Help you’re students serf or sale the grate see of English! Presented by Mary T. Castañuela

BICS CALP Basic Interpersonal Communication Skills Conversational Cognitive Academic Language Proficiency Textbook language The Nature of Language Proficiency: Cummins, 1979

Levels of Language Proficiency Basic Interpersonal Communication Skills (BICS) – Everyday language – Communicative – Universal across all native speakers – Not related to academic achievement – Usually attained within 2 years

Levels of Language Proficiency Cognitive Academic Language Proficiency (CALP) – Abstract, decontextualized language – Non-interpersonal – Related to literacy skills and academic achievement – CALP in L1 and L2 overlap despite differences in surface features – Usually develops in 5 to 7 years or longer depending on individual and contextual variables

Academic Vocabulary Subject AreaLevel 1 (K-2) Level 2 (3-5) Level 3 (6-8) Level 4 (9-12) TOTALS Mathematics Science History General History U.S. History World History , ELA TOTALS4251,5601,4161,4344,835

Academic Vocabulary These terms are drawn from the national standards. Some are critically important to the understanding of a given subject area, others are useful but not critical, and still others are interesting but not very useful.

No Wonder our ELLs struggle! But really – with what?

ELLs struggle with the following: Basic words (table, chart) Correct meaning of simple words (state, power) Connectors (so that, thereby) Cognates (vapor, función) Multisyllabic words (inconsistently) Homophones, homographs, & homonyms -Laura F. Vega, Dariusz Zdunczyk, &Liliana Minaya-Rowe

Vocabulary knowledge correlates with reading comprehension. Comprehension depends on knowing between 90% and 95% of the words in a text. Knowing words means explicit instruction not just exposure. Students need 12 production opportunities to own a word. -Laura F. Vega, Dariusz Zdunczyk, &Liliana Minaya-Rowe

Tier 1, 2, & 3 Words Tier 1 – Basic words needed in everyday communication Tier 2 – general but sophisticated words – “mortar” words that hold the content specific area words together Tier 3 – Content specific – “brick” words

Dutro & Moran (2003) refer to “brick” and “mortar” terms as a way to distinguish between content-specific vocabulary and general cross-curricular academic language.

Vocabulary Tiers Tier 1Tier 2 runsprinted fellstumbled carsautomobiles prettyenchanting

Tier 3 Words Equation Photosynthesis Simile Democracy Hypothesis Acute

Tier 2 Words also include the following categories of words across academic content areas Homonyms – They have the same spelling. – They have the same pronunciation. – However they have different meanings depending on the context. Homographs – They have the same spelling. – They have different pronunciations. – They have different meanings.

Tier 2 Words also include the following categories of words across academic content areas Homophones – They have a different spelling. – They have the same pronunciation. – They have different meanings.

Homonyms Some of the most troublesome words for ELLs are multiple meaning words. ELLs typically only know one meaning and it may not be relevant to the context. Bill

Homonyms Some examples are: bank table right leg side right

WordMath ContextELA ContextScience Context Social Studies Context MeterThe perimeter of the square is 8 meters. The most common meter in English poetry is iambic pentameter. Acceleration is usually expressed in meters per second. The results of the mock election will be seen as a meter of the actual outcome. TablePlease fill out the table on your worksheet with your answers. When selecting an appropriate book, make sure you look at the table of contents. While you are working on your experiment, make sure you fill out the table on page 109. The President has tabled the discussion at this point.

Homographs Other troublesome words for ELLs are homographs. ELLs typically only know one pronunciation and one meaning and it may not be relevant to the context. wind

Homographs Some examples are: wind bow present close wound live

Homophones Another category of troublesome words for ELLs are homographs. ELLs typically only know one spelling and one meaning and it may not be relevant to the context. centscent sent

Homophones Some examples are: waste/waist pare/pair/pear sell/cell break/brake rode/road bored/board

How do we help our ELLs? The “secret to teaching vocabulary is keeping students interested in a word long enough that their minds will have time to absorb the many possible meanings.” Nilsen and Nilsen (2003)

How do we help our ELLs? Direct explicit instruction Rich discussions Teacher modeling

What are some activities that I can implement within my classroom? Frayer Model This is/This is NOT… organizer Word Walls Vocabulary Notebooks – Marzano Go Fish Game Phone Game Foldables Songs

2007 The Florida Center for Reading Research Know or No Activity Multiple Meaning Match Activity All For One Activity Undercover Meaning Activity Defining Depictions Activity What Do You Mean? Activity Word-by-Word Activity

Since ewe are knot bound two you're chair ewe are now bound two go two you're next cession and afterwards ewe wheel bee home bound..

Region 15 Education Service Center