Teaching Academic Teaching Academic Language and Building Language and Building Background with ELLsBackground with ELLs

““CAROLINA TESOL SPOOKTACULAR”CAROLINA TESOL SPOOKTACULAR”

Sheraton Imperial Hotel and Convention CenterSheraton Imperial Hotel and Convention Center

Oct. 30, 2009Oct. 30, 2009

Bryan T. BlitchBryan T. Blitch

bryanblitch@berkeley.k12.sc.usbryanblitch@berkeley.k12.sc.us

““THE DIFFICULTY THE DIFFICULTY OF YOUR SET OF YOUR SET

COULD BE COULD BE INCREASED IF YOU INCREASED IF YOU

DO A JAM DO A JAM FOLLOWED BY A FOLLOWED BY A

PEACH.”PEACH.”

The point values you may earn The point values you may earn on your gymnastics routine on your gymnastics routine

can be bigger if you include, in can be bigger if you include, in sequence, two particular skills sequence, two particular skills on the uneven parallel bars: on the uneven parallel bars: the “jam,” which leaves the the “jam,” which leaves the gymnast sitting on the high gymnast sitting on the high bar; and the “peach,” where bar; and the “peach,” where the gymnast moves from the the gymnast moves from the

high bar to the low bar.high bar to the low bar.

If we agree that If we agree that specialized, academic specialized, academic

vocabulary and vocabulary and background knowledge background knowledge

are critical for are critical for comprehension, then how comprehension, then how do we go about teaching do we go about teaching them and what are the them and what are the

most effective strategies?most effective strategies?

Dualistic or Bimodal Dualistic or Bimodal Nature of MemoryNature of Memory(DCT=Dual Coding (DCT=Dual Coding

Theory)Theory)

SemanticSemantic Episodic Episodic

LinguisticLinguistic Nonlinguistic Nonlinguistic

VerbalVerbal Nonverbal Nonverbal Surface levelSurface level Deep, language Deep, language

Deep Structure Deep Structure

Three Functions of Memory

Permanent Memory

Working Memory

Sensory Memory

From working to permanent From working to permanent MemoryMemory

“ “ It is the quality and type of processing It is the quality and type of processing that occurs in working memory that that occurs in working memory that dictates whether that information makes it dictates whether that information makes it to permanent memory. If processing goes to permanent memory. If processing goes well in working memory, information well in working memory, information makes it to permanent memory.”makes it to permanent memory.”

““The more times we engage information in The more times we engage information in working memory, the higher the working memory, the higher the probability that it will be imbedded in probability that it will be imbedded in permanent memory.” permanent memory.”

Dynamics or aspects of effective Dynamics or aspects of effective working memory processingworking memory processing

Strength of “memory trace,” Strength of “memory trace,” or or pathway to the information. pathway to the information. ((minimumminimum of three or four of three or four exposures with no more than a exposures with no more than a two-day gaptwo-day gap))

Depth of processing Depth of processing (deep (deep processing adds details to our processing adds details to our understanding of information)understanding of information)

ElaborationElaboration (related to depth, but (related to depth, but refers to the variety of associations, refers to the variety of associations, new or varied connections) new or varied connections)

Characteristics of Effective Characteristics of Effective Direct Vocabulary Direct Vocabulary

InstructionInstruction Descriptions as opposed to definitionsDescriptions as opposed to definitions Use of linguistic and nonlinguistic Use of linguistic and nonlinguistic

representationsrepresentations Gradual shaping of word meaningsGradual shaping of word meanings Teaching and using word partsTeaching and using word parts Different types of instruction for different Different types of instruction for different

types of wordstypes of words Students interacting about the words they Students interacting about the words they

are learningare learning Use of gamesUse of games Focus on terms important to academic Focus on terms important to academic

subjectssubjects

Six Six Steps to Effective Steps to Effective

Vocabulary Vocabulary Instruction:Instruction:

Step OneStep OneProvide a description, explanation, or Provide a description, explanation, or

example of the new termexample of the new term

Explains the target word with Explains the target word with conversational descriptionsconversational descriptions

