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Building Academic Vocabulary for ELLsAugust 8, 2014

Objectives:

Define academic language using the WIDA framework and identify what this looks like in your content and grade level.

Identify the highest leverage words to teach in a text or unit and determine what strategies and routines you can use to teach them effectively.

Plan a week’s worth of vocabulary instruction for a text or unit you will teach in the first 1-2 months of school.

Agenda:

• Do Now

• Overview of Objectives and Agenda

• What is Academic Vocabulary, and how do I know what words to teach?

• Apply it: Selecting Words

• What are effective routines and strategies for teaching vocabulary?

• Apply it: Integrating strategies into your lessons

• Wrap-up

Activator: Life as an ELL

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Objective: To experience what school is like for an English Language Learner.

Directions: Pretend you are a student learning English. This is a fictional story you are reading in ELA class. As you are reading, take notes on the various ways “snoog” is used in the text.

Meanings of “snoog” Text: An Exciting Night for Kevin It was a quiet night in the Williams house. Marissa, the oldest daughter, was putting on snoog up in preparation for her date. Middle child, Sara, was snooging a model airplane, while Kevin, the youngest, was chatting with his snoog believe dog. Their mother was busy snooging dinner downstairs in the kitchen. Their father was on the computer, researching a new snoog of car.

“I don’t have enough glue, but I guess I’ll have to snoog do,” sighed Sara.

“Your problem isn’t as big as mine,” replied Marissa. “My hair is terrible, and I need a snoogover.”

Kevin ignored his sisters. “Snoog sure you don’t step in the mud,” he warned his imaginary dog, Oreo.

As Kevin was preparing to put Oreo in his “crate” (a cardboard box underneath the window), he noticed a strange man in a mask snooging toward the house next door. Kevin couldn’t snoog out the man’s features because of the darkness, but Kevin was certain the man wasn’t intending to snoog good.

“Oreo, he looks like he’s up to some trouble. What if he snoogs off with my friend Daniel’s new iPad? I can’t let that happen. He’s been saving his allowance all year.”

Kevin snooged the decision to go after the strange man himself. He just couldn’t bear the thought of Daniel being so upset. He knew he might be in danger, but he was willing to take that risk in order to help his friend.

“Oreo, I snoog you the official guard dog of this house,” Kevin stated, patting his imaginary pet. Then, he put on his coat, grabbed a flashlight, and opened his window. For once, Kevin was glad his

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room was on the first floor of the house.“Well, I guess it’s time to snoog or break it. I

only hope I snoog it in time!”

General ReactionsHow did you feel while reading this story?

How do you think an ELL would feel while reading this story?

Analysis of LanguageWhat English word is represented by “snoog” in this story? How did you figure this out?

Would you have been able to figure this out if you were unfamiliar with most of the words surrounding “snoog”?

How many definitions of “snoog” (make) were used in the text?

How many parts of speech of “snoog” (make) were used in the text?

Can you think of any other idioms using “make?” Any other definitions of “make?”

ConclusionsWhat did this activity teach you about the school experience of an ELL?

What did this activity teach you about academic language?

How are you going to apply what you learned from this activity in your classroom?

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Selecting Words from a TextTargeted Tiered Vocabulary from Mentor Text

Tier 2 & Tier 3 words should be integrated into student product/assessment.

Tier 1 wordsBasic words most children know in

their primary language: may include connectors or compounds; Newcomers

will need to learn these!

Tier 2 wordsEssential to comprehension: i.e., process &

transition, specificity, sophistication multiple meaning words, transitional terms, idioms…

Tier 3 wordsLow frequency, content specific, typically glossed in the back of the text book…ALL

students will need to learn these!

Exam

ples

Clock, cold, happy, baby, schedule, choice

primary, adapt, point consequently, once upon a time, break a leg, as well as

Entomologist, photosynthesis, bucolic, endoplasmic, Battle of Bull Run

Selecting Words from a Unit Plan or Set of Objectives

Prioritizing Words to Pre-teach

• Consider– Importance and Utility– Instructional Potential– Conceptual Understanding

• Focus on Tier 2 words – highest leverage!

