Vocabulary Building Vocabulary Building Strategies to use When

Working with ELL Strategies to use When

Working with ELL Working with ELL Students

Working with ELL StudentsDr. María Torres

Director of Diversity and ESOL

Ilona OlancinSecondary ELL Curriculum Facilitator

Academic Development

• We require English learners to learn q genough of a second language to be able to function and do high level gacademic work in a new language.

Academic DevelopmentH h l E L d • How can we help ESOL students succeed?

• We know they will need support-But where do we begin?But where do we beg n?

Academic DevelopmentE L d d h l h • ESOL students need help with language in the content areas…..f L R d M h of Language Arts, Reading, Math,

Science, Social Studies, and C LiComputer Literacy

How Can You HelpE L h l d d • ESOL school students need to maximize their time

• They have much to learn in a short They have much to learn in a short period of time

BICS

• Basic Interpersonal Communication Skills• Involves using language for social, face-to-

face and every day situations.Hi hl li d d id l f • Highly contextualized and provides lots of clues for comprehension.T k 0 2 t i• Takes 0-2 years to acquire

CALP

• Cognitive Academic Language Proficiency• Involves language skills and functions of an

academic or cognitive nature.L d d li h d i • Language needed to accomplish academic tasks.T k b t 7 10 t i• Takes about 7-10 years to acquire.

ESOL Students Differ In Skills Acquired

S d i h S d i h Students with no English, few skills

Students with no English,

killmany skills

Students with oral Students with oral Students with oral English, few skills

Students with oral English, many skills

Acquiring language

• Just because students are learning a gnew language, doesn’t mean they lose content language and knowledge.g g g

They can do both!d h h d k ll • Students who have acquired skills

and knowledge …..

DON’T lose that knowledge

THEY NEED TO BE CHALLENGED!

Who Presents Greatest Challenge For Youd h h f k ll • Students who have few skills in

native language need a great deal f of support

• These students need to learn the language AND build on limited skillslanguage AND build on limited skills

How we teach ESOL students who How we teach ESOL students who are still acquiring Language

P• SIOP• Sheltered Instruction Observation

Protocol• A means for making grade level A means for making grade level

academic content more accessible to ESOL students.ESOL students.

How is Content Made Comprehensible?

• By highlighting key language features y g g g y g gand incorporating strategies that enables students to understand the material being presented

What are the Key yComponents?

Preparation• Preparation• Building Background• Comprehensible inputComprehensible input• Strategies• Interaction• Practice and Application• Effectiveness of Lesson delivery

L R i /A t• Lesson Review/Assessment.

SIOP Fosters and Integrated Approach

l h d • Instructional methods integrate language and content.

• Materials developed/adapted to Materials developed/adapted to integrate language and content.

Four Language Skills

• Listeningg• Speaking• ReadingReading• Writing

PreparationL l i i iti l t t d t • Lesson planning is critical to student and teacher success.

• Lesson planning must enable students to make connections between their

i f ti d k l down information and new knowledge

Making ConnectionsL l bl d • Lesson planning must enable students to make connections between their

f d k l down information and new knowledge

Content Objectives

• Need to be stated• These objectives may need to be

reduced for ESOL studentsreduced for ESOL students• Be on the lookout to fill in the gaps

Language ObjectivesL b d b • Language objectives need to be just as important as content objectives

• Bend over backwards to state language objectives clearly and simply g g j y p y– students need to be informed as to what is expected of them and be ptaught the skills in order to do that.

Your guides in planning of g p gcourse are:

C l d• Curriculum guides• SSS• Benchmarks• TESOL StandardsTESOL Standards

Building BackgroundP i I• Practice It

• Students learning English need the t it t E li hopportunity to use English……

• Hear it, see it, read it, write it, speak it!!!i hi f bj within context of subject matter

• Caveat to this – it must be meaningful!