Identifies the semantic features Identifies the semantic features through categoriesthrough categories

Contains all elements considered Contains all elements considered important to an accurate important to an accurate understandingunderstanding

Step TwoStep TwoStudents restate explanation of the Students restate explanation of the

new term in their own wordsnew term in their own words

In their own words In their own words what the what the teacher has presented, not simply teacher has presented, not simply copy the explanationcopy the explanation

Provides for “shaping” of Provides for “shaping” of understanding of terms which is vital understanding of terms which is vital to vocabulary developmentto vocabulary development

Academic Notebook (?): My Academic Notebook (?): My Description, Representation, New Description, Representation, New InsightInsight

Step ThreeStep ThreeStudents create a nonlinguistic Students create a nonlinguistic

representation of the termrepresentation of the term

PicturesPictures PictographsPictographs RealiaRealia Art Projects/ModelsArt Projects/Models Graphic organizers (will have to use Graphic organizers (will have to use

some language, but sparse at first)some language, but sparse at first)

Step FourStep Four Students do activities that help them Students do activities that help them add to their knowledge of vocabulary add to their knowledge of vocabulary

termsterms Comparing termsComparing terms Classifying termsClassifying terms Generating MetaphorsGenerating Metaphors Generating AnalogiesGenerating Analogies Revising initial descriptions or Revising initial descriptions or

nonlinguistic representationsnonlinguistic representations Using understanding of roots and affixes to Using understanding of roots and affixes to

deepen knowledge of termsdeepen knowledge of terms RECORD NEW INSIGHTS IN NOTEBOOK!RECORD NEW INSIGHTS IN NOTEBOOK!

Step FiveStep FiveStudents should discuss the terms Students should discuss the terms

they are learningthey are learning Pair to discuss Pair to discuss

• Favorite wordFavorite word• Most interesting wordMost interesting word• Most difficult wordMost difficult word• Comparison of their own representations: What’s Comparison of their own representations: What’s

true?...false?...new?...confusing (no agreement)?true?...false?...new?...confusing (no agreement)? Present or Share with class Present or Share with class Ask questions or add informationAsk questions or add information Clear up misconceptionsClear up misconceptions Record new information in notebookRecord new information in notebook

Step SixStep SixPeriodically students are involved in Periodically students are involved in games that allow them to play with games that allow them to play with

the termsthe terms GamesGames

• PantomimePantomime• PictionaryPictionary• Memory or Concentration card gamesMemory or Concentration card games• TV game show formatTV game show format• Computer or web basedComputer or web based

Instruction should focus on terms Instruction should focus on terms that have a high probability of that have a high probability of enhancing academic success:enhancing academic success:

“Defining an Academic Vocabulary”“Defining an Academic Vocabulary”

Frequency Lists vs. Standards MovementFrequency Lists vs. Standards Movement ““What every American needs to know” What every American needs to know”

vs. Standards Movementvs. Standards Movement Successful participation in US society vs. Successful participation in US society vs.

Academic SuccessAcademic Success Corpus Linguistics and CollocationsCorpus Linguistics and Collocations

Academic Word ListAcademic Word List

Averil Coxhead, Victoria University of Averil Coxhead, Victoria University of Wellington, New ZealandWellington, New Zealand

http://language.massey.ac.nz/staff/awl/downloadfrequent.pdfhttp://language.massey.ac.nz/staff/awl/downloadfrequent.pdf

Building Academic VocabularyBuilding Academic Vocabulary

Teacher’s ManualTeacher’s Manual

byby

Robert J. Marzano Robert J. Marzano

&&

Debra J. PickeringDebra J. Pickering

Copyright-2005-Copyright-2005-

Published by ThePublished by The

Assoc. for Supervision and CurriculumAssoc. for Supervision and Curriculum

Jim Burke’s Academic Jim Burke’s Academic Vocabulary ListVocabulary List

Jim’s thorough survey of texts, Jim’s thorough survey of texts, assignments, content standards and assignments, content standards and examinations has yielded an examinations has yielded an academic vocabulary list.academic vocabulary list.