• 5-7 to pre-teach per week

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Let’s Practice!

from “Fire: Friend or Foe” 5th grade MCAS passage

Changes over the Years

Every ecosystem has its own timeline, changing with the years after a major event such as a fire. The first plants to grow are those that are resistant to fire and resprout from their roots and also those whose seeds like dormant, waiting for the stimulus of fire to germinate. These plants are sun lovers, sending up flourishing growth with the stimulation of open space and nutrients in the ashes.

Fast-growing shrubs accompany the grasses and wildflowers, as do young trees. Over the years, the shrubs and trees shade out the sun, and some of the plants that grew quickly after the fire, such as fireweed, disappear. In more years, the trees grow tall enough to shade the shrubs, and they decline as well.

Targeted Tiered Vocabulary from Mentor Text

Tier 1 wordsBasic words most children know in

their primary language: may include connectors or compounds; Newcomers

will need to learn these!

Tier 2 wordsEssential to comprehension: i.e., process & transition, specificity, sophistication multiple meaning

words, transitional terms, idioms…

Tier 3 wordsLow frequency, content specific, typically glossed in the back of the text book…ALL students will need to learn

these!

Wor

ds

What words would you pre-teach?

1)2)3)4)5)

from 5th Grade Math Unit MCAS Open Response

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CCSS.Math.Content.5.NBT.B.7 - Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used

Targeted Tiered Vocabulary from Mentor Text

Tier 1 wordsBasic words most children know in

their primary language: may include connectors or compounds; Newcomers

will need to learn these!

Tier 2 wordsEssential to comprehension: i.e., process & transition, specificity, sophistication multiple meaning

words, transitional terms, idioms…

Tier 3 wordsLow frequency, content specific, typically glossed in the back of the text book…ALL students will need to learn

these!

Wor

ds

What words would you pre-teach?

1)2)3)4)5)

What other vocabulary would you need to teach in the unit?

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CCSS.Math.Content.5.NBT.B.7 - Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used

Apply it: Practice selecting words from your text or unit materials

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Targeted Tiered Vocabulary from Mentor Text

Tier 1 wordsBasic words most children know in

their primary language: may include connectors or compounds; Newcomers

will need to learn these!

Tier 2 wordsEssential to comprehension: i.e., process & transition, specificity, sophistication multiple meaning

words, transitional terms, idioms…

Tier 3 wordsLow frequency, content specific, typically glossed in the back of the text book…ALL students will need to learn

these!

Wor

ds

Routines and Strategies for Teaching & Practicing New Words

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A Seven-Step Process for Pre-Teaching Vocabulary Steps Example

1. Call and response with the word. Teacher says the word; students repeat (~ 3 times). This is a good place to add in a gesture!

1. Call & response: “frantic” 3 times (model gesture)

2. Teacher states the word in context from the text (or give an example of where students will encounter it in the unit).

2. “It was like a madhouse. Papi and Guario and Roberto and Angela and my little cousins were throwing everything out the front door in their frantic search” (16).

3. Teacher provides the dictionary definition(s) and part of speech.

3. (adj) desperate or wild with excitement

4. Explain meaning with student-friendly definitions.

4. Feeling wild or crazy because you are scared or excited

5. Highlights features of the word: multiple meanings, cognate, tense, prefixes, etc.

5. “Frantic” comes from the Old French (frenetique) and Latin (phreneticus). Can you think of a Spanish cognate?

6. Turn and talk with sentence starter: Give students an opportunity to use the word orally in their own sentences. Helps to internalize meaning.

6. Tell your partner: “Sometimes I feel really frantic when__________.”(Keep talking for 1 min).

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

7. For homework you’re going to draw a picture / write a sentence about someone feeling frantic and you’ll see this word in Chapter 1 today.

Sources:

MA Department of Elementary and Secondary Education. 2013-14. RETELL SEI Course Materials.

Calderón, M. 2011. Teaching reading and comprehension to English learners, K–5, 67–83. Bloomington, IN: Solution Tree Press.

Calderón, M. 2007. Teaching reading to English language learners, grades 6–12: A framework for improving achievement in the content areas, 29–45. Thousand Oaks, CA: Corwin Press.

Sample Student Materials

Self Assessment: Frantic

□ I’ve never seen or heard this word before.

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□ I have seen or heard this word before, but I don’t know what it means.

□ I have seen or heard this word before, and I infer that it means __________________________________.

□ I know this word. It means _________________________________________________________________.

