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Incorporating Vocabulary Routines For English Language Learners
Alison Provencher Resource Specialist
www.HudsonValleyRbern.org
Source: Lehr, Osborn, & Hiebert (2005)
“One of the most persistent findings in reading research is that the extent of students’ vocabulary knowledge relates strongly to their reading comprehension and to their overall academic success.”
What does this mean for students?...for teachers?
Is this a challenge or an opportunity?
Please introduce yourself, your current role and your reaction to this quote.
A
Incorporating Vocabulary Routines for ELLs
Teachers will be able to:● determine why vocabulary development is critical to comprehension● strategically identify the key vocabulary from your content ● develop a consistent approach to teaching vocabulary using
instructional routines● combine direct and indirect learning strategies to effectively build
student vocabulary in any content area● create learning tasks that foster listening, speaking, reading and
writing in English.
Who are our ELLs?Last year, NYS listed 215 languages identified on the HLQ
❑ ELLs with literacy and academic skills in L1❑ SIFE (Students w/ Interrupted Formal Education)❑ Long-term ELLs (6+ years designated as ELLs)❑ Former ELLs (get 2 years of transitional services)❑ ELLs with Disabilities and Special Needs ❑ Free/Reduced Lunch (Impact of poverty)
4
Entering
Emerging
Transitioning
Expanding
CommandingNYSITELL & NYSESLAT scores determine the Levels of English Proficiency in Listening, Speaking, Reading & Writing and inform the units of study.Stages of Language Acquisitionhttps://www.youtube.com/watch?v=Eoca1Ou_6TE&t=83s
Stages Chart
Let’s Do a Folder Walk
Incorporating Vocabulary Routines for English Language Learners will be our main document for the morning.
In the afternoon, we will work with the Vocabulary Lesson Planning Worksheet and many of the other single-page handouts in the folder as we work in groups.
A
Do I have to eat these?
Yeah.Yes, because vegetables have vitamins that will help you grow and get stronger.
It is now well accepted that the chief cause of the achievement gap between socioeconomic groups is a
language gap. ~Hirsch, 2003
Meaningful DifferencesThe 30-Million Word Gap
Hart & Risley
Children from advantaged homes had been exposed to about 5 times more words than
children from the lowest income homes.
• Single, best predictor of school success.• Closely associated with intelligence and knowledge.• Language needed for success in any content area• Students possessing a rich knowledge of words have better
and more elaborated understanding of concepts.
Why is VocabularySo Important?
The Reciprocal Hypothesis“The Matthew Effect”
Reading more gives you a bigger
vocabulary
Having a bigger vocabulary makes
you a better reader.
Being a better readermakes it possible for
you to read more.
Students who read independently for at least 10 minutes per day have substantially higher rates of vocabulary growth than those
who do very little independent reading.
Is vocabulary knowledge more like a light switch or a dimmer switch?
Tell your partner what you think.
Kate Kinsella
What does it mean to “know” a word?“…knowing a word is not an all-or-nothing proposition;
it is not the case that one either knows or does not know a word.
Rather, knowledge of a word should be viewed in terms of the extent or degree of knowledge that people can possess.”
Beck & McKeown, 1991
What does it mean to “know” a word?
•Word knowledge is incremental which means that multiple exposures to a word in different contexts are needed before “knowing” it.
•Word knowledge is multidimensional which means many words have multiple meanings and serve different functions in different sentences, texts, and even conversations.
•Word knowledge is interrelated in that knowledge of one word connects to knowledge of other words.
•Nagy and Scott (2000)
• No knowledge• General sense, such as knowing word has a negative or
positive connotation• Narrow, context-bound knowledge of a word but unable to
describe it in a different context. Example: knowing that the sun is radiant but not that a bride can also be radiant.
• Having knowledge of a word but not being able to recall it readily enough to apply it in appropriate situations.
• Rich, decontextualized knowledge of a word’s meaning, its relationship to other words, and its metaphorical uses, such as understanding what someone is doing when they are devouring a book. Beck, McKeown, and Kucan (2002)
Levels of Knowing a Word
Rate your level of word knowledge:
galumphtyranny
surreptitiousdubiousblithely
1. I have never seen or heard the word.2. I have heard it but I am not sure what it means.3. I have an idea of what it means and can vaguely explain it or connect it to a concept.4. I know the word well and can define and use the word correctly.