This Academic Vocabulary List has This Academic Vocabulary List has been categorized (N, V, Adj, Adv & been categorized (N, V, Adj, Adv & derivations, plus Prefixes & Suffixes) derivations, plus Prefixes & Suffixes) by Rick Smith. Both can be found @by Rick Smith. Both can be found @

www.englishcompanion.comwww.englishcompanion.com

U-46 School DistrictU-46 School DistrictElgin, IllinoisElgin, Illinois

Uses Marzano’s Research-6 Steps School District of 41,000 students in

Elgin, Illinois; 42.8% Hispanic Bilingual Word lists from pre-K to Sec

ondary Content areas

www.u-46.org/roadmap/abdbz.cfm_

Tennessee Academic Tennessee Academic Vocabulary ProjectVocabulary Project

Again, based on Marzano’s ResearchAgain, based on Marzano’s Research Identified as “examples" to be used as Identified as “examples" to be used as

a foundation, not “mandated”a foundation, not “mandated” Has thirty-three activities embedded Has thirty-three activities embedded

within the “Six Steps”within the “Six Steps” Website has the lists, word cards & Website has the lists, word cards &

related games ready to userelated games ready to use http://jc-schools.net/tutorials/vocab/http://jc-schools.net/tutorials/vocab/

TN.htmlTN.html

INSIDE WORDS by INSIDE WORDS by JANET ALLENJANET ALLEN

Tools for Teaching Academic Tools for Teaching Academic Vocabulary, Grades 4-12Vocabulary, Grades 4-12

Dozens of StrategiesDozens of Strategies Great Research CitationsGreat Research Citations Bilingual Activity SheetsBilingual Activity Sheets

Published by Stenhouse PublishersPublished by Stenhouse Publishers

Copyright 2007Copyright 2007

VocabularyVocabulary ●● Everyday words that are Everyday words that are challenging for ELLschallenging for ELLs●● Non-phonetic, rote Non-phonetic, rote memory/sight words memory/sight words ●● New uses of familiar wordsNew uses of familiar words●● Academic words used in many Academic words used in many subject areassubject areas●● Content wordsContent words

New Uses of Familiar WordsNew Uses of Familiar Words Think of the word “strike” used mostly in Think of the word “strike” used mostly in

baseball, bowling or fishing, baseball, bowling or fishing, but in conversationbut in conversation::

The thief might The thief might strikestrike again. again. StrikeStrike the match! the match! An idea suddenly An idea suddenly struckstruck him. him. A clock A clock struckstruck two. two. The deer was The deer was struckstruck by a car. by a car. He mightHe might strike strike it rich. it rich. BetterBetter strike strike while the iron is hot. while the iron is hot. Try to Try to strikestrike up a conversation. up a conversation.

Content Textbooks can use words Content Textbooks can use words in wholly different contexts:in wholly different contexts:

IndustryIndustry-The workers went on -The workers went on strikestrike. . (quit working)(quit working)

MiningMining-The prospectors were hoping -The prospectors were hoping to to strikestrike gold. (discover) gold. (discover)

WeatherWeather-Lightning can -Lightning can strikestrike before before a storm. (occur)a storm. (occur)

MilitaryMilitary-The air -The air strikestrike was was considered successful. (attack)considered successful. (attack)

Familiar Words used in a Science Familiar Words used in a Science or Math Context:or Math Context:

ScienceScience-energy, mass, matter, -energy, mass, matter, force, kingdom, cell, property(-ies), force, kingdom, cell, property(-ies), pressurepressure

MathMath-odd, even, table, round, root, -odd, even, table, round, root, power, product, function, mean, power, product, function, mean, mode, volume, planemode, volume, plane

TechnologyTechnology-menu, mouse, desktop, -menu, mouse, desktop, drive, virus, bit, chip, spamdrive, virus, bit, chip, spam

What can be taught?What can be taught?• MeaningsMeanings• SpellingSpelling• Synonyms/antonymsSynonyms/antonyms• HomophonesHomophones• Similarly spelled, but easily confused words Similarly spelled, but easily confused words • Word families (related parts of speech)Word families (related parts of speech)• Prefixes, suffixes, rootsPrefixes, suffixes, roots• Expressions (i.e., collocations - including idioms) Expressions (i.e., collocations - including idioms) • EtymologiesEtymologies• AnalogiesAnalogies

Directions: Draw a sample Four-Square Directions: Draw a sample Four-Square Vocabulary Grid on the chalkboard or Vocabulary Grid on the chalkboard or overhead transparency to model the overhead transparency to model the process for students. If you use the word process for students. If you use the word subtraction,subtraction, their four-square might look their four-square might look like this.like this.

