (RETELL) Session 6: Vocabulary for  ELLs I

Massachusetts Department of Elementary and Secondary Education

42

Identifying Tiers of Vocabulary in Text: The Rancid RafflesiaTier 1 Tier 2 Tier 3smellflowercabbageworldfooddogwidelargestdays

rancid corpserootstenchminiatureblossompoundyardexpandsin full bloom

parasitepollinationchlorophyllcarrion

Page 43: Rethinking Equity of Teaching English Language Learners (RETELL) Session 6: Vocabulary for  ELLs I

Massachusetts Department of Elementary and Secondary Education

43

Small Group Activity: Identifying Tiers of Vocabulary in Text

Tier 1 Tier 2 Tier 3

1 Break into small groups with assigned reading segment. 2. Analyze the vocabulary for the 3 tiers. 3. Record on chart paper and post.

Page 44: Rethinking Equity of Teaching English Language Learners (RETELL) Session 6: Vocabulary for  ELLs I

Massachusetts Department of Elementary and Secondary Education

44

So Much Vocabulary!

rafflesiarancid

theroot

miniature

CABBAGE

expands

Stench

POUND

Page 45: Rethinking Equity of Teaching English Language Learners (RETELL) Session 6: Vocabulary for  ELLs I

Massachusetts Department of Elementary and Secondary Education

45

Break (10 minutes) If you are waiting, or

back early, quickly scan pages handouts in the Participant Manual

Make a one-sentence oral connection between the three Tiers and your classroom/instruction.

Page 46: Rethinking Equity of Teaching English Language Learners (RETELL) Session 6: Vocabulary for  ELLs I

Teaching Vocabulary to ELLs: Core Practices (cont.)

Page 47: Rethinking Equity of Teaching English Language Learners (RETELL) Session 6: Vocabulary for  ELLs I

Massachusetts Department of Elementary and Secondary Education

47

Criteria for Choosing Vocabulary to Teach to ELLs

The following are some factors to consider when selecting WHICH words to teach, when you have ELLs in the classroom:

o Importance and Utility: Characteristic of mature language users and are found in a wide variety of contexts (Is this word important to know for understanding the text? For conversation?)

o Instructional Potential: Students can build rich representations of them and can easily connect to other words/concepts. (Can you work with this word?)

o Conceptual Understanding: Students understand the general concept but provide precision and specificity (Can you make a connection to students’ learning, background, language ?)

Source: Beck et. al. 2002, Bringing Words to Life

Page 48: Rethinking Equity of Teaching English Language Learners (RETELL) Session 6: Vocabulary for  ELLs I

Massachusetts Department of Elementary and Secondary Education

48

Choosing Vocabulary: The Rancid Rafflesia

Tier 1 Tier 2 Tier 3smellflowercabbageworldfooddogwidelargestdays

rancid corpserootstenchminiatureblossompoundyardexpands

parasitepollinationchlorophyllcarrion

Page 49: Rethinking Equity of Teaching English Language Learners (RETELL) Session 6: Vocabulary for  ELLs I

Massachusetts Department of Elementary and Secondary Education

49

Choosing Vocabulary to Teach

Tier 1 Tier 2 Tier 3

1. Return to your chart and group from before (3 groups with assigned reading segments).

2. Discuss the vocabulary based on the criteria for selecting words to teach.

3. Decide which you are going to teach specifically with ELLs in mind.

Page 50: Rethinking Equity of Teaching English Language Learners (RETELL) Session 6: Vocabulary for  ELLs I

Massachusetts Department of Elementary and Secondary Education

50

Gallery Walk Visit each chart. Check the 3 tiers – how did each group do? On a sticky note write 1 question and 1 for the

other group. Return to your own chart and review the

questions and comments. Would you change any of your words to other tiers?

Are there any considerations for ELLs you had not thought of with the words you

selected?

Page 51: Rethinking Equity of Teaching English Language Learners (RETELL) Session 6: Vocabulary for  ELLs I

Massachusetts Department of Elementary and Secondary Education

51

Fostering Word Consciousness in our ELLs Set up glossaries in students notebooks (the end). Have

students note new words worth learning from their texts each day for a few minutes. Discuss.