Definitions
galumph- to move with a clumsy heavy tread
tyranny- oppressive power
surreptitious- acting clandestinely, secrecy, stealth
dubious- doubtful outcome
blithely- happy, lighthearted, casual
How many words are in the English language?What constitutes a single entry?
What counts as English?https://www.youtube.com/watch?v=2WVQCz_eAC4
So, how many words do we need
to know?
1755 Samuel Johnson’s Dictionary of the English Language
42,733 words with114,000 quotes to illustrate the entries
Second Ed. of The Oxford English Dictionary Approximately 228,000+ full entries, Including Main Entries, Sub-entries, Derivatives, Variations and Obsolete words
The Oxford Dictionaries 2017 Word of the Year is…Youthquake: (noun)
a significant cultural, political, or social change arising from the
actions or influence of young people
A Vocabulary Riddle How many words do we need?
To comprehend what we read, at least 95% of the words must be recognized automatically.
How is this possible given the number of words in English?
Read the excerpt from the text provided.
Underline potential vocabulary words that
may need explicit instruction for your ELLs.
Why not teach all the unknown words in a text?List 4 reasons why.
● Text may have too many unknown words – too many for direct instruction.
● Direct vocabulary instruction can take up too much valuable class time – that might better spend having students read independently.
● Students may be able to understand the whole text without knowing the meaning of every single word in the text.
● Students need to practice using word-learning strategies to independently learn the meanings of unknown words.
(Armbruster, Lehr, & Osborn, 2001)
How do we teach vocabulary?What the research says…
Recommendations for Vocabulary InstructionFrom The National Reading Panel (2000)
Make time for both incidental and explicit instruction.
Incidental Learning:
• Rich Oral Language
• Experiences
• Wide Reading
• Teacher Read-Alouds
• Independent Reading
Intentional Teaching:
Explicit, direct instruction of specific words in a text
Explicit Instruction in Word Learning Strategies:
A. Morpheme Analysis B. Contextual AnalysisC. Dictionary UseD. Cognate Awareness
Word Learning
Strategies
Morphology Context Clues
Dictionary Use Cognate Awareness
Elephant : Elefante
Yes, you can TEACH students to use Context Clues!
• Definition• Example-Illustration• Contrast• Logic• Root Words and Affixes • Grammar
Word Learning Strategies:
Definition Definition is in the sentence
ExampleIllustration
An example or illustration is provided
ContrastWord is compared or contrasted
with another word in the sentence
LogicReader thinks about the rest of
the sentence to understand
Root WordsAffixes
Reader uses knowledge of roots and affixes to determine
meaning
GrammarReader uses word’s function in
sentence or part of speech
Definition Definition is in the sentenceMary retained, or kept, the deed to her mother’s house.
Example orIllustration
An example or illustration is provided
Toads and frogs are predators that hunt and eat spiders.
ContrastWord is compared or contrasted with another word in the sentence
Her sisters were thin, but Tiffany herself was quite obese.
LogicReader thinks about the rest of the sentence to understand
Owls are mainly nocturnal, but other birds of prey hunt during daylight hours.
Root WordsAffixes
Reader uses knowledge of roots and affixes to determine meaning
People who are afraid of spiders have arachnophobia.
GrammarReader uses word’s function in sentence or part of speech
In order to increase in size, spiders must form a new exoskeleton. Most spiders molt five to ten times.
MorphologyThe study of word structure and its meaningful parts
Word Learning Strategies:
Vocabulary Word rejection
Definitionto refuse, to send back, the state of being refused
Prefix + definition re = back, again
Root Word + definition
ject = throw
Suffix + definition -tion = state of
Your own definitionYou don’t want something you bought so you return it to the store
Root Word Matrix
Morpheme Tree
•In linguistics, cognates are words that have a common etymology, or origin. Derived from the Latin word cognatus (meaning related, connected, descendant or blood relative).
•A cognate is similar both orthographically and semantically (but not necessarily phonologically).
•Capitalize on the empowerment of knowing two languages!
•Promote and enhance Metalinguistic Awareness and Metacognition!
•Value what students bring with them!