WordWord

SubtractionSubtraction

Makes me think Makes me think of….of….

Taking away, Taking away, Loss, Paying Loss, Paying Bills Bills

MeaningMeaning

Deducting one Deducting one number from number from another another

OppositeOpposite

AdditionAddition

Teaching Content & LanguageTeaching Content & LanguageThe Integrated Approach-SIOPThe Integrated Approach-SIOP

Application of instructional methods which Application of instructional methods which integrate language & contentintegrate language & content

Principles for developing or adapting Principles for developing or adapting instructional materials which integrate instructional materials which integrate language & contentlanguage & content

Identification of relationship between Identification of relationship between content and language skillscontent and language skills

Strategies for assessment of students’ Strategies for assessment of students’ language skills as well as content area language skills as well as content area concepts and skillsconcepts and skills

© 2002. Using the SIOP Model, Center for Applied Linguistics

Sentence StructureSentence Structure

The following words are used to combine clauses, resulting in The following words are used to combine clauses, resulting in complex sentences:complex sentences:

Time:Time: when, while, since, before, after, until, oncewhen, while, since, before, after, until, oncePlace:Place: where, whereverwhere, whereverCause:Cause: because, since, as, inasmuch asbecause, since, as, inasmuch asCondition:Condition: if, unless, on condition that if, unless, on condition thatContrast/Concession:Contrast/Concession: although, even though, despite, in spite although, even though, despite, in spite

of, while, where, whereasof, while, where, whereasOther:Other: that, which, who, whoever, whom, what, why, howthat, which, who, whoever, whom, what, why, how

Adjectives Adjectives and and

Adverbial FormsAdverbial Forms

Adjectives and adverbial forms such as Adjectives and adverbial forms such as almost, probably, never, exactly, unless, hardly, almost, probably, never, exactly, unless, hardly, scarcely, rarely, next, not quite, last, older, younger, most, many, less, longer, least,scarcely, rarely, next, not quite, last, older, younger, most, many, less, longer, least, and and higherhigher modify the meanings of sentences and words. modify the meanings of sentences and words.

Teach the meanings of these words when discussing readings and unpacking test questions in class.

“Recognizing that the language of curriculum subjects cannot be taken for granted but has to be taught, finding stimulating and effective ways to do so, and critically examining how language is currently being used in one’s own classroom will assist not only second language learners but also many of their monolingual-English peers.”

From: Pauline Gibbon, Scaffolding Language Learning

SourcesSources Building Background Knowledge for Academic Building Background Knowledge for Academic

Achievement: Research on What Works in SchoolsAchievement: Research on What Works in Schools (ASCD, 2004) Robert J. Marzano (ASCD, 2004) Robert J. Marzano

Building Academic Vocabulary: Teacher’s ManualBuilding Academic Vocabulary: Teacher’s Manual (ASCD, 2005) R.J. Marzano & D.J. Pickering(ASCD, 2005) R.J. Marzano & D.J. Pickering

Teaching Content to English Language Learners: Teaching Content to English Language Learners: Strategies for secondary School SuccessStrategies for secondary School Success (Longman, 2005) Jodi Reiss(Longman, 2005) Jodi Reiss

““Teaching the Language of School through Teaching the Language of School through Content Instruction” (Presentation at OELA Content Instruction” (Presentation at OELA Summit, Dec. 2005) Robin Scarcella, Univ. of Cal.Summit, Dec. 2005) Robin Scarcella, Univ. of Cal.

Using the SIOP ModelUsing the SIOP Model (Center for Applied (Center for Applied Linguistics, 2002)Linguistics, 2002)