Ask students to preview and select vocabulary from text that they think will be difficult to understand or useful to the chapter. Have students track and post these words each day.

As students get more adept at picking the right words, use them as the focus of your vocabulary language objectives each day.

Have students contribute to making content word walls where you categorize Tier 1, 2, and 3 vocabulary.

Have students use sticky-notes to mark vocabulary as they read, notably words or word phrases that they have seen frequently, and know they should know, but don’t.

Page 52: Rethinking Equity of Teaching English Language Learners (RETELL) Session 6: Vocabulary for  ELLs I

Massachusetts Department of Elementary and Secondary Education

52

1. Teacher says the word. Student repeats. 2. Teacher states the word in context from the text.3. Teacher provides the dictionary definition(s).4. Teacher explains meaning with student-friendly

definitions.5. Teacher highlights features of the word: polysemous,

cognate, tense, prefixes, etc.6. Teacher engages students in activities to develop

word/concept knowledge.7. Teacher assigns peer reading with oral and written

summarization activities and explains how new words will be used.

(Calderon, M., 2011)

A 7-Step Process for Pre-Teaching Vocabulary (Before Reading)

Page 53: Rethinking Equity of Teaching English Language Learners (RETELL) Session 6: Vocabulary for  ELLs I

Margarita Calderón & Associates, Inc.

1. Teacher says the word. Student repeats.

2. Teacher states the word in context from the text.

3. Teacher provides the dictionary definition(s).

4. Teacher explains meaning with student-friendly definitions.

5. Teacher highlights features of the word: polysemous, cognate, tense, prefixes, etc.

6. Teacher engages students in activities to develop word/concept knowledge.

7. Teacher assigns peer reading with oral and written summarization activities and explains how new words will be used.

1. Say stench 3 times.2. Flowering for just four to six days,

it fills the air with a stench like carrion…

3. A strong and very unpleasant smell.

4. A very stinky smell-Sneakers that have been worn a lot often have a terrible stench.

5. Stench is a non-count noun. You would never say “stenches.”

6. 1 Minute Brainstorm : With a partner, use the expression: “I’ll tell you what has a stench… ___ has a stench!”

7. Use words in your brainstorm and “stench” to write a sentence.

A 7-Step Process for Pre-Teaching Vocabulary (Before Reading) :

Page 54: Rethinking Equity of Teaching English Language Learners (RETELL) Session 6: Vocabulary for  ELLs I

Margarita Calderón & Associates, Inc.

1. Teacher says the word. Student repeats.

2. Teacher states the word in context from the text.

3. Teacher provides the dictionary definition(s).

4. Teacher explains meaning with student-friendly definitions.

5. Teacher highlights features of the word: polysemous, cognate, tense, prefixes, etc.

6. Teacher engages students in activities to develop word/concept knowledge.

7. Teacher assigns peer reading with oral and written summarization activities and explains how new words will be used.

1. Repeat after me …Say ____________ 3 times.

2.

3.

4.

5.

6.

7.

A 7-Step Process for Pre-Teaching Vocabulary (Before Reading) :

Page 55: Rethinking Equity of Teaching English Language Learners (RETELL) Session 6: Vocabulary for  ELLs I

Massachusetts Department of Elementary and Secondary Education

55

Instructions Individually decide on a key term to pre-

teach from your chart. Complete the chart and practice

teaching your seven steps. For step 6 use TTYP.

Teach your Partner or Triad (Role playing the part of the students).

Page 56: Rethinking Equity of Teaching English Language Learners (RETELL) Session 6: Vocabulary for  ELLs I

Massachusetts Department of Elementary and Secondary Education

56

Feedback and Exemplars At your table take 2 minutes to discuss

what was easiest and what was most challenging about this strategy. Why?

Did anyone do a GREAT job first time trying this process? Nominate your partner!