Elephant : ElefanteComplicated : Complicado
Family : FamiliaDirector : DirectorHospital : Hospital
Develop Cognate AwarenessWord Learning Strategies:
Root Meaning Origin English examples Spanish examples
aud hear Latin auditorium,audition auditorio,audición
astir star Greek astrology, astronaut astrología, astronauta
bio life Greek biography, biology biografía, biología
dict speak, tell Latin dictate, dictator dictar, dictador
mit, mis send Latin mission, transmit misión, transmitir
ped foot Latin pedal, pedestal pedal, pedestal
phon sound Greek phoneme, microphone fonema, micrófono
port carry Latin transport, portable transportar, portátil
Dictionary UseIn today’s modern age, should we still teach and use dictionaries?Should hard copy dictionaries still be used over online dictionaries?What are the barriers and benefits to dictionary use in the classroom?What role will dictionaries have in your classroom?
Can you coordinate with the ENL, ELA or Library Specialist to offer a “Dictionary Mini-Workshop”
as an “extra credit” for students who need it?
Word Learning Strategies:
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Student-Friendly Explanations
■ Dictionary Definition■ Attention - a. the act or state of attending through applying the mind to
an object of sense or thought b. a condition of readiness for such attention involving a selective narrowing
of consciousness and receptivity
■ Dictionary for English Language Learners(Collins COBUILD School Dictionary of American English)
If you give someone or something your attention, you look at them, listen to them, or think about them carefully.
Teach Students How to Use Dictionaries & Glossaries But some are better than others for ELLs
Cobuild: contains additional information that would be useful to a learner of EnglishIf someone or something is unaffected by an event or occurrence, they are not changed by it in any way. In tennis, an ace is a serve which is so fast that the other player cannot reach the ball.
Collocations: words commonly found togetherCome prepared Save timeMake progress Give advice
Pay attention Fast foodCrystal clear Heavy trafficFeel free Do your homework
Conceptual Complexity (Diane August)
• Imageability: Can you easily form an image of it in your mind? Can you easily draw a picture without context?
– Ex: Dinosaur vs Promise, Pencil vs Abandoned
• Concreteness: Tangible, perceivable through the senses?
– Ex: Pencil vs Era, Throne vs Expensive
• Relatedness: the degree to which understanding the target word requires an understanding of related words and concepts
– Ex: Lion vs Economy, President vs Democracy
•Recommendations for Vocabulary Instruction
• 2. Pre-teach carefully selected key vocabulary from the text to be used in the lesson.
Recommendations for Vocabulary Instruction3. Choose words that are most useful for both frequency
and breadth of use across content areas.
Isabel BeckBoth usefulness and frequency should be
considered for all students.(High Incidence Academic Word List)
Three tiers of vocabulary: Tier 1 - Basic words that label common objects
or concepts
Tier 2 - Information words that are critical to comprehension, words with multiple meanings
Tier 3 - Technical or subject-specific words that label content
• Science Unit: Life cycle of the butterfly.• How would you select the words would you explicitly teach
during this unit?
How to Select Key Vocabulary
What are the Tier 1, 2 & 3 words?
metamorphosiscaterpillar first, next, finallyrecordobservechrysalisegg
pupabutterfly cycledocumentwingslarvaadultchange
The Three Tier TestTier 1-
• Is it a word that the student knows in his home language?
• Is there a cognate?
• Can I use a visual?
• Can I offer a quick, simple explanation?
• Is it an idiom?
• Is it a word that will be learned incidentally through social interaction?
Tier 2-• Is it a conceptual word that cannot
be demonstrated?• Is it a high frequency word that will
be encountered often?• Is it a word that is useful across
content areas?• Is it a word with multiple
meanings, dependent on context?• Is it critical to comprehension?• Does it have connection to other
words or concepts? • Does it need a precise definition?• Tier 3- Is it a technical, subject
specific, rare or unique word?
Are you a logophile?
How do you help foster a
love for words?
The Language RBERN at NYU- homepageClick Resources tab for Glossaries
https://steinhardt.nyu.edu/metrocenter/center/technical_assistance/program/language_rbern
Recommendations for Vocabulary Instruction
4. Repetition and multiple exposures are important.
An ELL needs explicit instruction in vocabulary and at least 12
(meaningful, authentic) production opportunities to own a word.
