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Help you’re students serf or sale the grate see of English!
Presented byMary T. Castañuela
BICS CALPBasic Interpersonal CommunicationSkills
• Conversational
CognitiveAcademicLanguage 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 Area Level 1 (K-2)
Level 2(3-5)
Level 3(6-8)
Level 4(9-12)
TOTALS
Mathematics 80 190 201 214 685
Science 100 166 225 282 773
HistoryGeneral History
U.S. HistoryWorld History
16200
560154245
319123301
270148297
1,311425843
ELA 83 245 247 223 798
TOTALS 425 1,560 1,416 1,434 4,835
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 1 Tier 2run sprintedfell stumbledcars automobilespretty enchanting
Tier 3 Words
EquationPhotosynthesis
SimileDemocracyHypothesis
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:banktablerightlegsideright
Word Math Context ELA Context Science Context
Social Studies Context
Meter The 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.Table Please 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:windbow
presentclose
woundlive
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.
cent scent sent
Homophones
• Some examples are:waste/waist
pare/pair/pearsell/cell
break/brakerode/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 Researchhttp://www.fcrr.org/Curriculum/PDF/G4-5/45VPartThree.pdf
• 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. .