□ I know this word and can use it in a sentence: __________________________________________________________________________________________________________________________________________.

Frantic comes from Old French (frenetique), Latin (phreneticus), and Greek (phrenetikos), and another English synonym is frenetic.

Can you think of a Spanish cognate for this word? ______________________

Tell your partner:What is something that can make you feel or act frantic? Complete the sentence frame:

Sometimes I feel really frantic when _____________________.Strategies and Routines for Vocabulary Practice

STRATEGY NOTES

1. Pre-teach new vocabularya. 5-7 new words per week

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b. Start with self-assessmentc. Introduce with 7-stepsd. Connect words with gestures

2. Daily practice on Do Now, HW, Exit Ticketsa. Illustrate the wordb. Match the word to a picture and explain why it

illustrates the wordc. Cloze sentences with a word bankd. Write a sentence with the worde. HOT questions (see below)

3. Gamesa. Daily Practice

i. Simon Saysii. Charadesiii. Tabooiv. Hatsv. Pictionaryvi. Races / Competitions

b. End of Unit Reviewi. Bingoii. Matchingiii. Go Fish

4. HOT questionsa. Ask students to consider a scenario that

includes 2 words.b. EXAMPLES

i. Would you want to grip something that is jagged? Explain why or why not.

ii. How are Diaspora and lunge the same? How are they different?

5. Word Walla. Active, dynamic – teachers and kids are using

the words frequentlyb. Updated regularly (move old words, keep new

words prominent)c. Word and pictured. Sort words in different wayse. “Kill” boring words – graveyard

But Where Do I Find The Time??1

During Class Homework

1 If you cannot find the time, you may need to make the time.

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M Pre-Teach w/ 7-Steps (15-20 min)Continue with regular lesson

Illustrate the word OR match each word to a picture and explain why it is a good match

T Begin Pictionary2 (5-10 minutes)Continue with regular lesson Cloze sentences with a word bank

W Guess That Word3 (2-5 minutes)Continue with regular lesson Write original sentences / story with a

word bankTh Charades (2-5 minutes)

Continue with regular lesson HOT questions

F Weekly Vocabulary Assessment (10-20 min)Continue with regular lesson

Spiral review of vocabulary from previous weeks

Tips on Finding the Time

Incorporate into Do Now, Homework, and Exit Ticket activities Use them as transitions into other activities Use the vocabulary even when you are not explicitly discussing vocabulary Encourage students to write outside of school using these target words

Plan a week of vocabulary instruction for your own class!Using any of the templates below, plan a week’s worth of vocabulary instruction and practice for a text or unit materials you will teach in the first few months of school.

I. Prioritize 5-7 words to teach2 Because this takes some time, you may choose have students complete this entirely at home.3 Feel free to mix it up. You can use any quick strategy here, really.

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From the list of Tiered Vocabulary you selected on page 8, what 5-7 words will you teach this week?

1)2)3)4)5)6)7)

II. Plan your pre-teaching with 7-stepsTry scripting out the 7-steps for at least one vocabulary word. Remember: this should be primarily oral and last 2-3 minutes.

Steps Example1. Call and response with the word. Teacher

says the word; students repeat (~ 3 times). This is a good place to add in a gesture!

2. Teacher states the word in context from the text (or give an example of where students will encounter it in the unit).

3. Teacher provides the dictionary definition(s) and part of speech.

4. Explain meaning with student-friendly definitions.

5. Highlights features of the word: multiple meanings, cognate, tense, prefixes, etc.

6. Turn and talk with sentence starter: Give students an opportunity to use the word orally in their own sentences. Helps to internalize meaning.

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

I. Plan practice routines and activities Use this template to organize your vocabulary instruction for the week. What strategies will you use? How much time will you spend? How will you assess vocabulary?

During Class Homework

Monday

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Tuesday

Wednesday

Thursday

Friday

Assessment:

Supporting Vocabulary Through Non-Instructional Roles:If you are not a classroom teacher, feel free to join a group or think about how you can support vocabulary development for ELLs through your specific role, using the template below.

Your role: ______________________________________________________________________

What are some challenges you anticipate ELLs experiencing in your setting? (nurse’s office, gym, main office, counselor’s office, etc.)

What strategies can you use to support them through these challenges?

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In general, what can you do through your role to help support academic vocabulary development among ELLs?

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