Page 57: Rethinking Equity of Teaching English Language Learners (RETELL) Session 6: Vocabulary for  ELLs I

Small Group Feedback: Connecting Practice and Theory

Page 58: Rethinking Equity of Teaching English Language Learners (RETELL) Session 6: Vocabulary for  ELLs I

Massachusetts Department of Elementary and Secondary Education

58

Expanding the Strategy There are many ways to create quick

interaction between students and with new words-step 6! Let’s explore some of these with colleagues.

4-Corners Choose a corner for which you can contribute to a

brainstorm. Brainstorm with your colleagues for 3 minutes and

report out. Discuss examples as you brainstorm. Post on your chart. This will help inform ideas for your strategy try-out !

Page 59: Rethinking Equity of Teaching English Language Learners (RETELL) Session 6: Vocabulary for  ELLs I

Massachusetts Department of Elementary and Secondary Education

59

The 4 Corner Brainstorm Corner 1 – Brainstorm quick Interactive strategies for

vocabulary development DURING reading or class discussion.o Think-Pair-Share-Square

Corner 2 – Look at WIDA’s “supports” – these are strategies built right into the framework, appropriate for ELLs at different levels! o Discuss which ones you use often with the group and pick some you

believe you SHOULD plan to use more often. Give an example from your classroom where you might employ those supports for vocabulary development.

Corner 3 – Quick kinesthetic strategies and visual/graphic strategies for showing word meaningo Show how….(e.g. Show how to walk lugubriously…).o Draw the word.

Corner 4 – Students taking charge! o In the Participant Manual examine the different ideas for students to

mark up and select their own vocabulary DURING and AFTER reading. o Can your group add one or two other examples?

Page 60: Rethinking Equity of Teaching English Language Learners (RETELL) Session 6: Vocabulary for  ELLs I

Final Reflections

Page 61: Rethinking Equity of Teaching English Language Learners (RETELL) Session 6: Vocabulary for  ELLs I

Massachusetts Department of Elementary and Secondary Education

61

Exit Slip Collaborative Circle-Square-Triangle at tables Reflect on the concepts, research, and

strategies discussed and practiced today. Collectively come to consensus about the

following o Circle – Are there any questions circling in your

head? o Square – What squares with your academic

knowledge from today? o Triangle – What are 3 most important points from

today that will inform instructional practice with ELLs?

Page 62: Rethinking Equity of Teaching English Language Learners (RETELL) Session 6: Vocabulary for  ELLs I

Assignments & Preparing for Upcoming Session

Page 63: Rethinking Equity of Teaching English Language Learners (RETELL) Session 6: Vocabulary for  ELLs I

Massachusetts Department of Elementary and Secondary Education

63

Assignments for Session 7 Strategy Implementation

In your classroom, implement a vocabulary strategy modeled and practiced in this Endorsement course session at least once before the next session

  Lesson plan on Vocabulary Development

Using designated components of the Endorsement Lesson Plan Template, plan a mini-lesson for English learners on academic vocabulary development.

Page 64: Rethinking Equity of Teaching English Language Learners (RETELL) Session 6: Vocabulary for  ELLs I

Massachusetts Department of Elementary and Secondary Education

64

Assignment for Session 8 Professional Learning Network Participation

Identify two other teachers in the course who teach in your school or district. Schedule a 45-minute meeting to take place sometime before Session 8.

At the conclusion of the meeting, the three participants should complete the Professional Learning Network Meeting Summary.

Page 65: Rethinking Equity of Teaching English Language Learners (RETELL) Session 6: Vocabulary for  ELLs I

Massachusetts Department of Elementary and Secondary Education

65

What to bring next time Required Readings for Session 7

o Donnelly, W. S. and C. J. Roe. 2010. Using sentence frames to develop academic vocabulary for ELLs. Reading Teacher, 64 (2): 131–136.

o Kinsella, K. 2005. Teaching academic vocabulary. In Aiming High RESOURCE: Aspirando a lo Mejor. Santa Rosa, CA: Sonoma County Office of Education. Retrieved from http://www.scoe.org/docs/ah/AH_kinsella2.pdf.

In addition please bring: Your own texts and text-based resources (e.g., text

book examples, novels, teachers guide); Hard copies of your completed assignments to share in

next session