Presentation of Information

f b d • Information must be presented in a way that they understand, bearing in

d l d l d d mind language development needs and gaps in educational experiences

Concepts linked to pStudents’ Background.N i f ti t b ti d t t d t’ • New information must be tied to student’s background

• Teachers/Tutors may make explicit links Teachers/Tutors may make explicit links to student’s backgrounds by asking questions that preview a topic such as, “H “Have you ever seen ….?

• Relate to the text by saying, “Well today we are going to read aboutwe are going to read about……

Links Made between Past L nks Made between ast Learning and New Concepts

M t b ild b id f i l • Must build a bridge from previous lessons to new learning.

• Ask questions “How does that relate to Ask questions, How does that relate to our story?”

• Refer to graphic organizers or other g p gwritten reminders about the information, such as word banks, outlines, charts, and maps maps

Importance of pBackground ExperiencesWh d l k k l d • When readers lack knowledge necessary to read, 3 major

l d b instructional interventions need to be considered:

3 Major Instructional jInterventions

1 T h b l di 1. Teach vocabulary as a prereading step2. Provide experiences3. Introduce a conceptual framework that

will enable students to build appropriate background for themselvesbackground for themselves.

Ch i t & M h (1991)Christen & Murphy (1991)

Building Vocabulary g yCreates Links

Th i d f i f l d • There are a myriad of meaningful and useful ways vocabulary can be taught.Wh d l l th b ild • When used regularly, they build backgroundH i t d t d t d f • Having students understand a few key terms well is more effective than learning a list of wordslearning a list of words.

How do we do that?T h /t t l t d th t th t • Teachers/tutors select words that that are critical for understanding the text or material.material.

• Provide a variety of ways for students to learn, remember, and to use those words.

• In that way, students develop core vocabulary over time. (Blachowicz & Fisher, 2000)2000)

Active Learners

• Students should be active in Students should be active in developing their understanding of words and ways to learn themof words and ways to learn them.

Word WebP t h V b l• Preteach Vocabulary

• A word web is used to organize d t il b t ddetails about a word.

• Write the word in the center• In each outside circle, write a

meaning/characteristic of the word.• Vocabulary handout #1

Word WebMeaning/Characteristic

Word

Meaning/Characteristic Meaning/Characteristic

Concept Definition Map

• A great way to learn and remember g ycontent vocabulary and concepts.

• Can be used to clarify concepts.Vocabulary handout #2• Vocabulary handout #2

Concept Definition MapWord

What is it?a s

What is it like?

Example

Example

4 – Corners VocabularyE bl d l • Enables students to contextualize word by

1. creating a chart with an illustration2. A sentence that includes the word2. A sentence that includes the word3. A definition of the word4 The actual vocabulary word4. The actual vocabulary word.

How ?

F ld i f h t i f ths s th t • Fold a piece of chart paper in fourths so that students can only see one corner at a time.

1. Start with the illustration2. Definition3. Contextualized sentence4 Vocabulary word4. Vocabulary word

Vocabulary handout #3y

4-Corners Vocabulary1 Ill i 2 S1. Illustration 2. Sentence

3 Definition 4 Vocabulary Word3. Definition 4. Vocabulary Word.

Word Sorts

• Teacher/Tutors categorize words or gphrases into groups.

Closed Word SortT h /T t id li t f • Teacher/Tutor provides a list of related vocabulary wordsSt d t di d t • Students discuss and create categories.St d t th l b l • Students then place vocabulary words under the correct category heading heading .

Open Word Sorth / d l d • Teacher/Tutor provides related

words on cards.• Students organize the categories.• Students then place the correct Students then place the correct

word under the appropriate category heading. head ng.

Vocabulary Match-up y pCards.

Use Index cards• Use Index cards.• The vocabulary word is written on one card

and the meaning is written on another.g• The students must find their match by

discussing words and meanings.The pair sits/stands together and • The pair sits/stands together and presents to the class.

