Vocabulary Strategies and English Language Learners

1. Vocabulary Strategies andEnglish Language Learners (works for all students)

2. Please sit at the table that represents your department: Intervention specialist sit with Math or Language arts PE sit with Science Art with Social Studies Speech Pathologist, Psych., guidance and principal - your choice

3. Objectives • Review and practice effective vocabulary for ELLs (all kids really!) • Homework adaptations

4. Warm Up Activity • ABC Activity • On your ABC chart come up with asmany words as you can beginning with the letter in the letter in the box describing good vocabulary teaching strategies • How might you use this in your subject?

5. Marzano’s Six Strategies • Description • Example in their own words • Picture • Activities • Discuss with one another • Games

6. Learning a_______c English is p______y one of the surest, most r_____e ways of s___-____c success in the United States t_____y. Learners cannot f______n in school s_______se______y without it. This v_____y of English e_____s the m______e, c______xf______s of English r______d for success in public schooling and career a________t. It involves m______y of a writing s______m and its particular academic c_______s as well as p______y in reading, speaking, and listening. Learning English

7. Learning academic English is probably one of the surest, most reliable ways of attaining socio-economic success in the United States today. Learners cannot function in school settings effectively without it. This variety of English entails the multiple, complex features of English required for success in public schooling and career advancement. It involves mastery of a writing system and its particular academic conventions as well as proficiency in reading, speaking, and listening. Learning English

8. Teaching Vocabulary

9. Why intensive vocabulary instruction… • ELL’s vocabulary instruction must be accelerated because they are learning English later than Native speakers • ELL’s acquisition of deep understandings of word meaning is very challenging. • Content area texts include very sophisticated vocabulary • All standardized performance tests require wide-range vocabulary knowledge

10. Lack of Vocabulary Instruction “…classroom research consistently reveals how relatively little focused academic vocabulary instruction actually occurs in the typical K–12 classroom.” Durkin found that upper-elementary teachers spent less than 1% of their overall reading instruction focused on vocabulary. Scott and Nagy (1997) documented the scarcity of vocabulary instruction in 23 ethnically diverse upper-elementary classrooms, reporting that only 6% of school time was devoted to vocabulary, with only 1.4% allotted to content area vocabulary.

11. The importance of vocabulary There is a clear consensus among literacy researchers that accelerating vocabulary growth is a vital and often neglected component of a comprehensive reading program (Baumann & Kame’enui, 2004; NICHD Report of the National Reading Panel, 2000). NOT TAUGHT IN ISOLATION Numerous studies have documented the strong and reciprocal relationship between vocabulary knowledge and reading comprehension (Stahl & Fairbanks, 1987; Beck et al., 2002; Graves, 2002; Baker et al., 1995) as well as general reading ability (Stanovich et al., 1984). Research focused on school-age second language learners similarly concludes that vocabulary knowledge is the single best predictor of their academic achievement across subject matter domains (Saville-Troike, 1984).

12. Insufficient strategies for teaching vocabulary

13. What is a gromph?

14. Vocabulary Development Summary of the Research: • Numerous studies have documented the positive impact of direct, explicit vocabulary instruction on both immediate word learning and longer-term reading comprehension (Baker, Kame’enui, & Simmons, 1995; Beck, McKeown, & Kucan, 2002; Biemiller, 2004; Marzano, 2004). • Self-selected reading as a leisure activity increases vocabulary development (Anderson, 1996).

15. Vocabulary Development Summary of the research, continued: • Likelihood of learning an unfamiliar word while reading is 1 in 20. The likelihood increases to 1 in 10 when children read easy narratives and decreases to near zero when difficult expositions are read (Shin, 2006). • Almost two-thirds of the typical child’s annual vocabulary growth comes as the natural consequence of reading books, magazines, and newspapers (Anderson, Wilson, and Fielding (1988).

16. Vocabulary Instructionand best practice • Frontload Vocabulary critical for understanding • Teach in a structured way, providing multiple opportunities and modes for learning (8-15 opportunities) • Repeat frequently in context

17. Good Vocabulary Instruction Should… • Allow students to be active in developing their understanding of words and ways to learn them • Allow students to personalize word learning • Allow students to be immersed in words through a rich language environment • Allow students to build on multiple sources of information to learn words through repeated exposures

18. Traditional Frayer Model

19. Adapted Model for English Language Learners

20. Frayer Model Definition: a source of great and sudden wealth or luck Picture: Bonanza Example: Coffee Growers in Costa Rica Non Example: Someone who is poor

21. Vocabulary to develop “literate” language includes… • Content Words • Process/Function Words (justify, explain, list, discuss, debate, summarize) • Words and word parts that teach English Structure ** Root words page 60

22. Vocabulary should be taught in context, highlighted, used in sentences, given visually and repeated, repeated, repeated!

23. Emphasizing Key VocabularyContent Language (handout) • Contextualizing vocabulary • Vocabulary self-selection • Personal dictionaries • Word walls • Concept definition maps • Word sorts • Word generation • Word study books • Cloze procedures

24. Vocabulary Strategies • Imagery/nonlinguistic representation • Personal Vocabulary Records • Integrated Vocabulary Instruction (NCREL, 2005) • http://www.justreadnow.com/strategies/vocabulary.htm • http://www.delicious.com/amynock/esl

25. Vocabulary (School Language) • Are instructions meaningful to students? Do they understand each word? (such as compare or contrast) • Are there any multiple meaning words? • Are open ended assignments explained and detailed enough to follow?

27. Wrap Up Activity: Vocabulary Quilt • Write six words on the divided chart paper which may be a strand through each subject grade level

28. Homework ASCD Article • Quickly scan your topic area. • What changes are you willing to try to make homework more engaging and mirror 21st century skills?

29. What the research says... • Thirteen-year-olds reported spending an average of about one hour daily on homework (Walberg, 1991). These data show that homework accounts for about 20 percent of the total time the typical American student spends on academic tasks. • Considering these facts, it is surprising how little attention is paid to the topic of homework in teacher education. Most teachers in the United States report that in education courses they discussed homework in relation to specific subjects, but received little training in how to devise good assignments, how to decide how much homework to give, and how to involve parents. • Moreover, homework often causes a great deal of conflict among teachers, students, and parents. Indeed, many doctors and family counselors indicate that problems with homework are a frequent source of concern when children experience medical problems (Cooper, 1991).

30. Too much homework can be counterproductive: May 31, 2005 Instead of improving educational achievement in countries around the world, increases in homework may actually undercut teaching effectiveness and worsen disparities in student learning, according to two Penn State researchers. Most teachers worldwide are not making efficient use of homework, said David P. Baker, professor of education and sociology. They assign homework mostly as drill, to improve memorization of material either in math, science or the humanities. While drills and repetitive exercises have their place in schooling, homework may not be that place.

31. Marzano’s met analysis http://www.marzanoresearch.com/documents/GSASR_HomeworkArticle.pdf

32. What do you think • What have you learned today that you can take out the door and use tomorrow? Please write your answer and give to Rob!