•Watch the video to identify the key components of this vocabulary lesson
•Note Pros and Cons
•What would you emulate?
•What would you modify?
Explicit Vocabulary Instruction
https://explicitinstruction.org/video-elementary/elementary-video-7/ (K)
https://explicitinstruction.org/video-secondary-main/secondary-video-3/ (6th)
Recommendations for Vocabulary Instruction
Anita Archer’s Steps to Explicit Vocabulary Instruction
•Introduce the word. Have students repeat it multiple times. Pronounciation is important!
•Present a student-friendly explanation.
•Illustrate the word with examples and non-examples.
•Check students understanding.
Kate Kinsella’s Steps to Explicit Vocabulary Instruction
• Steps for direct instruction include: – Pronounce– Explain– Give examples– Elaborate– Assess student learning and review often
• Focus on teaching high-use academic words.
Narrowing the Language Gap: The Case for Explicit Vocabulary InstructionA Scholastic Professional Paper By Kevin Feldman & Kate Kinsella
Robert MarzanoSix Step Process for Teaching Academic Vocabulary
DESCRIBE: Provide a description, explanation, or example (verbal or non-linguistic picture) of the new term. RESTATE: Ask students to restate the description, explanation, or example in their own words. (including home language).REPRESENT: Ask students to create a picture, symbol, or graphic of the word.ENGAGE: students in activities that help them add to their knowledge (active engagement in listening, speaking, reading and writing)DISCUSS: Ask students to discuss the terms with one another. PLAY: Involve students in games that allow them to play with terms.
Recommendations for Vocabulary Instruction
5. Active engagement in activities of listening, speaking, reading and writing, allows students to develop a deep understanding of word meanings, connections to other words and to their own experiences.
How can we be intentional and strategic?
Deep Processing Activities forActive Engagement
Illustrate
True/False
Cloze Activities
Analogies
Ranking
Categorizing
Act out a skit
Compare / Contrast
Write a Poem
Boggle Game
Metaphors
Word Associations
Semantic Gradients
Graphic Organizers
Vision Trumps Everything
Two systems are involved in learning words: verbal + non-verbal
linguistic + nonlinguisticMore of our brains’ neurons are dedicated to vision that all four other senses
combined. When teaching new words, use images where possible.
Semantic Maps
- Increases understanding of difficult words
- Verbalize relationships
- Organize ideas and concepts
- Provide examples and learn from the examples provided by others
- Provides a source of vocabulary ideas for writing
Teaching English-Language Learners with Learning Difficulties: Guiding Principles and Examples from Research-Based Practice. October 1998
Semantic Mapping connecting words that tend to “live”
together
First,start withExamples andNon-Examples.
Next, list characteristics,
attributes,elements
features…
Non-example?
What it is NOT.An opposite or antonym
Leave the definition for last.
Using Graphic Organizers as a Visualfor Word Mapping Strategies
The Frayer ModelThis technique challenges students to define target vocabulary and apply their knowledge by generating examples and non-examples, giving characteristics, essential elements, and/or drawing a picture to illustrate the meaning of the word.
TIP: For ELL students, FIRST start with characteristics, examples and non-examples, and leave the “definition” for last.
scrumptiousFoods that are scrumptious?
…to a cat?…to a mouse?…to a baby?
YummyDelicious
Tasty
Foods that are not scrumptious:
Use student-friendly definitions, examples and illustrations!
Semantic Feature Analysis: Help students to understand the meaning of selected vocabulary words, group vocabulary words into logical categories and analyze the completed matrix
Rock Formed by fire
Formed by heat + pressure
Formed by other rocks
granite + - -
limestone - - +
slate - + -
coal - - +
Math Example:
Word Walls
How do you use word walls?
PWIM: Picture-Word Inductive ModelVideo: https://www.youtube.com/watch?v=hxTmXI8r3IE
Article:https://learning.blogs.nytimes.com/2013/01/03/ideas-for-english-language-learners-labeling-photos-sequencing-passages-and-more/
What Doesn’t Work…
What does work?
What are your Take-Aways?
Thank you for participating!Please fill out a feedback form.
Whether you think you can,or you think you can’t,
you’re right. ~ Henry Ford