• One student reads the word and the other the definition.

Vocabulary Foldabley

C th bl k f ld bl d d li t f ll • Copy the blank foldable and duplicate for all students.

• Students fold the page in half hot-dog style and p g g ythen cut 5 "flaps" by snipping the 4 dotted lines.

• They should orient the folded page vertically and They should orient the folded page vertically and write each vocabulary word in the top half of one flap. V c bul h nd ut #4• Vocabulary handout #4

Vocabulary FoldableTh th fl d it th • They open the flap and write the definition of the word under it.

• Finally, on the front of the flap below the word, they draw a picture or symbol that , y p ywill help them remember the word. This format allows them to study their words by opening and closing the flaps by opening and closing the flaps.

KIM StrategyProvide students with index cards or use • Provide students with index cards or use regular writing paper.

1. Students write the key word in the 1stycolumn.

2. Definition in the 2nd column3 Memory cue or picture in the 3rd column3. Memory cue or picture in the 3rd column.4. Have students use KIM as students

develop their vocabulary.p yVocabulary handout # 5

KIMK I MK

Key WordI

InformationM

Memory Cue

Mad Three MinutesTh t t ill it ll th ds th b d • The tutor will write all the words on the board that have been the focus of the lesson.

• Have the students look at the words and study ythem for a few minutes. Erase the words.

• Have the students write as many words as possible in three minutes.possible in three minutes.

• They can also provide a picture or definition of the word.Th stud nt ith th m st ds ts ppl us• The student with the most words gets applause.

Students should personalize word learning

• Personal Dictionaries

Personal DictionariesS ts st d t's l i f k b l• Supports student s learning of key vocabulary.

• Students create the dictionaries as individual vocabulary and spelling resources.y p g

• Add unknown words they come across as they read.

• Tutors works with students to clarify meanings of Tutors works with students to clarify meanings of new words.

• Vocabulary handout #6

How?Th d i th di ti i b • The words in the dictionaries can be categorized in:Al h b ti l d• Alphabetical order

• Subject• Sound• Morphological structure (past tense)p g p• Content or topic

Secondary tutorsd l d • Students can create personal word

dictionaries that include content f b lspecific vocabulary.

Elementary and Beginning y g gELLs

E d l ll • Encouraged to use simple illustrations to represent words they are learning.

• K-1. words can come from big books K 1. words can come from big books through a shared reading experience.

Vocabulary games and y gactivities

P l d b l • Promote language and vocabulary development.

The Fly Swatter GameT h it s t t b l b d• Teacher writes target vocabulary on board

• Divide class into teams of 4 or 5• Teams stand in line behind starting line (5 -8 ft. eams stand n l ne beh nd start ng l ne (5 8 ft.

back)• When teacher calls out a definition, 1st one to

swat answer gets a pointswat answer gets a point• After 1st round, swatter is handed to next person• 1st team to get predetermined amount of points is

h !the winner!

Blackboard Spin the pBottle

W it 5 b l ds th b d • Write 5 vocabulary words on the board, one student under each word. These students are the “bottles”

• Students at their seats “spin the bottles” by calling out a definition

• When a “bottle” hears his definition, he spins When a bottle hears his definition, he spins around once

• If the student fails to spin when his definition is called he must give someone else his place at the called, he must give someone else his place at the board

I Have… Who has?• The whole class can play this after studying • The whole class can play this after studying

vocabulary of a lesson or chapter• Vocabulary words and definitions on cards are all

mixed upmixed up.• Each student is given 1 word and a different

definitionThe 1st student says “Who has (and reads • The 1st student says Who has (and reads definition)?

• The student who has the word says, “I have (and reads the definition)reads the definition)

• Continue play in this manner. Go around the room.

For more information contact

D M í T• Dr. María Torres• Director of Diversity and ESOL• 377-0111

• Ilona Olancin• Secondary ELL Curriculum Facilitator• 377-0129